Browsing by Author "Haarhoff BA"

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
    Evaluating the content and quality of cognitive-behavioural therapy case conceptualisations
    (New Zealand Psychological Society, 2011) Haarhoff BA; Flett RA; Gibson KL
    Whilst case conceptualisation (CC) is considered a key Cognitive-Behaviour Therapy (CBT) competency, assessment and evaluation of the content and quality of CBT CC skills is not generally part of CBT training. In this paper, the content and quality of CCs produced by novice CBT clinicians was evaluated. Twenty-six novice CBT clinicians constructed CCs based on four clinical case vignettes. The content and quality of the CCs was evaluated using three rating scales, the Case Formulation Content Coding method, the Fothergill and Kuyken Quality of Cognitive-Therapy Case Formulation rating scale, and the CBT CC rating scale and benchmark conceptualisations. Descriptive statistical analysis of content displayed consistent distribution of subcategories of clinical information included, or omitted in the CCs. Underlying psychological mechanisms were emphasised. Information concerning biological, socio-cultural, protective factors, and the therapeutic relationship were generally omitted. As far as quality was concerned, between 50% - 61% of participants produced 'good-enough' CBT CCs. The consistent pattern of clinical information evidenced in the participants' CCs highlighted strengths and weaknesses which have implications for improving training in CC CBT competency.
  • Thumbnail Image
    Item
    The importance of identifying and understanding therapist schema in cognitive therapy training and supervision
    (New Zealand Psychological Society, 2006) Haarhoff BA
    The cognitive therapist's ability to identify, reflect upon, and constructively utilize, the content of his or her beliefs, assumptions, emotions, and behaviours which may be triggered by the interpersonal process occurring in the therapeutic relationship, is increasingly seen as an important part of a successful treatment outcome in cognitive therapy (Safran & Segal, 1996). Identifying "therapist schema" (Leahy 2001) is one mechanism which can be used in training and supervision to facilitate understanding more about how these factors may impact on therapy. Four groups of Cognitive Therapy trainees completed the "Therapists' Schema Questionnaire" (Leahy, 2001). A clear pattern emerged which showed the therapist schema; "demanding standards", "special superior person", and "excessive self-sacrifice" to be the most common schema identified in all four groups. This paper highlights some of the potential therapy interfering effects of therapist schema using the schema listed above. Practical suggestions consistent with the cognitive therapy model are proposed as useful supervision strategies with which to help trainees identify and understand their schema, in the context of the therapeutic relationship.
  • Thumbnail Image
    Item
    Training cognitive behavioural therapy practitioner in New Zealand: From university to clinical practice.
    (New Zealand Psychological Society, 2008) Kennedy Merrick SJ; Haarhoff BA; Stenhouse LM; Merrick PL; Kazantzis N
    The present study evaluated the transfer of skills taught in a Cognitive Behavioural Therapy training programme to work practice. Seventy-three past trainees from varying mental health professions completed self-report questionnaires exploring key aspects of transfer. The results showed that, overall, there was a moderate degree of perceived transfer and a high degree of confidence in using CBT techniques. Statistically significant differences in transfer scores were found between groups with different current therapeutic approaches, age groups of clients, and therapy formats. Significant positive correlations were found between the transfer outcome and two variables: perceived confidence in using the CBT skills, and the perceived impact of the CBT training on skills and knowledge. The most helpful factors and influential barriers in the transfer of CBT training were identified. Results were consistent with findings from previous CBT studies and Goldstein and Ford's (2002) theory of the transfer process. Limitations and strategies to enhance the transfer of training are highlighted.