Page 19 - IJSA, Vol. 4, No 1, 2021

International Journal of Science Annals, Vol. 4, No. 1, 2021
рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa

Introduction (Beck, 1967; 1976; 1991; 1993; 1995; 1997; 2005; Beck
Psychological services in the governmental schools face et al., 1979; 2004; Clark et al., 1999), but results depend
many challenges, since it established in 1990 side to side on the therapists’ skill and competences (Kazantzis et
with the social services (Abousrea et al., 2009; al., 2018). Training could enhance cognitive behavior
Sherefeen & Abouhasona, 2011). School psychologist’s therapy skills and enable those psychologists to help
jobs were limited to behavioral assessment of emotional students to cope with their emotional and interpersonal
and academic problems (Ismael, 2006). School problems. Supervision is essential in learning cognitive
psychologists are willing to offer better job by applying behavior therapy. Despite the divergence in systems of
the counseling and therapeutic change with students psychotherapy, their goals and varied training practices,
who suffered because of emotional, interpersonal, or supervision remains the one component considered
academic problems (Yousef, 2009). One of the barriers essential to all (O’Donovan et al., 2011). Miller’s
to achieve this goal is preparing the school psychologists hierarchical framework for assessing clinical skill,
to be competent in delivering a professional help with ranging from therapists’ knowledge of CBT (“knows”),
these problems (Albana, 1990; Elfeky, 1990; Ismael, their practical understanding (“knows how”), their skill
2006; Kamel, 1990; Taha, 1990; Yousef, 2009). within artificial clinical simulations (“shows how”), and
Psychotherapeutic competence is conceptualized as a their skill within real clinical practice settings (“does”)
therapist’s general and treatment-specific knowledge (Muse et al., 2017). In his definition of supervision
level, skill level, and values or attitudes while Milne (2009) stated that the formal provision, by
implementing therapeutic interventions (Kühne et al., approved supervisors, of a relationship-based education
2020). Assessment of psychotherapeutic competences and training that is work-focused and which manages,
are essential to training, supervision, clients care, quality supports, develops and evaluates the work of colleague/s
control, and life‐long practice (Kühne et al., 2019). (precision). It therefore differs from related activities,
Assessment of therapeutic competence may provide such as mentoring and therapy, by incorporating an
therapists with formative and summative feedback and evaluative component (precision by differentiation) and
may guide self-reflection (Muse & McManus, 2013). by being obligatory. The main methods that supervisors
Cognitive behavior therapy (CBT) have been use is corrective feedback on the supervisees’
consistently shown to be effective across a wide range performance, teaching, and collaborative goal-setting
of disorders (Ho et al., 2016; Hofmann et al., 2012; (specification). The objectives of supervision are
Kobori et al., 2014). Previous CBT training evaluations “normative” (e. g. case management and quality control
indicate that trainees’ clinical competence and issues), “restorative” (e. g. encouraging emotional
knowledge improve over the training period (McManus experiencing and processing) and “formative” (e. g.
et al., 2010). Measurement of cognitive behavioral maintaining and facilitating the supervisees’
therapy competency is designed to reveal how well competence (Milne, 2009).
therapists deliver CBT, the results of which can serve There is a growing body of literature showing that
many important functions in research and clinical therapists receiving supervision have more positive
training contexts and has the potential to optimize clients’ outcomes in therapy (O’Donovan et al., 2011).
training and dissemination of CBT (Rozek et al., 2018). The importance of this study in one aspect is that,
Cognitive Therapy Scale developed by Young and Beck helping the psychologists to enhance their professional
in 1980 for assessing CBT skills (Young & Beck, 1980a; skills in counseling and therapy services. On other
1980b). It is the most established measurement of aspects it enables testing the actual results of the training
therapist competence in the context of providing CBT in real life sittings within schools. By giving them the
(Weck et al., 2016). opportunities to refine their counseling skills under a
This study is interested in investigating how far brief close extended supervision and evaluation of client’s
cognitive therapy training could enhance school outcome from various perspectives.
psychologists CBT skills and offer better help for Few studies have examined multiple perspectives (i. e.
students known with emotional and social problems. independent observer, supervisor, trainee therapists and
School psychologists are capable to help students with patient) of competency evaluation and few studies have
their psychological problems, as they spend relatively examined all perspectives together (Rozek et al., 2018).
long time with them and know about their strengths and Current study collects data from supervisors, students,
weaknesses as well. teachers and parents, which enables considering
Adjustment in school environment is very important and multiple feedback of therapy outcome.
has a great impact on student’s overall adjustment and The aim of the study. To explore the impact of the effect
psychological health. of cognitive behavioral therapy training program on
For the study of psycho-adaptive and psycho- reducing emotional and social distress over three years.
maladaptative personality disorders, complexes of
psychological and medical methods for diagnosing Materials and Methods
mental health are mainly used, which allows revealing Participants and Supervisors
psychological peculiarities of the subjects (Melnyk & School psychologists of total number 35 (20 females and
Stadnik, 2018). 15 males) with mean age of 31.7 years, average of 5.4
Cognitive behavior therapy is known as an effective years of experience. Table 1 shows participants’
treatment for many of the psychological problems characteristics.

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