Page 20 - 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

Table 1
Participants Demographic Data
Characteristics Value
Total participants 35
15 males
Participants by gender ratio
20 females
Age mean 31.7
Experience years mean 5.4
Qualifications:
- Bachelor’s degree 31
- Master’s degree 2
- PhD degree 2

Two Supervisors participated in the current study is a year. The reports include activity plan, intervention tools
Clinical Psychologists (trained in CBT). Supervisor has and evaluation notes.
served as trainers in psychotherapy training for 7, and 17 2. Supervisors tasks is to help implementing and to
years. Supervisor (1) had 12 years of clinical experience evaluate the following items:
and school counseling. He got his PhD degree in - agenda setting: suitable items, feasible agenda;
Counseling and Psychological Wellbeing. Supervisor - CBT interventions: appropriate intervention targets,
(2) had 23 years of clinical experience and academic choosing suitable interventions, rationale for
teaching of Clinical Psychology. interventions, implementing interventions;
The study used the following scales: the Cognitive - homework: choosing suitable homework, reviewing
Therapy Scale and the Cognitive Behavior Therapy homework, rationale for homework, planning
Skills Scale. homework;
The Cognitive Therapy Scale (CTS) was developed by - assessing change: choosing suitable measures;
Young and Beck (1980), and modified by Blackburn and - effective two-way communication: empathic
colleagues (Blackburn et al., 2001; James et al., 2001). understanding, collaboration, client feedback, reflective
An Egyptian version of the CTS validated by Sabra summaries.
(2017); Sabra and Daigham (2020), contains 11 items Procedures
that evaluate specific aspects of therapist competence Participants attend 6 days training in cognitive behavior
including agenda setting, dealing with therapy. The training included basics and techniques of
problems/questions/objections, clarity of cognitive behavior therapy of Adolescents problems.
communication, pacing and efficient use of time, Participants completed Cognitive Behavior Therapy
interpersonal effectiveness, resource activation, Skills Scale before and after the training course.
reviewing previously set homework, using feedback and A close supervision is established for the first stage
summaries, guided discovery, focusing on central implementation in eleven preparatory schools. General
cognitions and behaviors, rationale, selecting psycho educational plan for students of these schools
appropriate strategies, appropriate implementation of have been set, and individual counseling for students
techniques and assigning homework. with emotional and interpersonal problems conducted
The CTS uses a 7-point rating scale format: 0 = poor, 1= too.
barely adequate, 2= mediocre, 3= satisfactory, 4= good, Feedback from students who received individual and
5= very good, and 6 = excellent. group CBT counseling sessions for emotional and
In the current study, the inter-rater reliability of the CTS interpersonal problems collected. Other teachers and
mean scores between the two raters was high (0.87). parent’s feedback about those students’ behaviors
The Cognitive Behavior Therapy Skills Scale (CBTS) collected too. Supervisors reports collected by the end
consists of 40 items with 5 points Likert rating scale of of each 3 months.
1= not use it at all to 5= use it most of the times. Alpha Follow up during 36 months to evaluate and enhance the
reliability is 0.92 (n=55) and test retest reliability is 0.74 counseling service in the Beni Mazar district primary
(n= 20) with good validity indicators (Sabra, 2017). schools.
Students’ feedback after each session and behavioral
observation of class mates included in sessions report Results and Discussion
that reviewed by supervisors. CBT training program has positive influence in
Supervision is an educational process and, as such, enhancing CBT skills in school psychologists that
benefits from using well-established principles that are reflected:
known (from other contexts) to improve the likelihood 1. Results of t-test of paired samples, of CBTSS scores
of learning (Pilling & Roth, 2014, p. 26): show that there are significant differences between pre
1. Written reports of psychological counseling sessions and post mean scores as shown in Table 2-3.
as a part of psychological activity plans during school

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