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Washington Hall - Bulgarian Red Cross

Teaching & Training Cognitive Behavior Therapy; lessons learned from practice

Reham Aly, Tullio Scrimali, Hisham Ramy Speaker

In spite of considerable research demonstrating the effectiveness of cognitive behavior therapy (CBT) in treating various psychological disorders, CBT training programs remain largely unavailable and untested in community settings. There is considerable need to adress this situation inorder to enable the dissemination and implemention of CBT around the globe. A limited body of research suggests that it is possible to disseminate and implement CBT in routine mental health settings with results equivalent to those obtained in randomized clinical trials but such efforts are not widespread due in part to the lack of training opportunities and programs. Training models that fit the needs and resources of community settings need to be developed and evaluated to determine whether they are feasible, effective, and able to be translated into improved client outcomes. There has been little research on the effectiveness of different training strategies on clinicians' ability to effectively implement the empirically supported therapies. Measures such as a clinicians' ability to demonstrate key CBT interventions should be assessed by independent ratings pre- & post training curriculum.

Chair:  Tullio Scrimali, University of Catania, Italy
           Hisham Ramy, Ain Sham University, Egypt

1) Personal Didactic Analysis and Personal Development for CBT Trainees. The Italian experience at ALETEIA School

Tullio Scrimali, University of Catania, Department of Psychology, Catania, Italy

The subject of personal analysis is not, nowadays, well focused in the field of Cognitive and Behavioural Psychotherapy. Tullio Scrimali developed, at ALETEIA International, European School of Cognitive Therapy, a specific process and protocol that makes the trainees protagonists in a self-observation and personal change process. This last goal is reached, during the training, through following methods:

  • Analysis of Schemas and Beliefs
  • Becoming aware of their personal history, regarding parenting
  • Recognition of their adult attachment patterns
  • Monitoring of some psychophysiological patterns, such as heart rate, electro-dermal activity, and EEG. This monitoring is carried out at the ALETEIA Lab of Applied Neuroscience, which is active at ALETEIA International, European School of cognitive Therapy
  • Biofeedback-Based Mindfullness Training

The protocol and the process of Didactic Personal Analysis are carried out for four years during the Course for Specializing in Cognitive Therapy, held at ALETEIA School, according with the rules of the Italian Minister of University. In order to make the process of Didactic Personal Analysis, as reliable as possible. The process of Personal Analysis includes an Assessment module and a Biofeedback based Mindfulness module in order to allow the trainee to develop not just to develop a self-knowing process but also an attitude of self-regulation, mindfulness, acceptance and compassion. The Personal Didactic Analysis is carried out in-group. This protocol for a Personal Didactic Analysis in Cognitive Therapy Training has been applied for more than ten years and the results are under evaluation and will be exposed and discussed during the symposium.

 

2) Laws & Regulations of practicing CBT in Egypt

Hisham Ramy, Ain Sham University, Egypt & Vice President of the Egyptian Association of Cognitive Behavioral Therapy (EACBT)

 

Egypt has a very long history of providing services to people with mental illness. The roots of these services can be traced back to the time of the pharos. Laws and regulations were quite general and did not specifically address mental illness. Starting from the twentieth century Specific laws and regulations were issued to address the need of people with mental illness and in the second half of the twentieth century to regulate the practice of psychotherapy. Ironically since that time no major advances in the regulations has been made. The presentation will provide a historical review of the different laws and regulations. In addition the presentation will highlight the current state of affairs and the way forward.

3) Applying evidence to teaching and training of CBT

Reham Aly, President, Egyptian Association of CBT & Egyptian Training Authority

In spite of considerable research demonstrating the effectiveness of cognitive behavior therapy (CBT) in treating various psychological disorders and reducing the risk of relapse and recurrence, CBT training programs remain largely unavailable and untested in community settings. There is considerable press to redress this situation and to disseminate and implement CBT and other evidence-based practices. A limited body of research suggests that it is possible to disseminate and implement CBT in routine mental health settings with results equivalent to those obtained in randomized clinical trials but such efforts are not widespread due in part to the lack of training opportunities and programs. Training models that fit the needs and resources of community settings need to be developed and evaluated to determine whether they are feasible, effective, and able to be translated into improved client outcomes. There has been little research on the effectiveness of different training strategies on clinicians' ability to effectively implement empirically supported therapies. Measures such as a clinicians' ability to demonstrate key CBT interventions should be assessed by independent ratings pre- & post training curriculum.