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Embedding Cognitive Behavioural Therapy training in Practice: facilitators and barriers for trainee educational psychologists (TEPs)
Squires, Garry; Dunsmuir, Sandra
Educational Psychology in Practice. 2011;27(2):117-132.
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Abstract
At the National level there has been a call for more therapeutic interventions and cognitive behavioural therapy has been identified as one approach that can be used. The training of Educational Psychologists (EPs) has been extended to 3 years and this provides an opportunity to increase the depth of knowledge of particular therapeutic models and their use in educational settings. This paper reports developments within two UK educational psychology initial professional training programmes, involving the design of units with a specific emphasis on the development of CBT competencies with children and young people. It details an evaluation of trainee educational psychologists’ experiences of undertaking CBT casework during their placements within Educational Psychology Services. Focus groups were run on each programme using a common script, transcribed and then coded responses using ATLAS Ti. This led to the development of a conceptual framework that gives an understanding of the main barriers and facilitators to implementing CBT interventions within schools. There are implications for EP Services, trainers and service users as well as the trainee educational psychologists (TEPs) themselves.