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Developing a competence framework for cognitive analytic therapy
Author(s) -
Parry Glenys,
Bennett Dawn,
Roth Anthony D.,
Kellett Stephen
Publication year - 2021
Publication title -
psychology and psychotherapy: theory, research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.102
H-Index - 62
eISSN - 2044-8341
pISSN - 1476-0835
DOI - 10.1111/papt.12306
Subject(s) - competence (human resources) , psychology , psychological intervention , cognition , core competency , service delivery framework , psychotherapist , medical education , service (business) , medicine , social psychology , neuroscience , psychiatry , management , economy , economics
Objective This paper describes the development and summarizes the content of a competence framework for delivery of cognitive analytic therapy (CAT). Design The framework was developed using the evidence‐based method developed by Roth and Pilling (2008, Behavioural and Cognitive Psychotherapy , 36 , 129). Methods A review of the CAT outcome literature identified where CAT interventions had evidence of efficacy. Standard texts on CAT were primary sources for details of theory and practice. This process was supported by an expert reference group (ERG). The role of the ERG was to provide professional advice on areas where the evidence base was lacking, but where CAT interventions were commonly used by therapists trained in the model. Results A framework was produced and structured in terms of core knowledge, core skills, and meta‐competences (which require therapeutic judgement rather than simple adherence to a treatment protocol). Conclusions The framework enables trainees, service users, service managers, and commissioners to better understand a) the core features of CAT and b) what competences need to be in place for CAT to be skilfully delivered in practice. Practitioner points It is possible to define the core competences of CAT. Whilst generic competences are important, there are five CAT‐specific domains of competence. The CAT‐specific competences reflect the three‐phase structure of the therapy: reformulation, recognition, and revision.