The screening role of an introductory course in cognitive therapy training.
OBJECTIVE
This study examines the role of an introductory course in cognitive therapy and the relative importance of trainees' characteristics in the selection process for an advanced course in cognitive therapy.


METHODS
The authors assessed the files of all trainees who completed one academic year introductory course in cognitive therapy over the last seven consecutive years (N = 203). The authors examined variables such as previous training, overall involvement during the course, performance, and ability to relate to others, as well as the trainer's evaluations of their performance.


RESULTS
Interaction skills in group situations and performance in written assignments were better predictors for admission into the advanced course.


CONCLUSIONS
Trainees' abilities to learn and to successfully relate to others in group situations are critical for entering an advanced cognitive therapy training course. These findings question the policy of full-scale training in cognitive therapy based merely on the candidates' professional background, stressing instead the merits of an introductory course as an appropriate screening procedure.
Pehlivanidis
Artemios
A
Athens University Medical School, Department of Psychiatry, Eginition Hospital, 72-74 Vas. Sophias Ave., Athens, Greece 11528. apechlib@med.uoa.gr
Papanikolaou
Katerina
K
Politis
Antonis
A
Liossi
Angeliki
A
Daskalopoulou
Evgenia
E
Gournellis
Rossetos
R
Soldatos
Marina
M
Papakosta
Vasiliki Maria
VM
Zervas
Ioannis
I
Papakostas
Yiannis G
YG
D000046:Academic Medical Centers; D015928:Cognitive Behavioral Therapy / Q000193:education* / Q000706:statistics & numerical data; D004522:Educational Status; D006115:Greece; D006801:Humans; D007396:Internship and Residency / Q000706:statistics & numerical data; D011361:Professional Competence / Q000706:statistics & numerical data*; D012570:School Admission Criteria / Q000706:statistics & numerical data*