Abstract
In order to treat adolescent depression, a number of empirically supported treatments (ESTs) have been developed from both
the cognitive behavioral therapy (CBT) and interpersonal psychotherapy (IPT-A) frameworks. Research has shown that in order
for these treatments to be implemented in routine clinical practice (RCP), effective therapist training must be generated
and provided. However, before such training can be developed, a good understanding of the therapist competencies needed to
implement these ESTs is required. Sburlati et al. (Clin Child Fam Psychol Rev 14:89–109, 2011) developed a model of therapist competencies for implementing CBT using the well-established Delphi technique. Given that
IPT-A differs considerably to CBT, the current study aims to develop a model of therapist competencies for the implementation
of IPT-A using a similar procedure as that applied in Sburlati et al. (Clin Child Fam Psychol Rev 14:89–109, 2011). This method involved: (1) identifying and reviewing an empirically supported IPT-A approach, (2) extracting therapist competencies
required for the implementation of IPT-A, (3) consulting with a panel of IPT-A experts to generate an overall model of therapist
competencies, and (4) validating the overall model with the IPT-A manual author. The resultant model offers an empirically
derived set of competencies necessary for effectively treating adolescent depression using IPT-A and has wide implications
for the development of therapist training, competence assessment measures, and evidence-based practice guidelines. This model,
therefore, provides an empirical framework for the development of dissemination and implementation programs aimed at ensuring
that adolescents with depression receive effective care in RCP settings. Key similarities and differences between CBT and
IPT-A, and the therapist competencies required for implementing these treatments, are also highlighted throughout this article.
the cognitive behavioral therapy (CBT) and interpersonal psychotherapy (IPT-A) frameworks. Research has shown that in order
for these treatments to be implemented in routine clinical practice (RCP), effective therapist training must be generated
and provided. However, before such training can be developed, a good understanding of the therapist competencies needed to
implement these ESTs is required. Sburlati et al. (Clin Child Fam Psychol Rev 14:89–109, 2011) developed a model of therapist competencies for implementing CBT using the well-established Delphi technique. Given that
IPT-A differs considerably to CBT, the current study aims to develop a model of therapist competencies for the implementation
of IPT-A using a similar procedure as that applied in Sburlati et al. (Clin Child Fam Psychol Rev 14:89–109, 2011). This method involved: (1) identifying and reviewing an empirically supported IPT-A approach, (2) extracting therapist competencies
required for the implementation of IPT-A, (3) consulting with a panel of IPT-A experts to generate an overall model of therapist
competencies, and (4) validating the overall model with the IPT-A manual author. The resultant model offers an empirically
derived set of competencies necessary for effectively treating adolescent depression using IPT-A and has wide implications
for the development of therapist training, competence assessment measures, and evidence-based practice guidelines. This model,
therefore, provides an empirical framework for the development of dissemination and implementation programs aimed at ensuring
that adolescents with depression receive effective care in RCP settings. Key similarities and differences between CBT and
IPT-A, and the therapist competencies required for implementing these treatments, are also highlighted throughout this article.
- Content Type Journal Article
- Pages 1-20
- DOI 10.1007/s10567-012-0111-1
- Authors
- Elizabeth S. Sburlati, Department of Psychology, Centre for Emotional Health, Macquarie University, North Ryde, NSW 2109, Australia
- Heidi J. Lyneham, Department of Psychology, Centre for Emotional Health, Macquarie University, North Ryde, NSW 2109, Australia
- Laura H. Mufson, Department of Clinical Psychology, New York State Psychiatric Institute, New York, NY 10032, USA
- Carolyn A. Schniering, Department of Psychology, Centre for Emotional Health, Macquarie University, North Ryde, NSW 2109, Australia
- Journal Clinical Child and Family Psychology Review
- Online ISSN 1573-2827
- Print ISSN 1096-4037