Abstract
While a plethora of cognitive behavioral empirically supported treatments (ESTs) are available for treating child and adolescent
anxiety and depressive disorders, research has shown that these are not as effective when implemented in routine practice
settings. Research is now indicating that is partly due to ineffective EST training methods, resulting in a lack of therapist
competence. However, at present, the specific competencies that are required for the effective implementation of ESTs for
this population are unknown, making the development of more effective EST training difficult. This study therefore aimed to
develop a model of therapist competencies for the empirically supported cognitive behavioral treatment of child and adolescent
anxiety and depressive disorders using a version of the well-established Delphi technique. In doing so, the authors: (1) identified
and reviewed cognitive behavioral ESTs for child and adolescent anxiety and depressive disorders, (2) extracted therapist
competencies required to implement each treatment effectively, (3) validated these competency lists with EST authors, (4)
consulted with a panel of relevant local experts to generate an overall model of therapist competence for the empirically
supported cognitive behavioral treatment of child and adolescent anxiety and depressive disorders, and (5) validated the overall
model with EST manual authors and relevant international experts. The resultant model offers an empirically derived set of
competencies necessary for effectively treating children and adolescents with anxiety and depressive disorders and has wide
implications for the development of therapist training, competence assessment measures, and evidence-based practice guidelines
for working with this population. This model thus brings us one step closer to bridging the gap between science and practice
when treating child and adolescent anxiety and depression.
anxiety and depressive disorders, research has shown that these are not as effective when implemented in routine practice
settings. Research is now indicating that is partly due to ineffective EST training methods, resulting in a lack of therapist
competence. However, at present, the specific competencies that are required for the effective implementation of ESTs for
this population are unknown, making the development of more effective EST training difficult. This study therefore aimed to
develop a model of therapist competencies for the empirically supported cognitive behavioral treatment of child and adolescent
anxiety and depressive disorders using a version of the well-established Delphi technique. In doing so, the authors: (1) identified
and reviewed cognitive behavioral ESTs for child and adolescent anxiety and depressive disorders, (2) extracted therapist
competencies required to implement each treatment effectively, (3) validated these competency lists with EST authors, (4)
consulted with a panel of relevant local experts to generate an overall model of therapist competence for the empirically
supported cognitive behavioral treatment of child and adolescent anxiety and depressive disorders, and (5) validated the overall
model with EST manual authors and relevant international experts. The resultant model offers an empirically derived set of
competencies necessary for effectively treating children and adolescents with anxiety and depressive disorders and has wide
implications for the development of therapist training, competence assessment measures, and evidence-based practice guidelines
for working with this population. This model thus brings us one step closer to bridging the gap between science and practice
when treating child and adolescent anxiety and depression.
- Content Type Journal Article
- Pages 1-21
- DOI 10.1007/s10567-011-0083-6
- Authors
- Elizabeth S. Sburlati, Department of Psychology, Macquarie University, North Ryde, NSW 2109, Australia
- Carolyn A. Schniering, Department of Psychology, Macquarie University, North Ryde, NSW 2109, Australia
- Heidi J. Lyneham, Department of Psychology, Macquarie University, North Ryde, NSW 2109, Australia
- Ronald M. Rapee, Department of Psychology, Macquarie University, North Ryde, NSW 2109, Australia
- Journal Clinical Child and Family Psychology Review
- Online ISSN 1573-2827
- Print ISSN 1096-4037