Schneider Institutes for Health Policy, Heller School, Brandeis University, Waltham, MA 02454, USA.
Subst Abus. 2013;34(2):179-87. doi: 10.1080/08897077.2012.746255.
The authors designed and delivered an innovative Web course on cognitive behavioral therapy (CBT), a specific empirically based treatment, to a diverse group of addiction counselors and supervisors in 54 addiction units across the country, and conducted a randomized controlled trial of its effectiveness with 127 counselors. The primary focus of the trial was to assess "adequate adherence to CBT practice" after training as judged by raters blinded to training condition who listened to audiotapes of actual client sessions. Counselors who passed were judged to satisfy 2 criteria: (a) low pass or greater on at least 1 of 3 "CBT-generic skills" assessing session structure; and (b) low pass or greater on at least 1 of 3 "CBT-specific skills" related to use of functional analysis, cognitive skills practice, or behavioral skills practice.
Although the counselors' use of CBT skills in sessions increased after Web course training, it was not statistically significant and not larger than the gain of control-group counselors trained with a written CBT manual.
作者设计并提供了一个创新的网络课程，内容是认知行为疗法（CBT），这是一种特定的基于经验的治疗方法，提供给全国 54 个成瘾治疗单位的多样化成瘾治疗师和督导。作者对其中 127 名治疗师进行了随机对照试验，以评估其效果。该试验的主要重点是评估培训后“CBT 实践的充分遵循”，由对培训条件不知情的评估人员判断，评估人员会听取实际客户会议的录音带。通过的治疗师被判定满足以下 2 个标准：（a）至少有 3 项评估会议结构的“CBT 通用技能”中的 1 项得分低通过或更高；（b）至少有 3 项与使用功能分析、认知技能实践或行为技能实践相关的“CBT 特定技能”中的 1 项得分低通过或更高。
尽管治疗师在课程培训后在会议中使用 CBT 技能的频率有所增加，但这并不具有统计学意义，也不比接受书面 CBT 手册培训的对照组治疗师的增加幅度更大。
