Noble Louise A, Firth Nick, Delgadillo Jaime, Kellett Stephen
Department of Psychology, University of Sheffield, Cathedral Court, 1 Vicar Lane, SheffieldS1 2LT, UK.
School of Health and Related Research, University of Sheffield, 30 Regent Street, SheffieldS1 4DA, UK.
Behav Cogn Psychother. 2021 Nov;49(6):732-744. doi: 10.1017/S1352465821000084. Epub 2021 Feb 16.
Whilst the delivery of low-intensity group psychoeducation is a key feature of the early steps of the Improving Access to Psychological Therapies (IAPT) programme, there is little consensus regarding the skills and competencies demanded.
To identify the competencies involved in facilitating CBT-based group psychoeducation in order to inform future measure development.
A Delphi study in which participants ( = 36) were relevant IAPT stakeholders and then an expert panel ( = 8) review of the competencies identified within the Delphi study to create a shortened, more practical list of competencies.
After three consultation rounds, consensus was reached on 36 competencies. These competencies were assigned to four main categories: group set-up, content, process and closure. A further expert review produced a shortened 16-item set of psychoeducation group facilitation competencies.
The current study has produced a promising framework for assessing facilitator competency in delivering CBT-based group psychoeducational interventions. Weaknesses in the Delphi approach are noted and directions for future measure development research are identified.
虽然提供低强度团体心理教育是改善心理治疗可及性（IAPT）计划早期阶段的一个关键特征，但对于所需的技能和能力却几乎没有共识。
确定促进基于认知行为疗法（CBT）的团体心理教育所涉及的能力，以便为未来的测量工具开发提供信息。
进行了一项德尔菲研究，参与者（n = 36）为IAPT相关利益相关者，随后由一个专家小组（n = 8）对德尔菲研究中确定的能力进行审查，以创建一份更简短、更实用的能力清单。
经过三轮咨询，就36项能力达成了共识。这些能力被分为四个主要类别：团体组建、内容、过程和结束。进一步的专家审查产生了一份缩短至16项的心理教育团体促进能力清单。
本研究为评估实施基于CBT的团体心理教育干预措施的促进者能力提供了一个有前景的框架。指出了德尔菲方法的不足之处，并确定了未来测量工具开发研究的方向。
