صبرة, زيزي السيد ابراهيم, Daigham, Abdelmohsen Ibrahim. (2022). Therapeutic competencies in reducing emotional and social distress after cognitive behavior therapy training program: Three years follow up. مجلة کلية الآداب جامعة الفيوم, 14(العدد 1 (الإنسانيات)), 2118-2139. doi: 10.21608/jfafu.2022.188754
زيزي السيد ابراهيم صبرة; Abdelmohsen Ibrahim Daigham. "Therapeutic competencies in reducing emotional and social distress after cognitive behavior therapy training program: Three years follow up". مجلة کلية الآداب جامعة الفيوم, 14, العدد 1 (الإنسانيات), 2022, 2118-2139. doi: 10.21608/jfafu.2022.188754
صبرة, زيزي السيد ابراهيم, Daigham, Abdelmohsen Ibrahim. (2022). 'Therapeutic competencies in reducing emotional and social distress after cognitive behavior therapy training program: Three years follow up', مجلة کلية الآداب جامعة الفيوم, 14(العدد 1 (الإنسانيات)), pp. 2118-2139. doi: 10.21608/jfafu.2022.188754
صبرة, زيزي السيد ابراهيم, Daigham, Abdelmohsen Ibrahim. Therapeutic competencies in reducing emotional and social distress after cognitive behavior therapy training program: Three years follow up. مجلة کلية الآداب جامعة الفيوم, 2022; 14(العدد 1 (الإنسانيات)): 2118-2139. doi: 10.21608/jfafu.2022.188754
Therapeutic competencies in reducing emotional and social distress after cognitive behavior therapy training program: Three years follow up
2Department of Psychology, Faculty of Arts, Minia University
المستخلص
The aim of the study:
This paper addresses the question: is a brief cognitive behavior therapy (CBT) training program enhances psychologist's skills as reflected in scores on Cognitive Therapy Skills scale and in helping students with emotional and social problems. Materials and Methods:
Participants are 35 school psychologists (20 Female and 15 male) have received intensive CBT training for 6 days during two weeks followed by one to one supervision in school sittings for three months. Participants completed cognitive behavior therapy scale (CBTS). Individual and group counseling sessions delivered to male and female (age mean = 13.7 years) students known of emotional and social problems during the current school year. Supervisors wrote a report in the end of three months practice, students and parent's feedback had collected. Results show that differences between pre and post scores on CBTS scale are statistically significant (t= 4.92), supervisors reports and students feedback indicate improving therapeutic skills by the end of three months practice. Conclusion: CBT training program has positive influence in enhancing CBT skills in school psychologists that reflected in providing effective counseling for students with emotional and social problems. Supervision based training optimizing the therapeutic outcome in both individual and group therapy sessions. Follow up of 3 years revealed continuous effect of the training and continuous supervision in improving counseling skills of school psychologists.
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