TY - CONF
T1 - Cognitive Behavioural Therapy & Training
T2 - International Congress of Cognitive Psychotherapy
AU - Spaten, Ole Michael
AU - Hansen, Tia G. B.
AU - Gulbrandsen, Knut Arild
AU - Rise, Malene
AU - Christoffersen, Giselle
AU - Oestrich, Irene
N1 - Conference code: 6
PY - 2008
Y1 - 2008
N2 - Coaching is an expanding area of professional work, and recent years have brought forward the notion of cognitive coaching (Costa, 2006; Oestrich, 2005) which adapts theory and techniques from cognitive therapy to serve self-enhancement in non-clinical populations. We suggest that a cognitive coaching module in the graduate curriculum for students of psychology is a rewarding introduction to cognitive behavioural approaches, since it allows combination of traditional lectures with “action-reflection-learning” workshops, during which students train cognitive behavioural techniques in their own repertoire. The skills needed for cognitive coaching reflect all therapeutic techniques but at a less advanced psychotherapeutic level, and still prepare for future clinical work and development. In the poster, we summarise a cognitive coaching course syllabus as well as results from data collected to monitor and evaluate the learning process. The course is embedded in a graduate programme of applied cognitive, developmental and neuropsychology, and includes 92 hours (17 days spanning one academic year) of lectures and workshops on cognitive behavioural therapy and coaching. Seven behaviour competence categories, reflecting the requirements for certification as a cognitive coach are measured four times during students’ educational sessions: structure making, problem identification, problem analysis, goal setting, problem solving, homework assignment, evaluation, and empathic skills. Pre- and post course ratings on students’ social and emotional skills (Oestrich, 2007) will also be reported. Educational perspectives for future programmes are discussed.
AB - Coaching is an expanding area of professional work, and recent years have brought forward the notion of cognitive coaching (Costa, 2006; Oestrich, 2005) which adapts theory and techniques from cognitive therapy to serve self-enhancement in non-clinical populations. We suggest that a cognitive coaching module in the graduate curriculum for students of psychology is a rewarding introduction to cognitive behavioural approaches, since it allows combination of traditional lectures with “action-reflection-learning” workshops, during which students train cognitive behavioural techniques in their own repertoire. The skills needed for cognitive coaching reflect all therapeutic techniques but at a less advanced psychotherapeutic level, and still prepare for future clinical work and development. In the poster, we summarise a cognitive coaching course syllabus as well as results from data collected to monitor and evaluate the learning process. The course is embedded in a graduate programme of applied cognitive, developmental and neuropsychology, and includes 92 hours (17 days spanning one academic year) of lectures and workshops on cognitive behavioural therapy and coaching. Seven behaviour competence categories, reflecting the requirements for certification as a cognitive coach are measured four times during students’ educational sessions: structure making, problem identification, problem analysis, goal setting, problem solving, homework assignment, evaluation, and empathic skills. Pre- and post course ratings on students’ social and emotional skills (Oestrich, 2007) will also be reported. Educational perspectives for future programmes are discussed.
KW - Kognitiv adfærdsterapi
KW - Coaching
KW - Uddannelse
KW - cognitive behavioural therapies
KW - coaching
KW - Education
M3 - Poster
Y2 - 19 June 2008 through 22 June 2008
ER -