Evidence for CBTp
Emotional fMR Auditory Paradigm Demonstrates Normalization of Limbic Hyperactivity after Cognitive Behavioral Therapy for Auditory Hallucinations
The Importance of Human Relationships, Ethics and Recovery-Oriented Values in the Delivery of CBT for People with Psychosis
Statewide Implementation of Cognitive Behavioral Therapy for Psychosis Through a Learning Collaborative Model
CBTp Competence Standards
The position of the NACBTPN is that competence in provision of CBTp is attained through rigorous training, consultation and/or supervision, inclusive of the following elements:
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Training consistent with needs of learners, as assessed by an initial formal assessment of these needs (although this may not be possible in some settings where training is offered to diverse groups of learners from multiple settings)
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Recognition that awareness of learning needs is crucial in order to determine the level of training in CBTp that would be required to reach either
i. competence in CBTp, or
ii. competence in CBTp-informed care
and recognition that each of these levels of competence require significantly different levels of training and skill development
3. Inclusion of longitudinal, formal, consultation and/or supervision of CBTp clients
4. Recognition that in order to achieve a level of competence, all learners ought to be evaluated and assessed for adherence to CBTp. Evaluation ought to include consideration of CBTp intervention skills as well abilities in case formulation and treatment planning.