Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-745bb68f8f-hvd4g Total loading time: 0 Render date: 2025-01-11T16:54:16.605Z Has data issue: false hasContentIssue false

Chapter 1 - A Core-Competency Perspective on Family-Based Intervention for Child and Adolescent Mental Health

from Part I - Theoretical Perspectives on Family-Based Intervention

Published online by Cambridge University Press:  18 February 2021

By
Jennifer L. Allen ,
David J. Hawes  and
Cecilia A. Essau
Edited by
Jennifer L. Allen ,
David J. Hawes  and
Cecilia A. Essau
Jennifer L. Allen
Affiliation:
University of Bath
David J. Hawes
Affiliation:
University of Sydney
Cecilia A. Essau
Affiliation:
Roehampton University, London
Get access

Summary

The training of mental health practitioners has seen a growing focus on core competencies in recent years in response to the need for guidance in the implementation of evidence-based treatment of mental disorders. This chapter outlines the aims and advantages of a competency-based approach and describes existing models of competencies in the treatment of adults, children and adolescents. For the most part, existing models have focused on cognitive behavioural therapy (CBT) to the exclusion of other evidence-based approaches and on individual therapy at the expense of treatment in which family members are actively involved. We present a novel model of the therapist competencies needed for the effective delivery of evidence-based family interventions for common child and adolescent mental health disorders. The proposed framework provides a potential foundation for curricula planning and assessment in practitioner training and stands to inform evidence-based practice guidelines and future research into professional development.

Keywords

competencetrainingdisseminationchild and adolescentprofessional developmentclinical skillcognitive behavioural therapy
Type
Chapter
Information
Family-Based Intervention for Child and Adolescent Mental Health
A Core Competencies Approach
 , pp. 1 - 13
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Epstein, RM, Hundert, EM. Defining and assessing professional competence. Journal of the American Medical Association 2002; 287(2):226–35.Google ScholarPubMed
Kaslow, NJ. Competencies in professional psychology. American Psychologist 2004; 59(8):774.CrossRefGoogle ScholarPubMed
Kaslow, NJ, Borden, KA, Collins, FL Jr, et al. Competencies conference: Future directions in education and credentialing in professional psychology. Journal of Clinical Psychology 2004; 60(7):699–712.Google Scholar
Sburlati, ES, Schniering, CA, Lyneham, HJ, Rapee, RM. A model of therapist competencies for the empirically supported cognitive behavioral treatment of child and adolescent anxiety and depressive disorders. Clinical Child and Family Psychology Review 2011; 14(1):89–109.Google Scholar
American Psychological Association. Evidence-based practice in psychology. American Psychologist 2006; 61(4):271–85.Google Scholar
Lebowitz, ER, Marin, C, Martino, A, et al. Parent-based treatment as efficacious as cognitive-behavioral therapy for childhood anxiety: A randomized noninferiority study of supportive parenting for anxious childhood emotions. Journal of the American Academy of Child and Adolescent Psychiatry 2020; 59(3):362–72.Google Scholar
Tompson, MC, Sugar, CA, Langer, DA, Asarnow, JR. A randomized clinical trial comparing family-focused treatment and individual supportive therapy for depression in childhood and early adolescence. Journal of the American Academy of Child and Adolescent Psychiatry 2017; 56(6):515–23.Google Scholar
Leijten, P, Gardner, F, Melendez-Torres, GJ, et al. Meta-analyses: Key parenting program components for disruptive child behavior. Journal of the American Academy of Child and Adolescent Psychiatry 2019; 58(2):180–90.Google Scholar
Sibley, MH, Rodriguez, L, Coxe, S, et al. Parent–teen group versus dyadic treatment for adolescent ADHD: What works for whom? Journal of Clinical Child and Adolescent Psychology 2019;16:1–17.Google Scholar
Lock, J, Le Grange, D. Family‐based treatment: Where are we and where should we be going to improve recovery in child and adolescent eating disorders. Intnational Journal of Eating Disorders 2019; 52(4):481–7.Google ScholarPubMed
Dawson, G, Rogers, S, Munson, J, et al. Randomized, controlled trial of an intervention for toddlers with autism: The early start Denver model. Pediatrics 2010; 125(1):e17–23.Google Scholar
Diamond, G, Josephson, A. Family-based treatment research: A 10-year update. Journal of the American Academy of Child and Adolescent Psychiatry 2005; 44(9):872–87.Google ScholarPubMed
Mack, KN, Lebowitz, ER, Silverman, WK. Contemporary family psychotherapy: Behavioral and cognitive-behavioral theories. In: Fiese, BH, Celano, M, Deater-Deckard, K, et al. (eds.), APA Handbook of Contemporary Family Psychology: Foundations, Methods, and Contemporary Issues across the Lifespan, Vol. 1. Washington, DC: American Psychological Association, 2019, pp. 57–73. Available at http://content.apa.org/books/16100–004.Google Scholar
Chambless, DL, Hollon, SD. Defining empirically supported therapies. Journal of Consulting and Clinical Psychology 1998; 66(1):7–18.CrossRefGoogle ScholarPubMed
Fonagy, P, Clark, DM. Update on the improving access to psychological therapies programme in England: Commentary on … children and young people’s improving access to psychological therapies. BJPsych Bulletin 2015; 39(5):248–51.CrossRefGoogle Scholar
Clark, DM. Realizing the mass public benefit of evidence-based psychological therapies: The IAPT program. Annual Review of Clinical Psychology 2018; 14:159–93.CrossRefGoogle ScholarPubMed
Roth, AD, Pilling, S. A competence framework for the supervision of psychological therapies. University College London, 2015. Available at www.ucl.ac.uk/pals/sites/pals/files/background_document_supervision_competences_july_2015.pdf.Google Scholar
Clark, DM. Implementing NICE guidelines for the psychological treatment of depression and anxiety disorders: The IAPT experience. International Review of Psychiatry 2011; 23(4):318–27.CrossRefGoogle ScholarPubMed
Hunsley, J, Barker, K. Training for competency in professional psychology: A Canadian perspective. Australian Psychologist 2011; 46(2):142–5.CrossRefGoogle Scholar
Knight, BG. Training in professional psychology in the US: An increased focus on competency attainment. Australian Psychologist 2011; 46(2):140–1.Google Scholar
Laidlaw, K, Gillanders, D. Clinical psychology training in the UK: Towards the attainment of competence. Australian Psychologist 2011; 46(2):146–50.Google Scholar
Pachana, NA, Sofronoff, K, Scott, T, Helmes, E. Attainment of competencies in clinical psychology training: Ways forward in the Australian context. Australian Psychologist 2011; 46(2):67–76.CrossRefGoogle Scholar
MH-Kids, New South Wales, Ministry of Health. NSW Child and Adolescent Mental Health Services (CAMHS): Competency Framework. North Sydney, NSW, Australia.: NSW Ministry of Health, 2011.Google Scholar
Rodolfa, E, Bent, R, Eisman, E, et al. A cube model for competency development: Implications for psychology educators and regulators. Professional Psychology: Research and Practice 2005; 36(4):347–54.Google Scholar
Snyder, CR, Elliott, TR. Twenty-first century graduate education in clinical psychology: A four level matrix model. Journal of Clinical Psychology 2005; 61(9):1033–54.Google Scholar
Sburlati, ES, Lyneham, HJ, Mufson, LH, Schniering, CA. A model of therapist competencies for the empirically supported interpersonal psychotherapy for adolescent depression. Clinical Child and Family Psychology Review 2012; 15(2):93–112.CrossRefGoogle Scholar
Roth, AD, Calder, F, Pilling, S. A Competence Framework for Child and Adolescent Mental Health Services. Edinburgh: NHS Education for Scotland, 2011.Google Scholar
Piotrowska, PJ, Tully, LA, Lenroot, R, et al. Mothers, fathers, and parental systems: A conceptual model of parental engagement in programmes for child mental health—Connect, Attend, Participate, Enact (CAPE). Clinical Child and Family Psychology Review 2017; 20(2):146–61.CrossRefGoogle ScholarPubMed
Bronfenbrenner, U. Ecology of the family as a context for human development: Research perspectives. Developmental Psychology 1986; 22(6):723–42.CrossRefGoogle Scholar
Stormshak, EA, Dishion, TJ. An ecological approach to child and family clinical and counseling psychology. Clinical Child and Family Psychology Review 2002; 5(3):197–215.Google Scholar
Hawes, DJ, Allen, J. Evidence-based parenting interventions: Current perspectives and clinical strategies. In: Positive Mental Health, Fighting Stigma and Promoting Resiliency for Children and Adolescents. New York: Elsevier, 2016, pp. 185–204.Google Scholar
Taraban, L, Shaw, DS. Parenting in context: Revisiting Belsky’s classic process of parenting model in early childhood. Developmental Review 2018; 48:55–81.Google Scholar
Sburlati, ES, Lyneham, HJ, Schniering, CA, Rapee, RM. Evidence-Based CBT for Anxiety and Depression in Children and Adolescents: A Competencies-Based Approach. Hoboken, NJ: John Wiley & Sons, 2014.Google Scholar
James, AC, James, G, Cowdrey, FA, et al. Cognitive behavioural therapy for anxiety disorders in children and adolescents. Cochrane Database of Systemic Reviews 2015; (2):CD004690. Available at http://doi.wiley.com/10.1002/14651858.CD004690.pub4 (accessed 9 June 2020).Google ScholarPubMed
Scott, S, Dadds, MR. Practitioner review: When parent training doesn’t work: Theory-driven clinical strategies. Journal of Child Psychology and Psychiatry 2009; 50(12):1441–50.Google Scholar
Stoltz, S, Deković, M, van Londen, M, et al. What works for whom, how and under what circumstances? Testing moderated mediation of intervention effects on externalizing behavior in children. Social Development 2013; 22(2):406–25.Google Scholar
Wei, C, Kendall, PC. Parental involvement: Contribution to childhood anxiety and its treatment. Clinical Child and Family Psychology Review 2014; 17(4):319–39.Google Scholar
Fairchild, G, Hawes, DJ, Frick, PJ, et al. Conduct disorder. Nature Reviews Disease Primers 2019; 5(43):1–25.CrossRefGoogle ScholarPubMed
Breinholst, S, Esbjørn, BH, Reinholdt-Dunne, ML, Stallard, P. CBT for the treatment of child anxiety disorders: A review of why parental involvement has not enhanced outcomes. Journal of Anxiety Disorders 2012; 26(3):416–24.CrossRefGoogle Scholar
Patel, CC, Fairchild, AJ, Prinz, RJ. Potential mediators in parenting and family intervention: Quality of mediation analyses. Clinical Child and Family Psychology Review 2017; 20(2):127–45.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×