How can university training and clinical supervision help low-intensity practitioners effectively use Parent-led Cognitive Behavioral Therapy to improve outcomes for children, young people, and families?

How can university training and clinical supervision, support low-intensity practitioners to effectively deliver a Parent-led Cognitive Behavioural Therapy intervention and improve outcomes for children, young people and families?

Status

Recruiting

Phases

Unknown

Study type

Observational

Source

ISRCTN

Registry ID

ISRCTN11657274

Enrollment

Registered

2023-07-07

Start date

2023-05-25

Completion date

Unknown

Last updated

2023-07-18

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

This is a training evaluation examining the delivery of a clinical intervention as part of a university psychological therapies course, with a follow up evaluation of practitioner skill and confidence in delivering the taught intervention within clinical practice to parents of children who experience anxiety difficulties. Not Applicable

Interventions

The researcher will send the participating Service a data collection sheet using an excel word format. Anonymised outcome data will be populated onto the excel sheet by the Service/Practitioner and w

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Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: 1. Qualified LI practitioners (CWPs and EMHPs) currently working in clinical practice 2. LI practitioner trainees (CWPs and EMHPs) who have received PLCBT training as part of their course and are clinically active in practice 3. Only participants who have/or are currently attending a programme of study at Northumbria University and who are currently delivering either a Parent-led CBT group or an individual programme to parents. 4. LI practitioners must be receiving regular clinical supervision as part of their role. (All LI qualified practitioners and current trainees currently working within Services should be receiving regular ‘live’ clinical supervision as this is a standard requirement) 5. LI practitioners must be willing to and have obtained consent from families to record ‘live’ clinical practice sessions for supervision purposes and for their information to be included in the study

Exclusion criteria

Exclusion criteria: LI Practitioners who: 1. Have not attended a Northumbria University training programme 2. Are not receiving ‘live’ clinical supervision as part of their role 3. Are unable to (i.e., have not obtained parental consent) or do not have access to record ‘live’ sessions as part of their supervision practices

Design outcomes

Primary

Measure	Time frame
1. Initial questions about previous experiences and knowledge of low intensity CBT collected at baseline 2. Questionnaires about University training experiences and training evaluations collected at 2 – 3 months 3. Collection of LI Practitioners/Trainee’s self-perceived competency rating Pre-scores based on the Dreyfus and Dreyfus model of Skill Acquisition (1986) and a 5-Likert scale of confidence. (Pre-scores collated) collected at 2 – 3 months 4. Collection of Service data from parents/carers including outcomes measures such as pre and post RCADS, Goal-based outcomes (GBO’s) and End of service evaluations collected at 12 months 5. Collection of LI Practitioners/Trainee’s (and Supervisors) self-perceived competency rating Post-scores based on the Dreyfus and Dreyfus model of Skill Acquisition (1986) and a 5-Likert scale of confidence collected at 12 and 18 months 6. JISC Survey Practitioners/Trainees and Supervisors requesting feedback about the utility of using the scoring tool in supervision collected at 12 and 18 months	—

Measure

Time frame

1. Initial questions about previous experiences and knowledge of low intensity CBT collected at baseline 2. Questionnaires about University training experiences and training evaluations collected at 2 – 3 months 3. Collection of LI Practitioners/Trainee’s self-perceived competency rating Pre-scores based on the Dreyfus and Dreyfus model of Skill Acquisition (1986) and a 5-Likert scale of confidence. (Pre-scores collated) collected at 2 – 3 months 4. Collection of Service data from parents/carers including outcomes measures such as pre and post RCADS, Goal-based outcomes (GBO’s) and End of service evaluations collected at 12 months 5. Collection of LI Practitioners/Trainee’s (and Supervisors) self-perceived competency rating Post-scores based on the Dreyfus and Dreyfus model of Skill Acquisition (1986) and a 5-Likert scale of confidence collected at 12 and 18 months 6. JISC Survey Practitioners/Trainees and Supervisors requesting feedback about the utility of using the scoring tool in supervision collected at 12 and 18 months

—

Secondary

Measure	Time frame
There are no secondary outcome measures	—

Countries

England, United Kingdom

Outcome results

None listed

Source: ISRCTN (via WHO ICTRP) · Data processed: Feb 4, 2026