Organizational |
• Staff skepticism of ESTs |
• Obtain consistent, visible support from program administration for EST |
Context |
• Staff concern about altering usual treatment |
implementation. |
|
approaches |
• Highlight benefits to organization, staff, and clients in communications |
|
• Implementation of a new treatment in an |
about EST implementation. |
|
overburdened system |
• Ensure release time and work support for counselors to be trained. |
|
|
•Collaboratively develop administrative procedures that are minimally disruptive to competing staff demands |
|
CBT Counselor |
• Low counselor buy-in to EST due to concerns |
• Select counselors with high interest in learning about CBT and |
Selection |
about: |
depression. |
|
◦ Required time commitment |
• Link learning CBT to enhancement of professional development. |
|
◦ Unfamiliar nature of the intervention |
|
|
Initial Counselor |
• Counselors may be overwhelmed by amount of |
• Provide in-person training balancing didactic material and interactive |
Training |
material to be learned. |
exercises. |
|
|
• Frame training as building on pre-existing counselor competencies. |
|
|
• Focus on counselor ability to understand and explain basic CBT model. |
|
|
|
• Counselors may have philosophical differences |
• Acknowledge differences in treatment approaches, but highlight |
|
about what constitutes an effective treatment |
compatibility between CBT and counselors' existing treatment |
|
approach. |
philosophy. |
|
|
• Use CBT skills to address counselor concerns. |