National Guidelines for Training in CBT
Preamble
The CACBT-ACTCC is a multidisciplinary organization founded in 2010 to advance cognitive and behavioural therapies (CBT) through research, education, and increased access to evidence-based mental health care. It promotes quality training, provides certification for CBT professionals, and engages in national and provincial initiatives to improve mental health services. The organization offers conferences, workshops, and resources while developing guidelines to standardize CBT training, ensuring effective, evidence-based practice across Canada.
Key Definitions:
-
CBT is a general model of psychotherapy, within which several specific approaches can be identified, which vary in terms of the target problem(s) they address and specific intervention components. In general, however, CBT approaches use a combination of behavioural and cognitive principles and interventions. As defined here, CBT includes the entire scope of treatments within this general model, including those that are sometimes referred to as “third wave” CBT. Given this broad focus, this document does not attempt to describe every approach or specific model within the broad framework of CBT but rather highlights training principles and competencies that are common across different approaches to CBT.
-
This document provides guidance about the content of training, minimum core knowledge, and clinical competencies that should be provided as part of CBT training. It is not designed as a regulatory set of standards for CBT training. We anticipate that these Guidelines will evolve as the field of CBT evolves.
-
Training broadly encompasses activities that occur in the context of professional mental health programs, professional continuing education workshops, courses, certificate programs, supervision and consultation, and other delivery methods. This training can occur in the context of an integrated program of study, a stand-alone course, or a combination of delivery methods.
-
Knowledge refers to the understanding of human experience and human change processes based upon theory and scientific evidence. We recognize that knowledge will further accumulate over time as the field develops.
-
Competencies are core sets of abilities, behaviors, or skills that a trainee should demonstrate by the end of training. Competencies are predicated upon core knowledge and the experience to know when and how to apply that knowledge. We recognize that competencies are not static but evolve over time as the field develops. Such competencies may be linked to certification or other forms of credentialing.
Approved May 2019