Total for the last 12 months
number of access : ?
number of downloads : ?
ID 110082
Title Transcription
ワカモノ ジリツ シエン ジュウジシャ エノ ニンチ コウドウ リョウホウ ケンシュウ ノ コウカ
Title Alternative
The effect of cognitive behavioural therapies training for practitioner of youth independence
Tajima, Daiki Graduate school of Integrated Arts and Sciences, Tokushima University
Yoshida, Reona Graduate school of Integrated Arts and Sciences, Tokushima University
Hattori, Hideyuki Graduate school of Integrated Arts and Sciences, Tokushima University
Matsuda, Tomohiro Graduate school of Integrated Arts and Sciences, Tokushima University
Sakai, Motohiro Graduate school of Integrated Arts and Science, Tokushima University KAKEN Search Researchers
support of youth independence
therapist drift
Content Type
Departmental Bulletin Paper
Aim: Over 630,000 people between the age of 15 and 34 years in Japan who are not working, studying, or undergoing job training (Cabinet Office, 2015) . We found two problems. ①Local youth support stations (LYSS) approach this problem, but intervention methods differ among each LYSS (Tanaka, 2014). LYSS staff should learn evidence-based skills in order to provide efficient and effective youth support. ②There is evidence that staff members who practice evidence-based cognitive behavioural therapy (CBT) alter their methods as they increase their number of cases. This is known as ‘Therapist drift’ (Walter, 2008). Therapist drift often limits the effect of CBT intervention. In this study, we examined the effect of CBT training program for LYSS staff. The CBT training consists of Micro Counselling (MC), Behaviour Activation (BA), and Social Skills Training (SST).
Method: The instruction was conducted to the supporters three times in Kochi prefecture in Japan. One hundred and forty people (a cumulative total of 309) participated. In instruction, first, clinical psychologist gave a lecture, then participants do a role-play each other. Participants completed questionnaire consisted of 9-13 items about skills of the time and a general feeling of efficacy about support before and after each time.
Results: One-way repeated measures ANOVA revealed significant increase the after score of the questionnaire compared to before. The score of a general feeling of efficacy also showed a significant increase, but the score decreased significantly before score with after score of previous time.
Conclusion: In this study, we found the instruction increases supporter’s a feeling of efficacy about each skills and general. But it is only temporary and how maintaining the increase is the future tasks.
Journal Title
Start Page
End Page
Sort Key
Published Date
FullText File
Integrated Arts and Sciences