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• W2772542503 abstract "Introduction Low intensity interventions have been developed as a population-wide strategy to increase access to evidence-based psychological therapies, using the minimum level of intervention necessary to create the maximum gain (Bennett-Levy et al., 2010; NICE 2004a, 2004b). Typical examples of low intensity interventions in the UK include guided self-help using written psychoeducational materials or cCBT (computerised CBT), and psychoeducation groups (Bennett-Levy et al., 2010). Low intensity interventions were first introduced into the national health service in England as part of a stepped care system of interventions for common mental health problems. In Australia, a Federal government initiative to introduce low intensity interventions has taken a different form, with a prime focus on internet-based interventions (Titov et al., 2015). New Zealand already has some examples of locally-developed low intensity interventions (e.g. Fleming, Dixon, Frampton & Merry, 2012), but to date has not developed low intensity services on a national scale. A particular target of low intensity interventions in England has been to increase access to disadvantaged groups, including ethnic minorities (Leibowitz, 2010). In Australia, the Federal Government initiative has specifically sought to increase e-mental health access to the Aboriginal and Torres Strait Islander first nation Australians (Department of Health and Ageing, 2012). Approximately 6% of New Zealanders experience psychological distress at any given time with higher rates for Maori (10%) and Pacific (9%) adults (Mental Health Foundation, 2014). Accordingly the relevance of low intensity interventions to increasing access to psychological therapies amongst the New Zealand population, including Maori and Pacific peoples, is quite apparent. In England, Psychological Wellbeing Practitioners (PWPs) (previously known as low intensity practitioners) have been trained to support guided self-help interventions and provide brief CBT interventions within a stepped care system (e.g. NICE, 2004a). The training for PWPs is relatively brief at 45 days (20 of which are university-directed study days) and it emphasises the acquisition of the specific skill set required to assess clients and deliver low intensity CBT-based interventions (Richards, Farrand & Chellingsworth, 2011). The majority of individuals training as PWPs do not have any previous experience of delivering psychological interventions or possess a core clinical qualification, but most will have worked in the field of mental health or in a related social care role (Farrand, Rayson & Lovis, 2016). Although the manualised nature of low intensity interventions might lead to the assumption that the technical content of the interventions is the only factor of importance, Chaddock (2013) has suggested that practitioners' interpersonal skills are central to their effective implementation: It is precisely because you will have limited contact with the client that interpersonal factors are so important. As a LICBT [low intensity practitioner] you have less time to elicit the information needed to understand the client's difficulty, to develop rapport and facilitate their initial engagement with the intervention materials, and to overcome any difficulties that arise. (Chaddock, 2013, p.70) Although this argument has face validity, until recently there has been a lack of evidence on the role of the therapeutic relationship in general, or therapeutic empathy in particular, in low intensity working. However, a recent study has identified that 9% of variance in outcomes for clients receiving low intensity interventions was due to therapist effects, with a group of PWPs identified that had far higher recovery rates, and also far lower rates of deterioration (Green, Barkham, Kellett & Saxon, 2014). Although the authors noted a range of factors that appeared to contribute to the success of these 'super coaches', general communication and interpersonal skills were identified as key, both by the PWPs but also by their supervisors. …" @default.
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• W2772542503 date "2017-07-01" @default.
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• W2772542503 title "Self-practice/self-reflection (SP/SR) as a training strategy to enhance therapeutic empathy in low intensity CBT practitioners." @default.
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