The Cognitive Apprenticeship Model: Implications for its use in Psychiatric Rehabilitation Provider Training

Abstract

With the advent of recovery-oriented services and evidenced-based practices in the psychiatric rehabilitation field, there is also a need for evidenced-based training and technical assistance technologies that help providers facilitate the recovery process for persons with serious mental illness (Chow, Cichocki, & Left, 2009). Nonetheless, there is a paucity of training and technical assistance methodologies cited in the literature that would qualify as evidenced-based (Chow et al., 2009). In a review of the literature on the evidence-base for training methodologies in PsyR, Chow, Cichocki, and Left (2009) found that there are two separate layers of training strategies. First, system level workforce development strategies that address agency policies and procedures that encourage and enhance efforts to increase staff skill levels. The second approach was workforce training strategies, which include the actual training techniques. To date, strategies have included many social learning theory influenced training practices (Corrigan, Steiner, McCracken, Blaser, & Barr, 2001; Milne, Gorenski, Westerman, Leck,& Keegan, 2000; Waynor, Pratt, Dolce, Bates, & Roberts, 2005). This article suggests that the Cognitive Apprenticeship (CA) training methodology can advance workforce training and dissemination, specifically when learning implicit cognitive skills and multifaceted problem solving (Brown, Collins & Duguid, 1989; Collins, Brown & Holum, 1991). The authors will illustrate using CA to train employment specialist in the area of job development. Current training strategies that focus primarily on didactic classroom training methodologies are insufficient to train staff the complex skills needed to effectively provide employment services (Waynor et al., 2005). Waynor, Pratt, Dolce, Bates, and Roberts (2005) argue that many typical organizational barriers to change towards a vocational focus include: 1) over emphasis on treatment issues, 2) lack of staff with training or interest in vocational rehabilitation techniques, 3) lack of organizational support, and 4) inability to transfer training from the classroom to practice. Additionally, Waynor et al. (2005) suggested a workforce training strategy based on Bandura's (1986) Social Learning Theory. Bandura's stepwise approach to skills acquisition moves from didactic or classroom training to actual practice and includes: 1) instruction, 2) modeling, 3) role playing, 4) behavioral rehearsal, and 5) in-vivo practice. In-vivo practice is analogous to Situated Cognition (SC) where learning takes place in real life environments (Brown et al, 1989). By providing employment services side by side with agency staff in the community they serve, trainers model the attitudes, knowledge and skills required to deliver employment services. SC and CA, an instructional model, are proposed as adding to the Social Learning Theory in the transfer of training. One core responsibility of employment specialists providing employment services, is job development (Left et al, 2005). Employment specialists often express concern over learning the key components of job development (Fabian & Waugh, 2001) which are recognized as requiring complex cognitive skills and problem solving strategies. Job Development Research indicates that persons with mental illness, with limited or no work history have little chance of getting a job without job development services (Leffet al., 2005). Left et al. define job development as direct or indirect contact with potential employers or networking with individuals or organizations that had [have] job information (p. 1238). However, job development can be defined both broadly and narrowly (Carlson et al. 2008). Broadly, job development is tantamount to supported employment (SE). It includes the multiple tasks an ES does with and for a job seeker in the initial stages of a job search, job acquisition and job commencement. …