The European Academy for Cognitive Behavioural Therapy for Insomnia: An initiative of the European Insomnia Network to promote implementation and dissemination of treatment. (19th December 2019)

• Record Type: Journal Article
• Authors: Baglioni, Chiara; Altena, Ellemarije; Bjorvatn, Bjørn; Blom, Kerstin; Bothelius, Kristoffer; Devoto, Alessandra; Espie, Colin A.; Frase, Lukas; Gavriloff, Dimitri; Tuuliki, Hion; Hoflehner, Andrea; Högl, Birgit; Holzinger, Brigitte; Järnefelt, Heli; Jernelöv, Susanna; Johann, Anna F.; Lombardo, Caterina; Nissen, Christoph; Palagini, Laura; Peeters, Geert; Perlis, Michael L.; Posner, Donn; Schlarb, Angelika; Spiegelhalder, Kai; Wichniak, Adam; Riemann, Dieter
• Is Part Of: Journal of sleep research. Volume 29:Number 2(2020)
• Page Start: n/a
• Page End: n/a
• Publication Date: 2019-12-19
• Subjects: CBT‐I -- cognitive behavioural therapy for insomnia -- European CBT‐I Academy -- insomnia -- stepped‐care; Sleep -- Periodicals; Sleep disorders -- Periodicals; 612.821
• DOI: 10.1111/jsr.12967
• Languages: English
• ISSNs: 0962-1105

Abstract

Abstract: Insomnia, the most prevalent sleep disorder worldwide, confers marked risks for both physical and mental health. Furthermore, insomnia is associated with considerable direct and indirect healthcare costs. Recent guidelines in the US and Europe unequivocally conclude that cognitive behavioural therapy for insomnia (CBT‐I) should be the first‐line treatment for the disorder. Current treatment approaches are in stark contrast to these clear recommendations, not least across Europe, where, if any treatment at all is delivered, hypnotic medication still is the dominant therapeutic modality. To address this situation, a Task Force of the European Sleep Research Society and the European Insomnia Network met in May 2018. The Task Force proposed establishing a European CBT‐I Academy that would enable a Europe‐wide system of standardized CBT‐I training and training centre accreditation. This article summarizes the deliberations of the Task Force concerning definition and ingredients of CBT‐I, preconditions for health professionals to teach CBT‐I, the way in which CBT‐I should be taught, who should be taught CBT‐I and to whom CBT‐I should be administered. Furthermore, diverse aspects of CBT‐I care and delivery were discussed and incorporated into a stepped‐care model for insomnia.