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To help readers understand the current recommendations for cognitive behavioral therapy (CBT) training and supervision, this chapter begins with a review of the historical roots and subsequent development of CBT training and supervision worldwide. Professional training programs often provide opportunities for initial CBT exposure. These include clinical psychology and counseling psychology training...
Efforts to develop robust training programs in cognitive behavioral therapy (CBT) require specification of the knowledge, skills, and attitudes necessary to implement the therapy. This chapter provides trainers with an overview of competencies in CBT by reviewing existing competency frameworks, describing essential competencies for training in CBT, and providing examples of methods of teaching competencies...
Empirically supported instructional methods, most of which were developed by the applied behavior analytic educational community, are available. This chapter reviews the primary findings from the empirical educational literature. The instructional tactics include: using active student responding, training relevant behaviour, attending to student motivation, measuring instructional results, understanding...
This chapter describes existing measures of competence in cognitive behavioral therapy (CBT), illustrates the use of such measures in training, and also describes obstacles and confidentiality issues to address. It explains the scoring of the cognitive therapy scale (CTS) and discusses the next steps in the need for development of competence measures. Many measures of patient declarative and procedural...
Performance feedback is a necessary ingredient in developing and refining cognitive behavioral therapy (CBT) skills. This chapter illustrates how feedback is used in skill acquisition, and discusses how to provide summative feedback in a nonthreatening and meaningful way. It suggests techniques for giving feedback to problematic trainees, and describes the use of feedback to promote expertise. The...
Teaching cognitive behavioral therapy (CBT) for specific disorders requires a solid cognitive‐behavioral conceptualization of the identified problem. Once the problem is conceptualized through the lens of the cognitive model, the treatment strategies become clear. This chapter discusses the key components for effectively teaching CBT for depression, anxiety, personality disorders, substance abuse,...
There are many technological applications that can serve the cognitive behavioral therapy (CBT) trainer and supervisor well. This chapter provides a useful survey containing references to specific technological applications for review, study, and implementation in training. It first presents the reader with many existing tools and several of their possible applications. Next, pertinent ethical and...
This chapter reviews current recommendations and evidence‐based practices in graduate training in cognitive behavioral therapy (CBT), and presents a model CBT training program that incorporates a competency‐based approach that adheres to these best practices. It adopts the selective stance of experienced trainers highlighting what is perceived to be the best available practices, and detailing some...
Since 1980, research has expanded the role of cognitive behavioral therapy (CBT) as an adjunctive treatment for schizophrenia and bipolar disorder; as a primary treatment for bulimia nervosa, posttraumatic stress disorder, and borderline personality disorder; and as an extremely helpful adjunct in coping with many types of medical disorders. This chapter reviews diverse aspects of CBT training in...
Cognitive behavioral therapists may be eager to pursue more intensive training after they begin practice. Their motivation for such training may be to provide a best‐practice approach, to widen their therapy arsenal, or to offer a therapy that is evidence based or sought after by clients. This chapter addresses training for professionals in practice, describing the differing options for CBT training,...
This chapter discusses the adaptation of cognitive behavioral therapy (CBT) training and supervision methods to meet the needs of nontraditional trainees. Nontraditional trainees are a heterogeneous group that vary by type and by practice setting. Training such a diverse group presents certain challenges that can only be addressed with modification of traditional training and supervision procedures...
Within CBT supervision there is a primary emphasis on cognitive case conceptualization. Another distinctive aspect is a focus on evidence‐based principles and methods, including the use of reliable instruments for feedback and evaluation, in relation to both therapy and supervision. CBT supervision ultimately appeals to “the data”. Ironically, to date the data indicate that we have some way to go...
This chapter focuses on the training of clinical supervisors, which is a critical focus of cognitive behavioral therapy education. It presents details of the guidelines of two organizations: the European Association for Behavioral and Cognitive Therapies (EABCT), and the Academy of Cognitive Therapy. The supervisory experience can be broken down into three major stages. Establishing expectations and...
Therapists may experience significant stressors in their work, including factors related to training and supervision itself, which may interfere with this aim. This chapter focuses on the issue of therapist self‐care and the need to include this competency in therapist training and supervision. Tools, including a cognitive behavioral therapy (CBT) model that helps conceptualize therapist distress,...
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