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"Fox, Marci G"
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Teaching and supervising cognitive behavioral therapy
A total CBT training solution, with practical strategies for improving educational outcomes.
Teaching and Supervising Cognitive Behavioral Therapy is the first comprehensive package to provide empirically-validated CBT training and supervisory techniques. Applicable to a variety of behavioral health care disciplines, this multi-modal guide provides educators with the information and tools that can help improve educational outcomes. An examination of CBT developments over the past twenty years leads into a discussion of practical applications for improving CBT education, while addressing the technological advances that facilitate dissemination and the specific challenges posed to confidentiality and patient care. The digital component contains additional audio and video content, plus downloadable worksheets that reinforce and expand upon the strategies presented.
Coverage includes advice geared specifically toward the most commonly-encountered problems, with video of training sessions that address issues like frustration with patients, disbelief in psychotherapy, dislike of the method, and lack of skills. Readers will gain insight into effective goal setting, and implement a structured approach to supervision.
* Examine existing literature and research on training, supervision, and evaluation
* Integrate theory with practical strategies to improve learning outcomes
* Customize training approaches to specifically suit different professional groups
* Fit the methods to the environment, including workshops, webinars, and podcasts
Mental health professionals who favor an empirically-based approach to therapy will appreciate the effectiveness of an empirically-based approach to pedagogy. Backed by over two decades of CBT research and the insight of leading CBT experts, Teaching and Supervising Cognitive Behavioral Therapy provides trainers with the tools and information they need to improve therapist educational outcomes.
eBook
The Comprehensive Clinician's Guide to Cognitive Behavioral Therapy
Drs. Sokol and Fox have the knowledge base to bring you the most comprehensive and up-to-date information regarding CBT.
eBook
Training CBT Supervisors
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 goals for supervision is the first step; followed by the implementation of specific supervisory experiences to fulfill those established goals; and summative feedback and plans for sustained and continued skill development. A number of considerations are important for a supervisor in selecting priorities with a supervisee including: balance between reviewing a work sample, case conceptualization and formulation; supervising case material; providing objective scores, and clinical feedback. Variables that interfere with the supervision process can impede learning and necessitate a longer duration of supervision. One frequent challenge is obtaining work samples from supervisees.
Book Chapter
Teaching CBT for Specific Disorders
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, and severe and persistent mental illness. Trainees are helped to clearly understand the specific cognitive conceptualization of each psychological disorder and then accurately connect it to the patient's specific cognitive conceptualization and disorder‐specific cognitive behavioral treatment strategies. The chapter presents a cognitive conceptualization of each disorder followed by a discussion of a strategic plan to effectively address the disorder‐specific problems in thinking and behavior. A detailed discussion of disorder‐specific treatment strategies, didactic components, and experiential exercises address common learning needs of trainee groups.
Book Chapter
Evidence-Based Supervisory Practices in CBT
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 in actually conducting CBT supervision according to this theoretical blueprint. Therefore, this chapter assists in improving fidelity to the model, through providing detailed guidance on the supervision competencies and by encouraging and offering enabling resources. The chapter summarizes SAGE, one of the few available instruments for measuring competence in CBT supervision by direct observation. This instrument specifies seventeen micro‐competencies for which there is sound evidence, linked to their impact on the supervisees' learning during supervision, specified in terms of five modes of experiential learning.
Book Chapter
CBT Training and Supervision: An Overview
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 programs, residency training in psychiatry, and social work training. Additionally, the chapter describes the advantages and disadvantages of existing formats for training, and briefly reviews the literature on the effectiveness and benefits of CBT training. CBT training programs might be classified as follows: limited‐exposure CBT training, more systematic CBT training programs of longer duration, more intensive CBT training involving supervision or case consultation, and intensive CBT training leading to certification or a diploma or degree. Finally, the chapter outlines future directions regarding research and practice in the field of CBT training and supervision.
Book Chapter
Technology in CBT Training and Supervision
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 legal issues related to the use of these technologies for training and supervision are discussed. Then, general considerations when using technology for training purposes are noted and, finally, a process for staying up to date in this ever‐evolving area is described. The technological applications for supervision covered in the chapter are store‐and‐forward technology and synchronous solutions, and those for instruction are student response systems, digital interactive programs, and remote training delivery. It is also important to consider transmission quality, technological reliability, and informed consent when evaluating technology for training and supervision purposes.
Book Chapter
Empirically Supported Educational Methods
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 the role of feedback in instruction, targeting behavioral fluency, attending to learning efficiency, and targeting expert performance. The chapter also discusses four additional instructional practices, namely seminar‐style instruction, the myth of learning styles, targeting “on‐task” behavior versus active student responding, and interteaching. Two interventions that are likely of value to the cognitive behavioral therapy educator or supervisor, but require further empirical investigation in this regard, i.e. Chicken Camps and teaching with acoustical guidance, are also presented in the chapter. Finally, a novel technology, Swivl, is introduced.
Book Chapter