Teaching and supervising cognitive behavioral therapy / Donna M. Sudak [and six others].

Machine generated contents note: Acknowledgments Foreword About the Authors Chapter 1: CBT Training and Supervision: An Overview John Ludgate Introduction Historical Roots of CT Training and Supervision Current Training Opportunities Classification and Review of Training Programs Effectiveness of Training Best Practices for Training Best Practices for Supervision Some Distinctive Features of CBT Training and Supervision Future Directions for CBT Training and Supervision Summary References Chapter 2: Core Competencies in Cognitive-Behavioral Therapy Training Donna M. Sudak Introduction What Are Competencies? Existing Competency Frameworks The British Association of Behavioural and Cognitive Psychotherapies (BABCP) Core Curriculum Essential Competencies in CBT Training Teaching Methods Learning Exercises References Chapter 3 Empirically-Supported Educational Methods R. Trent Codd Introduction Empirically Supported Educational Methods: Primary Findings Other Important Considerations Interventions with Promise Pending Further Study Summary Learning Exercises Resources for Further Study References Chapter 4: Measures of Competence in Cognitive-Behavioral Therapy Donna M. Sudak Introduction What Measures Are Commonly Used to Evaluate Competence in CBT and What Evidence Exists Concerning Their Reliability and Validity? Assessment of Case Conceptualizations Scoring the Cognitive Therapy Scale Accreditation as a CBT Provider Learning Exercises References Chapter 5: Feedback in Cognitive-Behavioral Therapy Training Donna M. Sudak Introduction Feedback and Skill Training Providing Formative Feedback Adult Learning and Feedback Providing Summative Feedback (Did You Reach the Goal?) When Feedback Sessions Go Wrong Why Don't We Like to Give Feedback? Problematic Trainees Competence Is Insufficient: Addicting Trainees to Lifelong Learning Learning Exercises References Chapter 6: Teaching CBT for Specific Disorders Leslie Sokol and Marci G. Fox Introduction Teaching CBT for Depression Teaching CBT for Anxiety Disorders Teaching CBT for Personality Disorders Learning Exercise Teaching CBT for Substance Abuse Teaching CBT for Serious Mental Illness Summary References Chapter 7: Technology in CBT Training and Supervision R. Trent Codd Introduction Technological Applications for Supervision Technological applications for instruction Ethical and Legal Context Other Considerations When Selecting Technology Additional Considerations Learning Exercises Summary References Chapter 8: Graduate and Undergraduate Training Robert Reiser and Derek L. Milne Introduction Summary Learning Exercises References Chapter 9: CBT in Psychiatry Residency Training Donna M. Sudak Introduction History of CBT Training in Psychiatric Residencies Understanding Residency Training Special Problem Areas Regarding Training Psychiatry Residents in CBT How to Plan Training in CBT in Psychiatric Residencies Faculty Development Learning Exercises References Chapter 10: Continuing Education for Therapists in Practice John Ludgate Introduction Background and Evolution of CBT Training for Therapists Current CBT Training Options Considerations for Practitioners Evaluating Training Options Effectiveness of CBT Training for Therapists Overall Review of Trainings Studies Designing Training Summary Learning Exercises References Chapter 11: Training and Supervising Non-Traditional Care Providers R. Trent Codd and John Ludgate Introduction Non-Traditional Groups: Who are They and What are Their Training Needs? Designing Training for Non-Traditional Groups Training Design Process Training Methods Evidence-Base for Training Non-Traditional Groups in CBT Conclusions from the Evidence-Base Best Practices for Training References Chapter 12: Evidence-Based Supervisory Practices in CBT Derek L. Milne and Robert Reiser Introduction What are the Evidence-Based Supervisory Practices in CBT? Evidence-Based CBT Supervision Practices Setting the Stage for Competency-Based Supervision Facilitating Experiential Learning: The Initial Effects of Supervision Summary Learning Exercises References Chapter 13: Training CBT Supervisors Leslie Sokol and Marci G. Fox Introduction The Supervision Experience Nuts and Bolts of Supervision Problems that Impact Supervision Learning Exercises References Chapter 14: CBT Self-Management in CBT Training and Supervision John Ludgate Introduction Extent of the Problem Consequences of Therapist Distress and Burnout Reasons for Inadequate Self-Care Predictors of Distress Reactions CBT as a Method of Self-Management for Therapists Illustration of the CBT model Improved Self-Care for Therapists Training and Supervision Implications Summary Learning Exercises References Index .

Includes bibliographical references and index.

Machine generated contents note: Acknowledgments Foreword About the Authors Chapter 1: CBT Training and Supervision: An Overview John Ludgate Introduction Historical Roots of CT Training and Supervision Current Training Opportunities Classification and Review of Training Programs Effectiveness of Training Best Practices for Training Best Practices for Supervision Some Distinctive Features of CBT Training and Supervision Future Directions for CBT Training and Supervision Summary References Chapter 2: Core Competencies in Cognitive-Behavioral Therapy Training Donna M. Sudak Introduction What Are Competencies? Existing Competency Frameworks The British Association of Behavioural and Cognitive Psychotherapies (BABCP) Core Curriculum Essential Competencies in CBT Training Teaching Methods Learning Exercises References Chapter 3 Empirically-Supported Educational Methods R. Trent Codd Introduction Empirically Supported Educational Methods: Primary Findings Other Important Considerations Interventions with Promise Pending Further Study Summary Learning Exercises Resources for Further Study References Chapter 4: Measures of Competence in Cognitive-Behavioral Therapy Donna M. Sudak Introduction What Measures Are Commonly Used to Evaluate Competence in CBT and What Evidence Exists Concerning Their Reliability and Validity? Assessment of Case Conceptualizations Scoring the Cognitive Therapy Scale Accreditation as a CBT Provider Learning Exercises References Chapter 5: Feedback in Cognitive-Behavioral Therapy Training Donna M. Sudak Introduction Feedback and Skill Training Providing Formative Feedback Adult Learning and Feedback Providing Summative Feedback (Did You Reach the Goal?) When Feedback Sessions Go Wrong Why Don't We Like to Give Feedback? Problematic Trainees Competence Is Insufficient: Addicting Trainees to Lifelong Learning Learning Exercises References Chapter 6: Teaching CBT for Specific Disorders Leslie Sokol and Marci G. Fox Introduction Teaching CBT for Depression Teaching CBT for Anxiety Disorders Teaching CBT for Personality Disorders Learning Exercise Teaching CBT for Substance Abuse Teaching CBT for Serious Mental Illness Summary References Chapter 7: Technology in CBT Training and Supervision R. Trent Codd Introduction Technological Applications for Supervision Technological applications for instruction Ethical and Legal Context Other Considerations When Selecting Technology Additional Considerations Learning Exercises Summary References Chapter 8: Graduate and Undergraduate Training Robert Reiser and Derek L. Milne Introduction Summary Learning Exercises References Chapter 9: CBT in Psychiatry Residency Training Donna M. Sudak Introduction History of CBT Training in Psychiatric Residencies Understanding Residency Training Special Problem Areas Regarding Training Psychiatry Residents in CBT How to Plan Training in CBT in Psychiatric Residencies Faculty Development Learning Exercises References Chapter 10: Continuing Education for Therapists in Practice John Ludgate Introduction Background and Evolution of CBT Training for Therapists Current CBT Training Options Considerations for Practitioners Evaluating Training Options Effectiveness of CBT Training for Therapists Overall Review of Trainings Studies Designing Training Summary Learning Exercises References Chapter 11: Training and Supervising Non-Traditional Care Providers R. Trent Codd and John Ludgate Introduction Non-Traditional Groups: Who are They and What are Their Training Needs? Designing Training for Non-Traditional Groups Training Design Process Training Methods Evidence-Base for Training Non-Traditional Groups in CBT Conclusions from the Evidence-Base Best Practices for Training References Chapter 12: Evidence-Based Supervisory Practices in CBT Derek L. Milne and Robert Reiser Introduction What are the Evidence-Based Supervisory Practices in CBT? Evidence-Based CBT Supervision Practices Setting the Stage for Competency-Based Supervision Facilitating Experiential Learning: The Initial Effects of Supervision Summary Learning Exercises References Chapter 13: Training CBT Supervisors Leslie Sokol and Marci G. Fox Introduction The Supervision Experience Nuts and Bolts of Supervision Problems that Impact Supervision Learning Exercises References Chapter 14: CBT Self-Management in CBT Training and Supervision John Ludgate Introduction Extent of the Problem Consequences of Therapist Distress and Burnout Reasons for Inadequate Self-Care Predictors of Distress Reactions CBT as a Method of Self-Management for Therapists Illustration of the CBT model Improved Self-Care for Therapists Training and Supervision Implications Summary Learning Exercises References Index .

"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"-- Provided by publisher.