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Teaching and Supervising Cognitive Behavioral Therapy


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Table of Contents

Acknowledgments xvii Foreword xix About the Authors xxi 1 CBT Training and Supervision: An Overview 1 John Ludgate Historical Roots of CT Training and Supervision 1 Current Training Opportunities 6 Classification and Review of Training Programs 8 Effectiveness of Training 13 Best Practices for Training 15 Best Practices for Supervision 15 Some Distinctive Features of CBT Training and Supervision 16 Future Directions for CBT Training and Supervision 19 Summary 20 References 21 2 Core Competencies in Cognitive Behavioral Therapy Training 25 Donna M. Sudak What Are Competencies? 26 Existing Competency Frameworks 26 The British Association of Behavioural and Cognitive Psychotherapies (BABCP) Core Curriculum 28 Essential Competencies in CBT Training 30 Teaching Methods 31 Summary 34 Learning Exercises 34 References 35 3 Empirically Supported Educational Methods 37 R. Trent Codd III Primary Findings 38 Other Important Considerations 52 Interventions Pending Further Study 58 Summary 61 Learning Exercises 61 Notes 61 Resources for Further Study 62 References 64 4 Measures of Competence in Cognitive Behavioral Therapy 67 Donna M. Sudak Measures of Evaluation of Competence in CBT and Evidence for Their Reliability and Validity 68 Assessment of Case Conceptualizations 70 Scoring the Cognitive Therapy Scale 73 Accreditation as a CBT Provider 80 Summary 81 Learning Exercises 81 References 82 5 Feedback in Cognitive Behavioral Therapy Training 85 Donna M. Sudak Feedback and Skill Training 86 Providing Formative Feedback 86 Adult Learning and Feedback 87 Providing Summative Feedback (Did You Reach the Goal?) 87 When Feedback Sessions Go Wrong 89 Why Don t We Like to Give Feedback? 90 Problematic Trainees 90 Competence Is Insufficient: Addicting Trainees to Lifelong Learning 92 Summary 94 Learning Exercises 94 References 94 6 Teaching CBT for Specific Disorders 97 Leslie Sokol and Marci G. Fox Teaching CBT for Depression 97 Teaching CBT for Anxiety Disorders 102 Teaching CBT for Personality Disorders 109 Learning Exercise 112 Teaching CBT for Substance Abuse 113 Teaching CBT for Serious Mental Illness 116 Summary 119 References 119 7 Technology in CBT Training and Supervision 121 R. Trent Codd III Technological Applications for Supervision 121 Technological Applications for Instruction 122 Ethical and Legal Contexts 125 Other Considerations When Selecting Technology 128 Additional Factors 129 Summary 131 Learning Exercises 131 Notes 131 Reference 131 8 Graduate Training 133 Robert Reiser and Derek L. Milne Problems with Graduate Training in CBT 134 Summary 141 Learning Exercises 141 References 141 9 CBT in Psychiatry Residency Training 145 Donna M. Sudak History of CBT Training in Psychiatric Residencies 146 Understanding Residency Training 146 Problem Areas in Training Psychiatry Residents in CBT 148 Planning Training in CBT in Psychiatric Residencies 152 Faculty Development 156 Summary 157 Learning Exercises 157 References 157 10 Continuing Education for Therapists in Practice 159 John Ludgate Background and Evolution of CBT Training for Therapists 160 Current CBT Training Options 161 Considerations for Practitioners Evaluating Training Options 164 Effectiveness of CBT Training for Therapists 166 Review of Trainings Studies 170 Designing Training 172 Summary 177 Learning Exercises 178 References 180 11 Training and Supervising Nontraditional Care Providers 183 R. Trent Codd III and John Ludgate Nontraditional Groups 185 Designing Training for Nontraditional Groups 186 Training Design Process 188 Training Methods 189 Evidence Base for Training Nontraditional Groups in CBT 193 Conclusions from the Evidence Base 196 Best Practices for Training 198 Summary 203 References 203 12 Evidence-Based Supervisory Practices in CBT 207 Derek L. Milne and Robert Reiser What Are the Evidence-Based Supervisory Practices in CBT? 208 Evidence-Based CBT Supervision Practices 209 Setting the Stage for Competency-Based Supervision 209 Facilitating Experiential Learning: The Initial Effects of Supervision 218 Summary 219 Learning Exercises 220 References 223 13 Training CBT Supervisors 227 Leslie Sokol and Marci G. Fox The Supervisory Experience 227 Nuts and Bolts of Supervision 231 Problems That Affect Supervision 237 Summary 240 Learning Exercises 240 References 241 14 Self-Management in CBT Training and Supervision 243 John Ludgate Extent of the Problem 243 Consequences of Therapist Distress and Burnout 244 Reasons for Inadequate Self-Care 244 Predictors of Distress Reactions 245 CBT as a Method of Self-Management for Therapists 246 Illustrations of the CBT Model 252 Improved Self-Care for Therapists 254 Training and Supervision Implications 254 Summary 258 Learning Exercises 259 References 261 Index 265 About the Companion Website 280

About the Author

DONNA M. SUDAK, M.D. is Professor, Senior Associate Training Director, and Director of Psychotherapy Training in the Department of Psychiatry at the Drexel University College of Medicine. R. TRENT CODD, III, Ed.S., is the President and founder of the Cognitive-Behavioral Therapy Center of WNC, P.A., located in Asheville, NC. JOHN W. LUDGATE, PD, is a licensed psychologist who works at the Cognitive-Behavioral Therapy Center of Western North Carolina. LESLIE SOKOL, PD, is a distinguished founding fellow, past president, and Credentialing Chair of the Academy of Cognitive Therapy. MARCI G. FOX, PD, is a licensed psychologist and has been in private practice for almost twenty years. ROBERT P. REISER, PD, is a licensed psychologist and a Fellow of the Academy of Cognitive Therapy. DEREK L. MILNE, PD, is a clinical psychologist and a Fellow of the British Psychological Society.

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