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Handbook of Training and Supervision in Cognitive Behavioral Therapy / / Mark D. Terjesen and Tamara Del Vecchio, editors
| Handbook of Training and Supervision in Cognitive Behavioral Therapy / / Mark D. Terjesen and Tamara Del Vecchio, editors |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2023] |
| Descrizione fisica | 1 online resource (335 pages) |
| Disciplina | 150.92 |
| Soggetto topico |
Psychologists - Training of
Psychologists - Supervision of Cognitive therapy - Study and teaching Psicologia cognitiva Teràpia cognitiva |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-33735-2 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Supervision in Cognitive Behavioral Therapy: Theory, Practice, Culture, and Ethics -- Chapter 2. Ethics in Supervision -- Chapter 3. Supervisory Alliance: Reflections and Illustrations -- Chapter 4. Technology in Cognitive Behavioral Supervision -- Chapter 5. Clinical Supervision of CBT with Youth, Adolescents, and Families -- Chapter 6.Supervising Work with Couples -- Chapter 7. SA CBT Model for Supervision in the Delivery of Care to Suicidal Individuals -- Chapter 8. A Trauma-Informed Approach to Supervision and Consultation -- Chapter 9. Supervising CBT with Youth in Schools: Keystones and Variations -- Chapter 10. Teaching and Supervising in the Context of Behavioral Medicine -- Chapter 11. Supervisory Processes in the Context of Dissemination and Implementation Science -- Chapter 12. Developing and Implementing Supervisory Standards -- Chapter 13. Competency in Clinical Supervision in Cognitive Behavioral Therapy -- Chapter 14. Evidence-based Methods for Training CBT Supervisors: Recommendations for Career-long Development -- Chapter 15. The Use of Deliberate Practice in CBT: From Declarative to Procedural Knowledge -- Chapter 16. Remediation Processes for Health Service Psychology Trainees with Problems of Professional Competence -- Chapter 17. Supervision from the Perspective of Supervisee -- Chapter 18. Reflections on CBT Supervision and Training for Therapy and Consultation. |
| Record Nr. | UNINA-9910746098503321 |
| Cham, Switzerland : , : Springer, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teaching and supervising cognitive behavioral therapy / / Donna M. Sudak [and six others]
| Teaching and supervising cognitive behavioral therapy / / Donna M. Sudak [and six others] |
| Autore | Sudak Donna M. |
| Pubbl/distr/stampa | Hoboken, New Jersey : , : Wiley, , 2016 |
| Descrizione fisica | 1 online resource (305 pages) |
| Disciplina | 616.89/1425 |
| Soggetto topico |
Cognitive therapy
Behavior therapy Cognitive therapy - Study and teaching Behavior therapy - Study and teaching |
| ISBN |
1-119-17977-7
1-119-17994-7 1-119-17978-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 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 . |
| Record Nr. | UNINA-9910208945103321 |
Sudak Donna M.
|
||
| Hoboken, New Jersey : , : Wiley, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teaching and supervising cognitive behavioral therapy / / Donna M. Sudak [and six others]
| Teaching and supervising cognitive behavioral therapy / / Donna M. Sudak [and six others] |
| Autore | Sudak Donna M. |
| Pubbl/distr/stampa | Hoboken, New Jersey : , : Wiley, , 2016 |
| Descrizione fisica | 1 online resource (305 pages) |
| Disciplina | 616.89/1425 |
| Soggetto topico |
Cognitive therapy
Behavior therapy Cognitive therapy - Study and teaching Behavior therapy - Study and teaching |
| ISBN |
1-119-17977-7
1-119-17994-7 1-119-17978-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 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 . |
| Record Nr. | UNINA-9910809857803321 |
|
Sudak Donna M.
|
||
| Hoboken, New Jersey : , : Wiley, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
