{"product_id":"teaching-and-supervising-cognitive-behavioral-therapy-isbn-9781118916087","title":"Teaching and Supervising Cognitive Behavioral Therapy","description":"\u003cb\u003eA total CBT training solution, with practical strategies for improving educational outcomes.\u003c\/b\u003e  \u003cp\u003e\u003ci\u003eTeaching and Supervising Cognitive Behavioral Therapy\u003c\/i\u003e 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.\u003c\/p\u003e \u003cp\u003eCoverage 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.\u003c\/p\u003e \u003cul\u003e \u003cli\u003eExamine existing literature and research on training, supervision, and evaluation\u003c\/li\u003e \u003cli\u003eIntegrate theory with practical strategies to improve learning outcomes\u003c\/li\u003e \u003cli\u003eCustomize training approaches to specifically suit different professional groups\u003c\/li\u003e \u003cli\u003eFit the methods to the environment, including workshops, webinars, and podcasts\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eMental 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, \u003ci\u003eTeaching and Supervising Cognitive Behavioral Therapy\u003c\/i\u003e provides trainers with the tools and information they need to improve therapist educational outcomes.\u003c\/p\u003e \u003cp\u003eAcknowledgments xvii\u003c\/p\u003e \u003cp\u003eForeword xix\u003c\/p\u003e \u003cp\u003eAbout the Authors xxi\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 CBT Training and Supervision: An Overview 1\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eJohn Ludgate\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eHistorical Roots of CT Training and Supervision 1\u003c\/p\u003e \u003cp\u003eCurrent Training Opportunities 6\u003c\/p\u003e \u003cp\u003eClassification and Review of Training Programs 8\u003c\/p\u003e \u003cp\u003eEffectiveness of Training 13\u003c\/p\u003e \u003cp\u003eBest Practices for Training 15\u003c\/p\u003e \u003cp\u003eBest Practices for Supervision 15\u003c\/p\u003e \u003cp\u003eSome Distinctive Features of CBT Training and Supervision 16\u003c\/p\u003e \u003cp\u003eFuture Directions for CBT Training and Supervision 19\u003c\/p\u003e \u003cp\u003eSummary 20\u003c\/p\u003e \u003cp\u003eReferences 21\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Core Competencies in Cognitive Behavioral Therapy Training 25\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eDonna M. Sudak\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eWhat Are Competencies? 26\u003c\/p\u003e \u003cp\u003eExisting Competency Frameworks 26\u003c\/p\u003e \u003cp\u003eThe British Association of Behavioural and Cognitive Psychotherapies (BABCP) Core Curriculum 28\u003c\/p\u003e \u003cp\u003eEssential Competencies in CBT Training 30\u003c\/p\u003e \u003cp\u003eTeaching Methods 31\u003c\/p\u003e \u003cp\u003eSummary 34\u003c\/p\u003e \u003cp\u003eLearning Exercises 34\u003c\/p\u003e \u003cp\u003eReferences 35\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Empirically Supported Educational Methods 37\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eR. Trent Codd III\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003ePrimary Findings 38\u003c\/p\u003e \u003cp\u003eOther Important Considerations 52\u003c\/p\u003e \u003cp\u003eInterventions Pending Further Study 58\u003c\/p\u003e \u003cp\u003eSummary 61\u003c\/p\u003e \u003cp\u003eLearning Exercises 61\u003c\/p\u003e \u003cp\u003eNotes 61\u003c\/p\u003e \u003cp\u003eResources for Further Study 62\u003c\/p\u003e \u003cp\u003eReferences 64\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Measures of Competence in Cognitive Behavioral Therapy 67\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eDonna M. Sudak\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eMeasures of Evaluation of Competence in CBT and Evidence for Their Reliability and Validity 68\u003c\/p\u003e \u003cp\u003eAssessment of Case Conceptualizations 70\u003c\/p\u003e \u003cp\u003eScoring the Cognitive Therapy Scale 73\u003c\/p\u003e \u003cp\u003eAccreditation as a CBT Provider 80\u003c\/p\u003e \u003cp\u003eSummary 81\u003c\/p\u003e \u003cp\u003eLearning Exercises 81\u003c\/p\u003e \u003cp\u003eReferences 82\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Feedback in Cognitive Behavioral Therapy Training 85\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eDonna M. Sudak\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eFeedback and Skill Training 86\u003c\/p\u003e \u003cp\u003eProviding Formative Feedback 86\u003c\/p\u003e \u003cp\u003eAdult Learning and Feedback 87\u003c\/p\u003e \u003cp\u003eProviding Summative Feedback (Did You Reach the Goal?) 87\u003c\/p\u003e \u003cp\u003eWhen Feedback Sessions Go Wrong 89\u003c\/p\u003e \u003cp\u003eWhy Don’t We Like to Give Feedback? 90\u003c\/p\u003e \u003cp\u003eProblematic Trainees 90\u003c\/p\u003e \u003cp\u003eCompetence Is Insufficient: Addicting Trainees to Lifelong Learning 92\u003c\/p\u003e \u003cp\u003eSummary 94\u003c\/p\u003e \u003cp\u003eLearning Exercises 94\u003c\/p\u003e \u003cp\u003eReferences 94\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Teaching CBT for Specific Disorders 97\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eLeslie Sokol and Marci G. Fox\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eTeaching CBT for Depression 97\u003c\/p\u003e \u003cp\u003eTeaching CBT for Anxiety Disorders 102\u003c\/p\u003e \u003cp\u003eTeaching CBT for Personality Disorders 109\u003c\/p\u003e \u003cp\u003eLearning Exercise 112\u003c\/p\u003e \u003cp\u003eTeaching CBT for Substance Abuse 113\u003c\/p\u003e \u003cp\u003eTeaching CBT for Serious Mental Illness 116\u003c\/p\u003e \u003cp\u003eSummary 119\u003c\/p\u003e \u003cp\u003eReferences 119\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Technology in CBT Training and Supervision 121\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eR. Trent Codd III\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eTechnological Applications for Supervision 121\u003c\/p\u003e \u003cp\u003eTechnological Applications for Instruction 122\u003c\/p\u003e \u003cp\u003eEthical and Legal Contexts 125\u003c\/p\u003e \u003cp\u003eOther Considerations When Selecting Technology 128\u003c\/p\u003e \u003cp\u003eAdditional Factors 129\u003c\/p\u003e \u003cp\u003eSummary 131\u003c\/p\u003e \u003cp\u003eLearning Exercises 131\u003c\/p\u003e \u003cp\u003eNotes 131\u003c\/p\u003e \u003cp\u003eReference 131\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Graduate Training 133\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eRobert Reiser and Derek L. Milne\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eProblems with Graduate Training in CBT 134\u003c\/p\u003e \u003cp\u003eSummary 141\u003c\/p\u003e \u003cp\u003eLearning Exercises 141\u003c\/p\u003e \u003cp\u003eReferences 141\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 CBT in Psychiatry Residency Training 145\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eDonna M. Sudak\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eHistory of CBT Training in Psychiatric Residencies 146\u003c\/p\u003e \u003cp\u003eUnderstanding Residency Training 146\u003c\/p\u003e \u003cp\u003eProblem Areas in Training Psychiatry Residents in CBT 148\u003c\/p\u003e \u003cp\u003ePlanning Training in CBT in Psychiatric Residencies 152\u003c\/p\u003e \u003cp\u003eFaculty Development 156\u003c\/p\u003e \u003cp\u003eSummary 157\u003c\/p\u003e \u003cp\u003eLearning Exercises 157\u003c\/p\u003e \u003cp\u003eReferences 157\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Continuing Education for Therapists in Practice 159\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eJohn Ludgate\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eBackground and Evolution of CBT Training for Therapists 160\u003c\/p\u003e \u003cp\u003eCurrent CBT Training Options 161\u003c\/p\u003e \u003cp\u003eConsiderations for Practitioners Evaluating Training Options 164\u003c\/p\u003e \u003cp\u003eEffectiveness of CBT Training for Therapists 166\u003c\/p\u003e \u003cp\u003eReview of Trainings Studies 170\u003c\/p\u003e \u003cp\u003eDesigning Training 172\u003c\/p\u003e \u003cp\u003eSummary 177\u003c\/p\u003e \u003cp\u003eLearning Exercises 178\u003c\/p\u003e \u003cp\u003eReferences 180\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Training and Supervising Nontraditional Care Providers 183\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eR. Trent Codd III and John Ludgate\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eNontraditional Groups 185\u003c\/p\u003e \u003cp\u003eDesigning Training for Nontraditional Groups 186\u003c\/p\u003e \u003cp\u003eTraining Design Process 188\u003c\/p\u003e \u003cp\u003eTraining Methods 189\u003c\/p\u003e \u003cp\u003eEvidence Base for Training Nontraditional Groups in CBT 193\u003c\/p\u003e \u003cp\u003eConclusions from the Evidence Base 196\u003c\/p\u003e \u003cp\u003eBest Practices for Training 198\u003c\/p\u003e \u003cp\u003eSummary 203\u003c\/p\u003e \u003cp\u003eReferences 203\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Evidence-Based Supervisory Practices in CBT 207\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eDerek L. Milne and Robert Reiser\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eWhat Are the Evidence-Based Supervisory Practices in CBT? 208\u003c\/p\u003e \u003cp\u003eEvidence-Based CBT Supervision Practices 209\u003c\/p\u003e \u003cp\u003eSetting the Stage for Competency-Based Supervision 209\u003c\/p\u003e \u003cp\u003eFacilitating Experiential Learning: The Initial Effects of Supervision 218\u003c\/p\u003e \u003cp\u003eSummary 219\u003c\/p\u003e \u003cp\u003eLearning Exercises 220\u003c\/p\u003e \u003cp\u003eReferences 223\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Training CBT Supervisors 227\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eLeslie Sokol and Marci G. Fox\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eThe Supervisory Experience 227\u003c\/p\u003e \u003cp\u003eNuts and Bolts of Supervision 231\u003c\/p\u003e \u003cp\u003eProblems That Affect Supervision 237\u003c\/p\u003e \u003cp\u003eSummary 240\u003c\/p\u003e \u003cp\u003eLearning Exercises 240\u003c\/p\u003e \u003cp\u003eReferences 241\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Self-Management in CBT Training and Supervision 243\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eJohn Ludgate\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eExtent of the Problem 243\u003c\/p\u003e \u003cp\u003eConsequences of Therapist Distress and Burnout 244\u003c\/p\u003e \u003cp\u003eReasons for Inadequate Self-Care 244\u003c\/p\u003e \u003cp\u003ePredictors of Distress Reactions 245\u003c\/p\u003e \u003cp\u003eCBT as a Method of Self-Management for Therapists 246\u003c\/p\u003e \u003cp\u003eIllustrations of the CBT Model 252\u003c\/p\u003e \u003cp\u003eImproved Self-Care for Therapists 254\u003c\/p\u003e \u003cp\u003eTraining and Supervision Implications 254\u003c\/p\u003e \u003cp\u003eSummary 258\u003c\/p\u003e \u003cp\u003eLearning Exercises 259\u003c\/p\u003e \u003cp\u003eReferences 261\u003c\/p\u003e \u003cp\u003eIndex 265\u003c\/p\u003e \u003cp\u003eAbout the Companion Website 280\u003c\/p\u003e \u003cp\u003e\u003cb\u003eDONNA M. SUDAK, M.D.\u003c\/b\u003e is Professor, Senior Associate Training Director, and Director of Psychotherapy Training in the Department of Psychiatry at the Drexel University College of Medicine.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eR. TRENT CODD, III, Ed.S.,\u003c\/b\u003e is the President and founder of the Cognitive-Behavioral Therapy Center of WNC, P.A., located in Asheville, NC.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eJOHN W. LUDGATE, PHD,\u003c\/b\u003e is a licensed psychologist who works at the Cognitive-Behavioral Therapy Center of Western North Carolina.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eLESLIE SOKOL, PHD,\u003c\/b\u003e is a distinguished founding fellow, past president, and Credentialing Chair of the Academy of Cognitive Therapy.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eMARCI G. FOX, PHD,\u003c\/b\u003e is a licensed psychologist and has been in private practice for almost twenty years.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eROBERT P. REISER, PHD,\u003c\/b\u003e is a licensed psychologist and a Fellow of the Academy of Cognitive Therapy.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eDEREK L. MILNE, PHD,\u003c\/b\u003e is a clinical psychologist and a Fellow of the British Psychological Society.\u003c\/p\u003e   \u003cp\u003e\u003cb\u003eA GROUND-BREAKING, COMPREHENSIVE TRAINING PACKAGE FOR CBT TRAINERS AND SUPERVISORS\u003c\/b\u003e  \u003c\/p\u003e\u003cp\u003e\u003ci\u003eTeaching and Supervising Cognitive Behavioral Therapy\u003c\/i\u003e offers clinicians, therapists, and counselors a comprehensive resource that provides empirically validated training and supervisory techniques. Written in an accessible manner by a team of expert Cognitive Behavioral Therapy (CBT) practitioners, supervisors, and teachers, this guide outlines an approachable framework for using technological aids for teaching and supervision.  \u003c\/p\u003e\u003cp\u003eFilled with the most current research, practical information, current strategies, learning exercises, and online resources, \u003ci\u003eTeaching and Supervising Cognitive Behavioral Therapy\u003c\/i\u003e also includes suggestions for addressing a wide-variety of trainee groups. Designed to be flexible, the material presented can be adapted to fit various needs and environments such as training workshops, webinars, and podcasts for mental health, medical, and other professionals.  \u003c\/p\u003e\u003cp\u003e\u003ci\u003eTeaching and Supervising Cognitive Behavioral Therapy:\u003c\/i\u003e  \u003c\/p\u003e\u003cul\u003e \u003cli\u003eIs accompanied by audio and video components that correspond to each chapter, as well as downloadable worksheets and power point presentations, which reinforce and expand on guidance provided in print\u003c\/li\u003e \u003cli\u003eContains a guide for educators with information and tools that can help improve educational outcomes\u003c\/li\u003e \u003cli\u003eIncludes an examination of the latest CBT developments and an overview of practical applications and strategies\u003c\/li\u003e \u003cli\u003eAddresses the technological advances that facilitate dissemination and supervision\u003c\/li\u003e \u003cli\u003eIdentifies the specific challenges posed to confidentiality and patient care\u003c\/li\u003e \u003c\/ul\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47990135914725,"sku":"NP9781118916087","price":83.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118916087.jpg?v=1761786639","url":"https:\/\/k12savings.com\/es\/products\/teaching-and-supervising-cognitive-behavioral-therapy-isbn-9781118916087","provider":"K12savings","version":"1.0","type":"link"}