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Teaching and Supervising Cognitive Behavioral Therapy
Sudak, Donna M., R. Trent Codd, III, John W. Ludgate, Leslie Sokol, Marci G. Fox, Robert P. Reiser, and Derek L. Milne
Wiley / Softcover / 2015-11-01 / 1118916085
Cognitive Behavioural Therapy / Clinical Supervision
reg price: $90.00 our price: $ 76.50
288 pages
In Stock (Ships within one business day)

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.

Table of Contents

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

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