This book provides a scientific and practical guide for training and supervision in cognitive behavioral therapy (CBT). It builds on more general fundamentals of clinical supervision with a theory-driven approach backed by empirical support for training and supervising clinicians in the practice of CBT. The book dispels the myth of do it, teach it as it relates to supervision and addresses the importance of recognizing that one size does not fit all with CBT supervision. The volume synthesizes CBT research on supervision and links it to the practice of supervision. It reviews components of supervision that warrant consideration (e.g., therapeutic alliance, ethics), specific settings (e.g., medical setting, schools) and clients (e.g., culture, individual, group, disability, and high-risk). In addition, it addresses a neglected area of developing competency, including developmental models as well as measuring trainee and supervisor competency in the provision of clinical supervision. The book recommends future directions on how to integrate technology into supervision to enhance the quality of supervision and, ultimately, client outcome.
Key areas of coverage include:
- Major constructs in CBT supervision and training.
- Supervising work with various clients, including individuals, children, adolescents, families, and couples.
- Supervision and high-risk cases.
- Teaching and supervision within a behavioral medicine context.
- Issues of diversity, technology, and ethics of supervision.
The Handbook of Training and Supervision in Cognitive Behavioral Therapy is an essential resource for researchers, professors, and graduate students as well as clinicians, therapists, and other professionals in clinical and school psychology, pediatrics, social work, developmental psychology, behavioral therapy/rehabilitation, child and adolescent psychiatry, nursing, and special education.
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.
Mark D. Terjesen, Ph.D., is a Professor of Psychology and Assistant Chairperson of the Department of Psychology at St. Johns University in Queens, NY, USA. Dr. Terjesen has served as the program director of the School Psychology (PsyD and MS) programs and has trained and supervised doctoral students throughout his tenure, having mentored more than 100 doctoral dissertation research projects. He has studied, published, and presented at numerous national and international conferences on topics related to training and clinical work with children, adolescents, and families. He has trained many professionals internationally in the use of Rational Emotive Behavior Therapy (REBT) and cognitive-behavioral practices with children and families. Dr. Terjesen has served as President of the School Division of the New York State Psychological Association, the President of the Trainers of School Psychologists, and as President of Division 52 (International Psychology) of the American Psychological Association, of which he is also a fellow. Dr. Terjesen is a Fellow of the Albert Ellis Institute and an approved supervisor. He serves as the Clinical Director at North Coast Psychological Services in Syosset, NY. Tamara Del Vecchio, Ph.D., is a Professor of Psychology and Chairperson of the Department of Psychology at St. Johns University in Queens, NY, USA. Dr. Del Vecchio has also served as the Director of Clinical Training of the Clinical Psychology Ph.D. program at St. Johns. She currently leads the Child and Family Research Group at St. Johns University. Her primary areas of research relate to the development of early aggression and the role of cognitions and affect as predictors of poor parenting practices. Dr. Del Vecchio has published several papers and book chapters on this topic and other topics related to parenting, parent-child relationship, and the development of externalizing behavior problems. She also has extensive experience supervising therapists delivering parenting and family interventions to families with young children.
Biežāk uzdotie jautājumi par e-grāmatām