Descriptions and Reflections on the Cognitive Apprenticeship Model of Psychotherapy Training & Supervision

Abstract

This paper offers a detailed description of a Cognitive Apprenticeship Model for psychotherapy training and supervision. This form of training has been utilized in a novel psychotherapy training program developed for psychiatric trainees, enrolled in a specialized psychotherapy scholars track, embedded in an adult psychiatric residency training program. The paper offers new elaborations of the model, reflections on the apprenticeship supervision and implementation, and clinical lessons learned. The four dimensions of this model include: (1) acquisition of psychotherapy content knowledge; (2) an application of the Cognitive Apprenticeship Model of Supervision, utilizing modeling, coaching, scaffolding, articulation, reflection and exploration as essential aids in structuring a live, real-time supervisory experience; (3) sequencing of clinical psychotherapy training activities; and (4) use of situated learning and communities of practice, as important components of psychotherapy training. The article also discusses an apprentice method of psychotherapy supervision including the intake, working through, and termination phases, Barriers impeding apprenticeship supervision and implementation, and reflections on participant experiences are discussed. This approach may be valuable to others considering the development or evolution of psychotherapy training programs for psychiatrists, psychologists, social workers, or other mental health professionals.

An Empirical Study on the Willingness and Behavior of Higher Vocational College Students to Participate in Modern Apprenticeship: Based on Theory of Planned Behavior

“…On the other hand, higher vocational colleges should continue to deepen the connotation of professional practical education, effectively integrate college students' knowledge, skills, technologies, emotions, attitudes, and values based on career development into the practical education system, and make students understand the true meaning of the profession in real situations under situational education such as cognitive practice, production practice, and innovation and entrepreneurship activities, to stimulate the sense of professional honor, mission, and responsibility. Feinstein (2021) found a similar result when they analyzed the cognitive apprenticeship model of psychotherapy training and supervision.…”

An apprenticeship model in the training of psychotherapy students. Study protocol for a randomized controlled trial and qualitative investigation

“…Our literature search identified few attempts to apply the principle of apprenticeship to psychotherapy training, and then only as one of several components in comprehensive training programs. Examples include the Cognitive Apprenticeship Model of psychotherapy training and supervision [ 38 , 39 ] and the Progress Cascading Model [ 40 ]. In a non-controlled study, the latter model was applied to the training in exposure therapy for obsessive-compulsive disorder [ 41 ].…”

Integrating Cognitive Apprenticeship Into Gastroenterology Clinical Training

“…Cognitive apprenticeship has been explored in several medical and surgical domains [5][6][7] and for gastrointestinal procedural skills training 8 ; however, there is little implementation of cognitive apprenticeship in gastroenterology clinical training. 9 In this article, we discuss cognitive apprenticeship, its major strategies, and how to introduce them to gastroenterology fellowship education.…”