Training issues in behavior therapy.

Bootzin, Richard R.; Ruggill, Jane S.

doi:10.1037/0022-006x.56.5.703

Cited by 45 publications

(31 citation statements)

References 63 publications

(100 reference statements)

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“…Second, it is not clear how well what is learned during training is maintained once training has been completed. One suggested solution to the perishability of training outcomes is the recommendation that training develop therapists' ability to "reflect-in-action" (Schon, 1987) and develop their motivation to remain active learners over the course of their professional careers (Bootzin & Ruggill, 1988). Another solution is to use coercion, as the Australian Psychological Society does when it requires its members to provide evidence of continuing professional education.…”

Section: When To Train?mentioning

confidence: 99%

Effective training in clinical and counselling psychology: Not as simple as it sounds

O’Donovan

Dyck

2001

Australian Psychologist

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Section: When To Train?mentioning

confidence: 99%

Effective training in clinical and counselling psychology: Not as simple as it sounds

O’Donovan

Dyck

2001

Australian Psychologist

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“…Many different teaching approaches are used in the course of postgraduate training in clinical and counselling psychology [16], and some of these have proved more effective than others. Didactic teaching is used routinely to provide content knowledge.…”

Section: Methods Of Trainingmentioning

confidence: 99%

“…The role of individual clinical supervision has received increasing attention in recent years with an emerging view that individual clinical supervision may be more effective than formal courses for training the more complex clinical skills, such as decision-making, case conceptualization and developing judgement about the timing and pace of therapeutic interventions [16,20]. The evidence for the effectiveness of this learning model, at least in terms of impact on client outcome, is remarkably sparse [21], and firm conclusions cannot be drawn at this stage due to the methodological inadequacies contained in almost all studies to date.…”

Section: Methods Of Trainingmentioning

confidence: 99%

Evaluating training effectiveness in psychotherapy: lessons for the AOD field

O’Donovan

Dawe

2002

Drug and Alcohol Review

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Based on evaluations of effectiveness training on trainee and client outcome in the psychotherapy field, this paper presents a model and recommendations for the alcohol and other drug (AOD) field to consider when conducting investigations into training. Determining the effectiveness of training requires the consideration of a number of factors, including pre-existing trainee variables, methods of training and ability of trainers and the focus of training. The influence of each of these factors may be considered first in terms of proximal outcomes such as trainee satisfaction, improvements in clinical practice and knowledge, and secondly in terms of more distal outcomes, such as the impact that training may have on improving client outcome. The current literature regarding these factors pertaining to psychotherapy outcome is reviewed, and recommendations for evaluating training in the AOD field are made.

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“…According to Padesky (1994), supervisees would benefit from the same processes and methods used in cognitive therapy-an approach rooted in the training of behavioral therapists (Bootzin & Ruggill, 1988). This method gives therapists in training the opportunity of actually experiencing, during supervision, the lessons they will later translate into practice.…”

Section: Clinical Supervision Of Cognitive Behavioral Therapymentioning

confidence: 99%

Supervising Cognitive Behavioral Therapy Practitioners in Urban Brazil

Bakos

Kristensen

2013

J Cogn Psychother

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There is growing interest in the study of supervision as a core aspect of cognitive behavioral therapy (CBT) learning and practice. Standard models of CBT supervision generally contain some components of the following structure: teaching therapist conceptualization skills, interpersonal processes to build a collaborative therapeutic relationship, clinical procedures, and treatment protocols presenting specific procedures for particular problems. As is true for CBT practice, supervision is affected by the cultural context, including macrostructures (e.g., social and economic aspects) and microstructures (e.g., the institution where training is provided). The main goals of this article are (a) to review some of the key elements in clinical supervision of CBT practitioners, (b) to postulate sources of cultural variation that may affect CBT supervision in Brazil, and (c) to illustrate differences between CBT supervision models proposed in the literature and the practice of supervision carried out in Brazil. S ince its inception and throughout its evolution, cognitive behavioral therapy (CBT) has prioritized scientific, evidence-based practice. The cognitive-behavioral model of psychotherapy, built on the empirical knowledge base of psychology, has undergone rapid and constant development. In light of the strong scientific tradition of CBT, it is surprising that evidence-based practice has not been extended to the teaching of these therapies and training of CBT practitioners.The absence of evidence-based models of CBT supervision has been progressively noted in the specific literature (Falender et al., 2004;Milne, 2008;. This occurs because, despite the well-established importance of supervision to the practice of psychology, there is still no formal guideline to support this activity and provide guidance on therapeutic conduct and patient management. Because of this lack of consensus on the competences required for supervisory activities and training methods, professionals engaged in supervision eventually conduct their supervisory practice based on their own experience as supervisees (Milne, 2008).Many CBT researchers and practitioners seek to bridge this gap with outcome-oriented, scientific supervision practices. On the basis of systematic reviews of the literature and original empirical research, some important elements of clinical supervision of CBT have been proposed, as well as specific models for the practice of supervision (Falender et al.

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Training issues in behavior therapy.

Cited by 45 publications

References 63 publications

Effective training in clinical and counselling psychology: Not as simple as it sounds

Effective training in clinical and counselling psychology: Not as simple as it sounds

Evaluating training effectiveness in psychotherapy: lessons for the AOD field

Supervising Cognitive Behavioral Therapy Practitioners in Urban Brazil

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