Handbook of Training and Supervision in Cognitive Behavioral Therapy

Preface
Acknowledgments
Contents
Editors and Contributors
Editors
Contributors
Part I: Foundations
	Supervision in Cognitive Behavioral Therapy: Theory, Practice, Culture, and Ethics
		Cognitive Behavior Therapy Supervision
		Developmental Model for Supervision in CBT
		Brief Sequence of Supervision
			Backwards Planning (Pre-Assessment)
			Explicitly Defining Development
			Goal Directed
			Planning Levels of Support
			Supervisor-Supervisee Relational Issues
		The Role of Culture in Clinical Supervision in CBT
			Cultural Competency Issues in Supervision
			The Importance of Cultural Competence in CBT Supervision and Strategies for Supervisors
		Ethical Practice and the Provision of Supervision
			Competence in Supervision
			Ethically Personalizing Supervision to Best Meet Supervisee Strengths and Weaknesses
			Creating a Safe Supervisory Environment
			Ethical Practice of Supervisees
			Summary
		Test Yourself
		Appendix A: What Does Independence Look Like?
		References
	Ethics in Supervision
		Relevant Ethics Principles, Standards, and Guidelines
		Supervisor Competence
			Competence in Supervision
			Clinical Competence
		Ensuring the Ability to Fulfill Obligations as a Supervisor
		Supervisee Competence and Preparation for the Supervision Experience
		Informed Consent and the Supervision Contract
			The Supervision Contract
			Informed Consent with Clients
			Accurate Representation to the Public
		A Focus on Diversity and Individual Differences
		Attention to Ethics and Legal Issues
		Promotion of Self-Care and Wellness
		Documentation and Recordkeeping
		Evaluation and Feedback
		Supervisor as Gatekeeper
		Boundaries and Multiple Relationships
		Emergency Coverage and Avoidance of Abandonment
		Ending the Supervision Relationship
		Conclusion
		Test Yourself
		Appendix A: Questions to Ask and Issues to Consider
		References
	Supervisory Alliance: Reflections and Illustrations
		Review of Previous Literature
			A Relational Conceptualization of the Supervisory Alliance in CBT
			A Note on Intersubjectivity and Power Dynamics in the Supervisory Relationship
		Clinical Vignettes of Ruptures in the Supervisory Relationship
			Vignette I: Interpersonal Style/Renegotiating
			Vignette II: Renegotiating the Goals of Supervision
			Vignette III: Empathic Failure/Exploring Rupture
			Rupture Repair Strategies
		Concluding Thoughts
		Test Yourself
		References
	Technology in Cognitive Behavioral Supervision
		Technology and Cognitive Behavioral Therapy
		Purpose and Benefits of TAST
		Research on Technology in Supervision
		Ethical, Legal, and Professional Regulations
			Security and Privacy
			Telepsychology and Client Care
			Telesupervision and Training
		Scope of TAST Tools
		Adopting TAST
			Technology Environment
			Supervision Model
			Regulatory Standards
			Collaborative Plan
		Summary
		Test Yourself
		Appendix A: Sample Telesupervision Policy
		Appendix B: Trainee Guidelines for Telehealth
		References
Part II: Supervision Practices with Specific Populations
	Clinical Supervision of CBT with Youth, Adolescents, and Families
		Introduction
			Core Supervisory Competencies: Child, Adolescent, and Family Considerations
			Supervisory Considerations in the Promotion of CBT: Knowledge and Practice
			Supervision of Training in Youth Assessment for CBT
			Evidence-Based Supervisory Practices in CBT with Youth
				The CBT Model as a Foundation for Supervision
			Developing Procedural Knowledge (Practice)
				Self-Disclosing, the Supervisory Relationship, and Trainee Anxiety
				Modeling, Role-Play, and Feedback
				Use of Data in CBT Supervision
			Supervising Outside of the Academy: Trends and Considerations for Dissemination and Training in CBT with Youth
			Summary
		Test Yourself
		Appendix A: ADHD Assessment, Consultation, and Treatment Practicum Presentation Topic
		Appendix B: ADHD Assessment, Consultation, and Treatment Practicum Core Reading
		References
	Supervising Work with Couples
		Types of Clinical Work with Couples
		Competencies for Working with Couples
		Supervision Structure
		Supervision Processes
		Telehealth and Telesupervision
		The Importance of Context in Supervising Work with Couples
		Conclusion
		Test Yourself
		References
	A CBT Model for Supervision in the Delivery of Care to Suicidal Individuals
		Competency-Based Supervision for Clients with Suicidality
		Integrating Core Competencies and Practice Guidelines into Supervision
		Baseline Training and Competency Variability
		Competency Assessment and Ongoing Evaluation
		Developing Realistic Expectations About Risk
		A Flexible CBT Model for Understanding, Assessing, and Managing Suicide Risk
		The Importance of a Supervision Agreement
		Strategies for Developing Self-Awareness, Understanding, and Insight
		Strategies for Developing and Maintaining Content Mastery
		Strategies for Skill Acquisition and Refinement
		The Importance of Emotional Support and Clinician Self-Care
		Summary
		Test Yourself
		References
	A Trauma-Informed Approach to Supervision and Consultation
		Trauma Exposure and Trauma-Related Mental Health Problems
		Evidence-Based Treatment for Trauma and Trauma-Related Mental Health Problems
		Dissemination and Implementation Research on Trauma-Specific Interventions
		Trauma-Informed Care
		Case Conceptualization and Treatment Planning
		Establishing Alliance and Safety in Supervision/Consultation as Bedrock of Self-Care
		Using Trauma-Specific CBT to Teach CBT
		Needed Next Steps in Trauma-Informed Supervision and Consultation
		Test Yourself
		References
	Supervising CBT with Youth in Schools: Keystones and Variations
		Supervision Model
		Keystones: Basic Principles and Practices of CBT Supervision
			Case Conceptualization
			Therapeutic Stance Variables
			Session Structure
			Measurement-Based Care (MBC)
			Training in Technique
			Competence and Adherence Rating Scales
		Specific Training Strategies in CBT Supervision
			Specific Clinical Approach to Supervision Strategies in School-Based Settings
			Individual Versus Group Supervision
			Staff and Parent Consultation
		Conclusion
		Test Yourself
		References
	Teaching and Supervising in the Context of Behavioral Medicine
		Unique Qualities of Teaching and Supervising CBT in Behavioral Medicine
		Behavioral Medicine in the Classroom: What Should Students Know?
		Application of the Developmental Model of Supervision to CBT in Behavioral Medicine
		Managing and Monitoring Supervision in CBT in Behavioral Medicine
		Logistics of Implementing Supervision
		Conclusion
		Test Yourself
		References
	Supervisory Processes in the Context of Dissemination and Implementation Science
		Implementing EBTs
		Intensive Supervision
		Supervision Processes: Active Learning
		Model-Specific Content
		Flexibility While Maintaining Fidelity
		Buy-In
		Consultative Supervision
		Train-the-Trainer Model
		Challenges and Future Directions
		Test Yourself
		References
	Untitled
Part III: Training and Competencies
	Developing and Implementing Supervisory Standards
		Why Set Standards?
		Examples of Relevant Standards
			Example 1: The UCLA Psychology Clinic
			Example 2: Managing and Adapting Practice (MAP)
			Example 3: American Association for Marriage and Family Therapy
		Key Standards for Consideration
			Licensure and Training Background
			Match Between Supervisor Expertise and Training/Clinical Priorities
			Diversity and Inclusion
			Measurement-Based Care
			Training in Supervision
			Content, Frequency, and Format of Supervision
		Building Standards
		Test Yourself
		Appendix A: Sample Recruitment Letter
			UCLA Psychology Clinic Supervision
				Description
				Commitment
				Benefits
		Appendix B: Supervisor Report 20 (SR-20)- Student Version
			Instructions
		Appendix C: Checklist for Developing Supervision Standards
		References
	Competency in Clinical Supervision in Cognitive Behavioral Therapy
		Skills of a Competent Supervisor
		Training in Supervisory Competency
		Models of Supervision in Professional Psychology
		Gaps in Clinical Supervision Research in Professional Psychology
		Competency Measures in CBT Supervision
			Supervision: Adherence and Guidance Evaluation (SAGE)
			Short-SAGE
			Supervision Evaluation and Supervisory Competence (SE-SC) Scale
			The SE-SC8
			Supervisory Competence Questionnaire (SCQ)
			The Moeller, Moerch, Rosenberg Supervision Scale (MMRSS)
			Summary of Competency Measures of Supervision
		Next Steps in Competency Development
		Test Yourself
		References
	Evidence-Based Methods for Training CBT Supervisors: Recommendations for Career-Long Development
		A Review of the Evidence Related to the Career-Long Training of CBT Supervisors
			Research Evidence on Supervisor Training
			Relevant Theory
			Extrapolation from Neighboring Literatures
			Expert Consensus
		Recommendations for Training CBT Supervisors
			Clarify the Goals of Training
				Recommendations
			Plan the Training
				Recommendations
			Facilitate Learning During Training
				Recommendations
			Offer Feedback to Participants
				Recommendations
			Reflect on the Training
				Recommendations
		Conclusions
		Test Yourself
		Appendix A: Consultancy Vignette: Career-Long Development of an Advanced Practitioner
		References
	The Use of Deliberate Practice in Cognitive Behavioral Therapy Supervision: From Declarative to Procedural Knowledge
		Current Practices in Supervision and Training
		What Is Deliberate Practice?
			What Is Deliberate Practice in Psychotherapy?
				Identify a Skill Deficit
				Define a Small Learning Goal
				Behavioral Rehearsal
		CBT Deliberate Practice Supervision Session Example
		Summary
		Test Yourself
		Appendix A: Difficulty Assessment Form
		References
	Remediation Processes for Health Service Psychology Trainees with Problems of Professional Competence
		Background
			Competencies Movement
			Problems of Professional Competence (PPC)
		Optimal Training Environment
			Prevention
			Management of PPC
		Remediation Process
			Purpose of Remediation
			Framework to Guide Remediation Efforts
			Nuts and Bolts of Remediation
		Strategies for Managing Challenges Associated with Remediation
		Concluding Comments
		Test Yourself
		References
Part IV: Issues and Considerations
	Supervision from the Perspective of the Supervisee
		Interview Procedures
		Supervisory Alliance
			Negative Experiences
			Positive Experiences
		Cultural Competence
			Negative Experiences
			Positive Experiences
		Feedback and Evaluation
			Negative Experiences
			Positive Experiences
		Power Dynamics
			Negative Experiences
			Positive Experiences
		Summary and Conclusions
		References
	Reflections on CBT Supervision and Training for Therapy and Consultation
		Reflection: Keith S. Dobson, Amanda Fernandez, and Martin Drapeau
			How Does Your Current Supervision Practice Differ from When You Started Supervising Clinical Practice?
			What Is the Most Challenging Aspect of Supervision and How Have You Worked to Address It?
			What Three Main Factors Should Supervisors Consider Before Undertaking Supervision in CBT?
		Reflection: Kristene A. Doyle
			How Does Your Current Supervision Practice Differ from When You Started Supervising Clinical Practice?
			What Is the Most Challenging Aspect of Supervision and How Have You Worked to Address It?
			What Three Main Factors Should Supervisors Consider Before Undertaking Supervision in CBT?
		Reflection: Marvin R. Goldfried
			How Does Your Current Supervision Practice Differ from When You Started Supervising Clinical Practice?
			What Is the Most Challenging Aspect of Supervision and How Have You Worked to Address It?
			What Three Main Factors Should Supervisors Consider Before Undertaking Supervision in CBT?
		Reflection: Brian McNeil
			How Does Your Current Supervision Practice Differ from When You Started Supervising Clinical Practice?
			What Is the Most Challenging Aspect of Supervision and How Have You Worked to Address It?
			What Three Main Factors Should Supervisors Consider Before Undertaking Supervision in CBT?
		Reflections: Ashley Scudder, Felipa Chavez, and Cheryl McNeil
			Considerations of Inclusion and Awareness of Cultural Issues
			Considerations of the Impact of Technological Advances on Consultation
			Considerations of Increased Use of Clinician- and Family-Level Tracked Outcomes as Part of Consultation and Reporting Process
		Discussion
		References
Index