The Group Supervision Model in Cognitive Therapy Training

1983 ◽  
pp. 323-335 ◽  
Author(s):  
Anna Rose Childress ◽  
David D. Burns
Keyword(s):  
Cognitive Therapy ◽  
Group Supervision ◽  
Therapy Training ◽  
Supervision Model

scholarly journals Cognitive therapy training for psychiatrists: impact on individual clinical practice

2004 ◽  
Vol 28 (4) ◽  
pp. 117-119 ◽  
Author(s):  
G. Swift ◽  
I. Durkin ◽  
C. Beuster
Keyword(s):  
Clinical Practice ◽  
Cognitive Therapy ◽  
Response Rate ◽  
Postal Questionnaire ◽  
Clinical Implications ◽  
Previous Survey ◽  
Therapy Training ◽  
Training And Supervision ◽  
Improved Outcomes ◽  
Therapy Sessions

Aims and MethodWe aimed to survey how psychiatrists with in-depth training in cognitive therapy use these skills. A postal questionnaire based on a previous survey was sent to all psychiatrists who are accredited members of the British Association for Behavioural and Cognitive Psychotherapies.ResultsThere was a 94% response rate. Psychiatrists in non-psychotherapy posts used formal cognitive therapy, with an average of 20% of new patients compared with 65% for those in psychotherapy posts, and were less satisfied with the extent to which they were able to use their skills (20%v. 80%). A total of 85% of respondents described themselves as being involved in teaching, training and supervision of cognitive therapy.Clinical ImplicationsUnless psychiatrists are planning on working in specialised psychotherapy posts, they are unlikely to use cognitive therapy training in formal therapy sessions. Further research is needed to determine whether cognitive therapy training for psychiatrists translates into improved outcomes for patients.

Some lessons from group supervision of cognitive therapy for depression

2003 ◽  
Vol 10 (1) ◽  
pp. 30-40 ◽  
Author(s):  
Paula R. Young ◽  
Paul Grant ◽  
Robert J. DeRubeis
Keyword(s):  
Cognitive Therapy ◽  
Group Supervision

P1-293: Ongoing re-evaluation of memory deficits in a diagnosed dementia population while undergoing and following cognitive therapy/training

2015 ◽  
Vol 11 (7S_Part_10) ◽  
pp. P467-P468
Author(s):  
Barbara C. Fisher ◽  
Danielle M. Garges
Keyword(s):  
Cognitive Therapy ◽  
Memory Deficits ◽  
Therapy Training

Introductory cognitive therapy training issues

2000 ◽  
Vol 7 (1) ◽  
pp. 21-29
Author(s):  
Francis R. Kush
Keyword(s):  
Cognitive Therapy ◽  
Therapy Training

Cognitive Therapy Trainees’ Self-Reflections on their Professional Learning

2009 ◽  
Vol 38 (3) ◽  
pp. 255-274 ◽  
Author(s):  
Päivi M. Niemi ◽  
Juhani Tiuraniemi
Keyword(s):  
Cognitive Therapy ◽  
Professional Learning ◽  
Qualitative Data ◽  
Interpersonal Skills ◽  
Significant Progress ◽  
Self Reflection ◽  
The Core ◽  
Core Skills ◽  
Therapy Training ◽  
Conceptual Skills

Background: The widening scope of cognitive therapy models and strategies poses a challenge for designing cognitive therapy training. What are the core skills to be learned? What do learners view as important to learn and what are the skills and knowledge they focus on? Aims: The present study describes the perceptions of CT trainees of both what is important and what is difficult to learn. We also analyse what the trainees focus on when evaluating their professional learning. In addition, we report on changes in self-assessed skills during the training. Method: Quantitative and qualitative data were collected after 2 years of training (n = 39) in three programmes and after the entire 4-year training in four programmes (n = 53). Results: Significant progress was reported in all domains of therapist skills, most clearly in cognitive and constructivist strategies. The trainees practised most those skills they considered important to be learned and, consequently, they also attained a higher level of mastery in these skills. The trainees’ learning orientation and foci of self-reflections remained relatively unchanged. They focused on technical and conceptual skills and knowledge, whereas interpersonal skills were peripheral in their self-reflection. Conclusions: Pedagogical and theoretical implications of the findings are discussed.

scholarly journals The found poet: a new role for the structured peer group supervision model

2017 ◽  
Vol 31 (1) ◽  
pp. 15-25
Author(s):  
Phillip L. Waalkes ◽  
Daniel A. DeCino ◽  
L. DiAnne Borders
Keyword(s):  
Peer Group ◽  
Group Supervision ◽  
Supervision Model

Supervision of Termination in Psychotherapy

1998 ◽  
Vol 43 (4) ◽  
pp. 397-402 ◽  
Author(s):  
Marjorie Robb ◽  
Paul M Cameron
Keyword(s):  
Teaching Experience ◽  
Senior Resident ◽  
Group Supervision ◽  
Psychoanalytic Psychotherapy ◽  
Teaching Process ◽  
Termination Phase ◽  
Supervision Model ◽  
Termination Process

Objective: To propose a model for teaching and supervising the termination process in psychoanalytic psychotherapy. Method: Group supervision of the 12-week termination phase of psychotherapy with a patient who had been in psychotherapy with a senior resident for 2 years. Results: This supervisory method provided a positive termination experience for the patient and valuable group-teaching experience for residents at various levels in their training. Conclusion: A group supervisory teaching process is a particularly effective way of teaching the termination process and is more efficient in terms of time, energy, and dissemination of knowledge than a traditional one-on-one supervision model.

Effectiveness of cognitive therapy training

1999 ◽  
Vol 30 (2) ◽  
pp. 81-92 ◽  
Author(s):  
Derek L Milne ◽  
Chris Baker ◽  
Ivy-Marie Blackburn ◽  
Ian James ◽  
Katharina Reichelt
Keyword(s):  
Cognitive Therapy ◽  
Therapy Training

Effects of a Recovery-Oriented Cognitive Therapy Training Program on Inpatient Staff Attitudes and Incidents of Seclusion and Restraint

2013 ◽  
Vol 50 (4) ◽  
pp. 415-421 ◽  
Author(s):  
Nadine A. Chang ◽  
Paul M. Grant ◽  
Lauren Luther ◽  
Aaron T. Beck
Keyword(s):  
Training Program ◽  
Cognitive Therapy ◽  
Staff Attitudes ◽  
Therapy Training

The Screening Role of an Introductory Course in Cognitive Therapy Training

2006 ◽  
Vol 30 (3) ◽  
pp. 196-199 ◽  
Author(s):  
A. Pehlivanidis ◽  
K. Papanikolaou ◽  
A. Politis ◽  
A. Liossi ◽  
E. Daskalopoulou ◽  
...  
Keyword(s):  
Cognitive Therapy ◽  
Introductory Course ◽  
Therapy Training
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