Jon Frederickson, MSW, faculty of the New Washington School of Psychiatry, has written over fifty published papers, seven books, and numerous skill-building exercises designed for therapists.

“This groundbreaking book brilliantly bridges the gap between theoretical understanding and practical application. The trans-theoretical text will help clinicians training in a broad range of psychotherapy models. Numerous transcripts show how to develop therapists’ clinical acumen. A must-read for anyone striving to excel in the art and science of psychotherapy.”Tony Rousmaniere, PsyD, program director, Sentio University, and president, Division 29 of the American Psychological Association (Society for the Advancement of Psychotherapy)“This multifaceted gem of a book is a masterpiece. Detailed process recordings showcase scientific inquiry between student and teacher—collaborative conversations that show how to translate clinical thinking into embodied practice. It is destined to become a classic in the field of psychotherapy training and supervision.”Martha Stark, MD, faculty, Harvard Medical School“Clinical thinking calls upon cognition, emotion, memory, perception, and behavior, in an integration not easily described. Fredrickson has systematically demystified this process, with generous verbatim examples of how he teaches. Firmly anchored in science, the book is a fine guide to mastering a daunting art. I recommend it enthusiastically to all students, practitioners, supervisors, and teachers of psychotherapy.”Nancy McWilliams, PhD, ABPP, visiting professor emerita, Rutgers Graduate School of Applied and Professional Psychology

• 1. Why We Teach Clinical Thinking in Psychotherapy 2. What Is Clinical Thinking? 3. Learning Clinical Thinking by Unlearning Biases and Assumptions 4. Positive Disintegration: Why Learning Triggers Anxiety 5. Declarative Knowledge: The Facts and Concepts We Use for Clinical Thinking 6. Procedural Knowledge: Putting Theory into Practice 7. Conditional Knowledge: When and Why We Use Our Skills 8. Metacognitive Knowledge: What We Learn by Thinking About Our Clinical Thinking 9. Conclusion

Jon Frederickson, MSW, faculty of the New Washington School of Psychiatry, has written over fifty published papers, seven books, and numerous skill-building exercises designed for therapists.

“This groundbreaking book brilliantly bridges the gap between theoretical understanding and practical application. The trans-theoretical text will help clinicians training in a broad range of psychotherapy models. Numerous transcripts show how to develop therapists’ clinical acumen. A must-read for anyone striving to excel in the art and science of psychotherapy.”Tony Rousmaniere, PsyD, program director, Sentio University, and president, Division 29 of the American Psychological Association (Society for the Advancement of Psychotherapy)“This multifaceted gem of a book is a masterpiece. Detailed process recordings showcase scientific inquiry between student and teacher—collaborative conversations that show how to translate clinical thinking into embodied practice. It is destined to become a classic in the field of psychotherapy training and supervision.”Martha Stark, MD, faculty, Harvard Medical School“Clinical thinking calls upon cognition, emotion, memory, perception, and behavior, in an integration not easily described. Fredrickson has systematically demystified this process, with generous verbatim examples of how he teaches. Firmly anchored in science, the book is a fine guide to mastering a daunting art. I recommend it enthusiastically to all students, practitioners, supervisors, and teachers of psychotherapy.”Nancy McWilliams, PhD, ABPP, visiting professor emerita, Rutgers Graduate School of Applied and Professional Psychology

• 1. Why We Teach Clinical Thinking in Psychotherapy 2. What Is Clinical Thinking? 3. Learning Clinical Thinking by Unlearning Biases and Assumptions 4. Positive Disintegration: Why Learning Triggers Anxiety 5. Declarative Knowledge: The Facts and Concepts We Use for Clinical Thinking 6. Procedural Knowledge: Putting Theory into Practice 7. Conditional Knowledge: When and Why We Use Our Skills 8. Metacognitive Knowledge: What We Learn by Thinking About Our Clinical Thinking 9. Conclusion

Jon Frederickson, MSW, faculty of the New Washington School of Psychiatry, has written over fifty published papers, seven books, and numerous skill-building exercises designed for therapists.

“This groundbreaking book brilliantly bridges the gap between theoretical understanding and practical application. The trans-theoretical text will help clinicians training in a broad range of psychotherapy models. Numerous transcripts show how to develop therapists’ clinical acumen. A must-read for anyone striving to excel in the art and science of psychotherapy.”Tony Rousmaniere, PsyD, program director, Sentio University, and president, Division 29 of the American Psychological Association (Society for the Advancement of Psychotherapy)“This multifaceted gem of a book is a masterpiece. Detailed process recordings showcase scientific inquiry between student and teacher—collaborative conversations that show how to translate clinical thinking into embodied practice. It is destined to become a classic in the field of psychotherapy training and supervision.”Martha Stark, MD, faculty, Harvard Medical School“Clinical thinking calls upon cognition, emotion, memory, perception, and behavior, in an integration not easily described. Fredrickson has systematically demystified this process, with generous verbatim examples of how he teaches. Firmly anchored in science, the book is a fine guide to mastering a daunting art. I recommend it enthusiastically to all students, practitioners, supervisors, and teachers of psychotherapy.”Nancy McWilliams, PhD, ABPP, visiting professor emerita, Rutgers Graduate School of Applied and Professional Psychology

• 1. Why We Teach Clinical Thinking in Psychotherapy 2. What Is Clinical Thinking? 3. Learning Clinical Thinking by Unlearning Biases and Assumptions 4. Positive Disintegration: Why Learning Triggers Anxiety 5. Declarative Knowledge: The Facts and Concepts We Use for Clinical Thinking 6. Procedural Knowledge: Putting Theory into Practice 7. Conditional Knowledge: When and Why We Use Our Skills 8. Metacognitive Knowledge: What We Learn by Thinking About Our Clinical Thinking 9. Conclusion