DONNA M. SUDAK, M.D. is Professor, Senior Associate Training Director, and Director of Psychotherapy Training in the Department of Psychiatry at the Drexel University College of Medicine.R. TRENT CODD, III, Ed.S., is the President and founder of the Cognitive-Behavioral Therapy Center of WNC, P.A., located in Asheville, NC.JOHN W. LUDGATE, PHD, is a licensed psychologist who works at the Cognitive-Behavioral Therapy Center of Western North Carolina.LESLIE SOKOL, PHD, is a distinguished founding fellow, past president, and Credentialing Chair of the Academy of Cognitive Therapy.MARCI G. FOX, PHD, is a licensed psychologist and has been in private practice for almost twenty years.ROBERT P. REISER, PHD, is a licensed psychologist and a Fellow of the Academy of Cognitive Therapy.DEREK L. MILNE, PHD, is a clinical psychologist and a Fellow of the British Psychological Society.

• Acknowledgments xviiForeword xixAbout the Authors xxi1 CBT Training and Supervision: An Overview 1John LudgateHistorical Roots of CT Training and Supervision 1Current Training Opportunities 6Classification and Review of Training Programs 8Effectiveness of Training 13Best Practices for Training 15Best Practices for Supervision 15Some Distinctive Features of CBT Training and Supervision 16Future Directions for CBT Training and Supervision 19Summary 20References 212 Core Competencies in Cognitive Behavioral Therapy Training 25Donna M. SudakWhat Are Competencies? 26Existing Competency Frameworks 26The British Association of Behavioural and Cognitive Psychotherapies (BABCP) Core Curriculum 28Essential Competencies in CBT Training 30Teaching Methods 31Summary 34Learning Exercises 34References 353 Empirically Supported Educational Methods 37R. Trent Codd IIIPrimary Findings 38Other Important Considerations 52Interventions Pending Further Study 58Summary 61Learning Exercises 61Notes 61Resources for Further Study 62References 644 Measures of Competence in Cognitive Behavioral Therapy 67Donna M. SudakMeasures of Evaluation of Competence in CBT and Evidence for Their Reliability and Validity 68Assessment of Case Conceptualizations 70Scoring the Cognitive Therapy Scale 73Accreditation as a CBT Provider 80Summary 81Learning Exercises 81References 825 Feedback in Cognitive Behavioral Therapy Training 85Donna M. SudakFeedback and Skill Training 86Providing Formative Feedback 86Adult Learning and Feedback 87Providing Summative Feedback (Did You Reach the Goal?) 87When Feedback Sessions Go Wrong 89Why Don’t We Like to Give Feedback? 90Problematic Trainees 90Competence Is Insufficient: Addicting Trainees to Lifelong Learning 92Summary 94Learning Exercises 94References 946 Teaching CBT for Specific Disorders 97Leslie Sokol and Marci G. FoxTeaching CBT for Depression 97Teaching CBT for Anxiety Disorders 102Teaching CBT for Personality Disorders 109Learning Exercise 112Teaching CBT for Substance Abuse 113Teaching CBT for Serious Mental Illness 116Summary 119References 1197 Technology in CBT Training and Supervision 121R. Trent Codd IIITechnological Applications for Supervision 121Technological Applications for Instruction 122Ethical and Legal Contexts 125Other Considerations When Selecting Technology 128Additional Factors 129Summary 131Learning Exercises 131Notes 131Reference 1318 Graduate Training 133Robert Reiser and Derek L. MilneProblems with Graduate Training in CBT 134Summary 141Learning Exercises 141References 1419 CBT in Psychiatry Residency Training 145Donna M. SudakHistory of CBT Training in Psychiatric Residencies 146Understanding Residency Training 146Problem Areas in Training Psychiatry Residents in CBT 148Planning Training in CBT in Psychiatric Residencies 152Faculty Development 156Summary 157Learning Exercises 157References 15710 Continuing Education for Therapists in Practice 159John LudgateBackground and Evolution of CBT Training for Therapists 160Current CBT Training Options 161Considerations for Practitioners Evaluating Training Options 164Effectiveness of CBT Training for Therapists 166Review of Trainings Studies 170Designing Training 172Summary 177Learning Exercises 178References 18011 Training and Supervising Nontraditional Care Providers 183R. Trent Codd III and John LudgateNontraditional Groups 185Designing Training for Nontraditional Groups 186Training Design Process 188Training Methods 189Evidence Base for Training Nontraditional Groups in CBT 193Conclusions from the Evidence Base 196Best Practices for Training 198Summary 203References 20312 Evidence-Based Supervisory Practices in CBT 207Derek L. Milne and Robert ReiserWhat Are the Evidence-Based Supervisory Practices in CBT? 208Evidence-Based CBT Supervision Practices 209Setting the Stage for Competency-Based Supervision 209Facilitating Experiential Learning: The Initial Effects of Supervision 218Summary 219Learning Exercises 220References 22313 Training CBT Supervisors 227Leslie Sokol and Marci G. FoxThe Supervisory Experience 227Nuts and Bolts of Supervision 231Problems That Affect Supervision 237Summary 240Learning Exercises 240References 24114 Self-Management in CBT Training and Supervision 243John LudgateExtent of the Problem 243Consequences of Therapist Distress and Burnout 244Reasons for Inadequate Self-Care 244Predictors of Distress Reactions 245CBT as a Method of Self-Management for Therapists 246Illustrations of the CBT Model 252Improved Self-Care for Therapists 254Training and Supervision Implications 254Summary 258Learning Exercises 259References 261Index 265About the Companion Website 280

DONNA M. SUDAK, M.D. is Professor, Senior Associate Training Director, and Director of Psychotherapy Training in the Department of Psychiatry at the Drexel University College of Medicine.R. TRENT CODD, III, Ed.S., is the President and founder of the Cognitive-Behavioral Therapy Center of WNC, P.A., located in Asheville, NC.JOHN W. LUDGATE, PHD, is a licensed psychologist who works at the Cognitive-Behavioral Therapy Center of Western North Carolina.LESLIE SOKOL, PHD, is a distinguished founding fellow, past president, and Credentialing Chair of the Academy of Cognitive Therapy.MARCI G. FOX, PHD, is a licensed psychologist and has been in private practice for almost twenty years.ROBERT P. REISER, PHD, is a licensed psychologist and a Fellow of the Academy of Cognitive Therapy.DEREK L. MILNE, PHD, is a clinical psychologist and a Fellow of the British Psychological Society.

• Acknowledgments xviiForeword xixAbout the Authors xxi1 CBT Training and Supervision: An Overview 1John LudgateHistorical Roots of CT Training and Supervision 1Current Training Opportunities 6Classification and Review of Training Programs 8Effectiveness of Training 13Best Practices for Training 15Best Practices for Supervision 15Some Distinctive Features of CBT Training and Supervision 16Future Directions for CBT Training and Supervision 19Summary 20References 212 Core Competencies in Cognitive Behavioral Therapy Training 25Donna M. SudakWhat Are Competencies? 26Existing Competency Frameworks 26The British Association of Behavioural and Cognitive Psychotherapies (BABCP) Core Curriculum 28Essential Competencies in CBT Training 30Teaching Methods 31Summary 34Learning Exercises 34References 353 Empirically Supported Educational Methods 37R. Trent Codd IIIPrimary Findings 38Other Important Considerations 52Interventions Pending Further Study 58Summary 61Learning Exercises 61Notes 61Resources for Further Study 62References 644 Measures of Competence in Cognitive Behavioral Therapy 67Donna M. SudakMeasures of Evaluation of Competence in CBT and Evidence for Their Reliability and Validity 68Assessment of Case Conceptualizations 70Scoring the Cognitive Therapy Scale 73Accreditation as a CBT Provider 80Summary 81Learning Exercises 81References 825 Feedback in Cognitive Behavioral Therapy Training 85Donna M. SudakFeedback and Skill Training 86Providing Formative Feedback 86Adult Learning and Feedback 87Providing Summative Feedback (Did You Reach the Goal?) 87When Feedback Sessions Go Wrong 89Why Don’t We Like to Give Feedback? 90Problematic Trainees 90Competence Is Insufficient: Addicting Trainees to Lifelong Learning 92Summary 94Learning Exercises 94References 946 Teaching CBT for Specific Disorders 97Leslie Sokol and Marci G. FoxTeaching CBT for Depression 97Teaching CBT for Anxiety Disorders 102Teaching CBT for Personality Disorders 109Learning Exercise 112Teaching CBT for Substance Abuse 113Teaching CBT for Serious Mental Illness 116Summary 119References 1197 Technology in CBT Training and Supervision 121R. Trent Codd IIITechnological Applications for Supervision 121Technological Applications for Instruction 122Ethical and Legal Contexts 125Other Considerations When Selecting Technology 128Additional Factors 129Summary 131Learning Exercises 131Notes 131Reference 1318 Graduate Training 133Robert Reiser and Derek L. MilneProblems with Graduate Training in CBT 134Summary 141Learning Exercises 141References 1419 CBT in Psychiatry Residency Training 145Donna M. SudakHistory of CBT Training in Psychiatric Residencies 146Understanding Residency Training 146Problem Areas in Training Psychiatry Residents in CBT 148Planning Training in CBT in Psychiatric Residencies 152Faculty Development 156Summary 157Learning Exercises 157References 15710 Continuing Education for Therapists in Practice 159John LudgateBackground and Evolution of CBT Training for Therapists 160Current CBT Training Options 161Considerations for Practitioners Evaluating Training Options 164Effectiveness of CBT Training for Therapists 166Review of Trainings Studies 170Designing Training 172Summary 177Learning Exercises 178References 18011 Training and Supervising Nontraditional Care Providers 183R. Trent Codd III and John LudgateNontraditional Groups 185Designing Training for Nontraditional Groups 186Training Design Process 188Training Methods 189Evidence Base for Training Nontraditional Groups in CBT 193Conclusions from the Evidence Base 196Best Practices for Training 198Summary 203References 20312 Evidence-Based Supervisory Practices in CBT 207Derek L. Milne and Robert ReiserWhat Are the Evidence-Based Supervisory Practices in CBT? 208Evidence-Based CBT Supervision Practices 209Setting the Stage for Competency-Based Supervision 209Facilitating Experiential Learning: The Initial Effects of Supervision 218Summary 219Learning Exercises 220References 22313 Training CBT Supervisors 227Leslie Sokol and Marci G. FoxThe Supervisory Experience 227Nuts and Bolts of Supervision 231Problems That Affect Supervision 237Summary 240Learning Exercises 240References 24114 Self-Management in CBT Training and Supervision 243John LudgateExtent of the Problem 243Consequences of Therapist Distress and Burnout 244Reasons for Inadequate Self-Care 244Predictors of Distress Reactions 245CBT as a Method of Self-Management for Therapists 246Illustrations of the CBT Model 252Improved Self-Care for Therapists 254Training and Supervision Implications 254Summary 258Learning Exercises 259References 261Index 265About the Companion Website 280

DONNA M. SUDAK, M.D. is Professor, Senior Associate Training Director, and Director of Psychotherapy Training in the Department of Psychiatry at the Drexel University College of Medicine.R. TRENT CODD, III, Ed.S., is the President and founder of the Cognitive-Behavioral Therapy Center of WNC, P.A., located in Asheville, NC.JOHN W. LUDGATE, PHD, is a licensed psychologist who works at the Cognitive-Behavioral Therapy Center of Western North Carolina.LESLIE SOKOL, PHD, is a distinguished founding fellow, past president, and Credentialing Chair of the Academy of Cognitive Therapy.MARCI G. FOX, PHD, is a licensed psychologist and has been in private practice for almost twenty years.ROBERT P. REISER, PHD, is a licensed psychologist and a Fellow of the Academy of Cognitive Therapy.DEREK L. MILNE, PHD, is a clinical psychologist and a Fellow of the British Psychological Society.

• Acknowledgments xviiForeword xixAbout the Authors xxi1 CBT Training and Supervision: An Overview 1John LudgateHistorical Roots of CT Training and Supervision 1Current Training Opportunities 6Classification and Review of Training Programs 8Effectiveness of Training 13Best Practices for Training 15Best Practices for Supervision 15Some Distinctive Features of CBT Training and Supervision 16Future Directions for CBT Training and Supervision 19Summary 20References 212 Core Competencies in Cognitive Behavioral Therapy Training 25Donna M. SudakWhat Are Competencies? 26Existing Competency Frameworks 26The British Association of Behavioural and Cognitive Psychotherapies (BABCP) Core Curriculum 28Essential Competencies in CBT Training 30Teaching Methods 31Summary 34Learning Exercises 34References 353 Empirically Supported Educational Methods 37R. Trent Codd IIIPrimary Findings 38Other Important Considerations 52Interventions Pending Further Study 58Summary 61Learning Exercises 61Notes 61Resources for Further Study 62References 644 Measures of Competence in Cognitive Behavioral Therapy 67Donna M. SudakMeasures of Evaluation of Competence in CBT and Evidence for Their Reliability and Validity 68Assessment of Case Conceptualizations 70Scoring the Cognitive Therapy Scale 73Accreditation as a CBT Provider 80Summary 81Learning Exercises 81References 825 Feedback in Cognitive Behavioral Therapy Training 85Donna M. SudakFeedback and Skill Training 86Providing Formative Feedback 86Adult Learning and Feedback 87Providing Summative Feedback (Did You Reach the Goal?) 87When Feedback Sessions Go Wrong 89Why Don’t We Like to Give Feedback? 90Problematic Trainees 90Competence Is Insufficient: Addicting Trainees to Lifelong Learning 92Summary 94Learning Exercises 94References 946 Teaching CBT for Specific Disorders 97Leslie Sokol and Marci G. FoxTeaching CBT for Depression 97Teaching CBT for Anxiety Disorders 102Teaching CBT for Personality Disorders 109Learning Exercise 112Teaching CBT for Substance Abuse 113Teaching CBT for Serious Mental Illness 116Summary 119References 1197 Technology in CBT Training and Supervision 121R. Trent Codd IIITechnological Applications for Supervision 121Technological Applications for Instruction 122Ethical and Legal Contexts 125Other Considerations When Selecting Technology 128Additional Factors 129Summary 131Learning Exercises 131Notes 131Reference 1318 Graduate Training 133Robert Reiser and Derek L. MilneProblems with Graduate Training in CBT 134Summary 141Learning Exercises 141References 1419 CBT in Psychiatry Residency Training 145Donna M. SudakHistory of CBT Training in Psychiatric Residencies 146Understanding Residency Training 146Problem Areas in Training Psychiatry Residents in CBT 148Planning Training in CBT in Psychiatric Residencies 152Faculty Development 156Summary 157Learning Exercises 157References 15710 Continuing Education for Therapists in Practice 159John LudgateBackground and Evolution of CBT Training for Therapists 160Current CBT Training Options 161Considerations for Practitioners Evaluating Training Options 164Effectiveness of CBT Training for Therapists 166Review of Trainings Studies 170Designing Training 172Summary 177Learning Exercises 178References 18011 Training and Supervising Nontraditional Care Providers 183R. Trent Codd III and John LudgateNontraditional Groups 185Designing Training for Nontraditional Groups 186Training Design Process 188Training Methods 189Evidence Base for Training Nontraditional Groups in CBT 193Conclusions from the Evidence Base 196Best Practices for Training 198Summary 203References 20312 Evidence-Based Supervisory Practices in CBT 207Derek L. Milne and Robert ReiserWhat Are the Evidence-Based Supervisory Practices in CBT? 208Evidence-Based CBT Supervision Practices 209Setting the Stage for Competency-Based Supervision 209Facilitating Experiential Learning: The Initial Effects of Supervision 218Summary 219Learning Exercises 220References 22313 Training CBT Supervisors 227Leslie Sokol and Marci G. FoxThe Supervisory Experience 227Nuts and Bolts of Supervision 231Problems That Affect Supervision 237Summary 240Learning Exercises 240References 24114 Self-Management in CBT Training and Supervision 243John LudgateExtent of the Problem 243Consequences of Therapist Distress and Burnout 244Reasons for Inadequate Self-Care 244Predictors of Distress Reactions 245CBT as a Method of Self-Management for Therapists 246Illustrations of the CBT Model 252Improved Self-Care for Therapists 254Training and Supervision Implications 254Summary 258Learning Exercises 259References 261Index 265About the Companion Website 280