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Notes from the Education & Training Committee: Moving Towards a Resilience-Based Model of Supervision

“… when all four levels of the systems contextual framework were accounted for, and when training involved active learning (e.g., practice in delivery of interventions, feedback, coaching), therapist adherence to EBP was improved and client change occurred.”

Patient preference and research efficacy in EBPP

Swift and Callahan (2010) have recently published an intriguing empirical study of patient preference regarding psychotherapy. Adult outpatients were asked to indicate how much certainty of improvement (a la RCT efficacy research) they would be willing to trade in favor of “common factors” variables such as a therapist who is empathic, experienced, listens well, or [...]

Competencies in Clinical Supervision of Psychotherapists in Training.

A recent Special Section of Psychotherapy (2010, Volume 47, Issue 1) provides a series of articles that describe key psychotherapy competencies conceptualized across a range of theoretical models with the aim of articulating specific implications for competency-based psychotherapy training.    The development of professional competencies is increasingly emphasized in the training of psychologists. This series of articles provides [...]

Conceptual skills needed for evidence-based practice of psychotherapy

Key ingredients needed for training of evidence-based practice are summarized by Ken Critchfield and Sarah Knox: scientific-mindedness, critical thinking, integrative ability, and relational skill.