| Description |
Goal of the seminar is to study core processes of change as well as core competencies to be learnt in cognitive-behaviorally oriented psychotherapy training. We will focus on evidence-based competencies and step back from specific protocols/manuals that are often highlighted in standard trainings. Instead, we will focus on core processes that are common to many empirically supported approaches.
The seminar is based on the following book: Hayes, S. C., & Hofmann, S. G. (Eds.). (2018). Process-based CBT: The science and core clinical competencies of cognitive behavioral therapy. New Harbinger Publications.
The 17 core competences are: contingency management, stimulus control, shaping, self-management, arousal reduction, coping and emotion regulation, problem solving, exposure strategies, behavioral activation, interpersonal skills, cognitive reappraisal, modifying core beliefs, cognitive defusion, cultivating psychological acceptance, values and choice clarification, mindfulness practice, and motivational strategies. These competencies have been selected by a task force of the North American Association for Behavioral and Cognitive Therapies (ABCT) in order to outline a general framework for postgraduate psychotherapy training. Key domains from which the core competences and processes have been derived are learning theory, cognition, emotion, the therapeutic relationship, and neuroscience. We will cover the suggested core competencies as well as the underlying core processes / principles of change.
Following the general structure of the book, the seminar will be subdivided into three sections: 1. historical development of current cognitive-behavioral interventions; 2. theoretical foundations of empirically supported cognitive-behavioral interventions; 3. core clinical competencies of CBT oriented interventions. The third section will cover the majority of sessions within the syllabus. The study of clinical competencies will also include the practice of interventions and competencies.
All participants will study the relevant chapters of the book. Students responsible for single sessions will focus on selected aspects of the literature and guide the practice of single competencies, respectably. |
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