Beverly Haarhoff

consensual que, para assegurar a qualidade e a transfer ncia da forma o cl nica, deve ter lugar uma avalia o sistem tica dos programas de forma o, uma vez que a efic cia das novas interven es de tratamento baseadas em evid ncias pode ser comprometida por uma fraca generaliza o das compet ncias para o local de trabalho. Neste livro, a aquisi o de compet ncias de conceptualiza o de casos, como compet ncia cl nica central a ser adquirida na forma o, avaliada utilizando tr s escalas de classifica o de conceptualiza o de casos recentemente desenvolvidas. Al m disso, explorado qualitativamente o impacto de uma interven o de forma o de auto-reflex o/auto-pr tica, concebida para melhorar a conceptualiza o de casos de terapia cognitiva comportamental. Os participantes no estudo relataram que a sua compreens o te rica do modelo de terapia cognitiva-comportamental, auto-consciencializa o, empatia, conceptualiza o da rela o terap utica, adapta o das suas interven es cl nicas, e pr tica cl nica foram todas refor adas pela interven o de auto-pr tica/auto-reflex o.

Istnieje zgoda co do tego, że aby zapewnic jakośc i transfer szkolenia klinicznego, należy przeprowadzac systematyczną ocenę program w szkoleniowych, ponieważ skutecznośc nowych interwencji terapeutycznych opartych na dowodach może byc zagrożona przez slabe uog lnienie umiejętności na miejsce pracy. W tej książce nabywanie umiejętności konceptualizacji przypadku, jako podstawowej kompetencji klinicznej, kt ra powinna byc nabyta w trakcie szkolenia, jest oceniane przy użyciu trzech nowo opracowanych skal oceny konceptualizacji przypadku. Dodatkowo, w spos b jakościowy zbadano wplyw interwencji szkoleniowej polegającej na samodzielnej praktyce/refleksji, mającej na celu poprawę konceptualizacji przypadku w terapii poznawczo-behawioralnej. Uczestnicy badania stwierdzili, że ich teoretyczne rozumienie modelu terapii poznawczo-behawioralnej, samoświadomośc, empatia, konceptualizacja relacji terapeutycznej, adaptacja ich interwencji klinicznych oraz praktyka kliniczna zostaly wzmocnione przez interwencję w zakresie autopraktyki/samorefleksji.

Developing skills and competency in CBT is a complex process of which self-observation and self-reflection are an essential part. In this new book, leading figures Beverly Haarhoff and Richard Thwaites outline the rationale for a focus on self-reflective practice in CBT, before offering practical and accessible guidelines demonstrating how this can be achieved in training and practice. Highlighting relevant research throughout and using case studies to illustrate theory in practice, ten chapters consider: - reflection in training and in supervision and self-supervision, - reflecting on the therapeutic relationship, on our sociocultural perceptions and biases and on client feedback - how reflection is vital to self-care and to becoming a better therapist, supervisor and trainer. This is an essential read for trainees in both high and low intensity CBT programmes, those on broader CBT courses, and for qualified practitioners working independently to enhance their self-reflective capacity.

Developing skills and competency in CBT is a complex process of which self-observation and self-reflection are an essential part. In this new book, leading figures Beverly Haarhoff and Richard Thwaites outline the rationale for a focus on self-reflective practice in CBT, before offering practical and accessible guidelines demonstrating how this can be achieved in training and practice. Highlighting relevant research throughout and using case studies to illustrate theory in practice, ten chapters consider: - reflection in training and in supervision and self-supervision, - reflecting on the therapeutic relationship, on our sociocultural perceptions and biases and on client feedback - how reflection is vital to self-care and to becoming a better therapist, supervisor and trainer. This is an essential read for trainees in both high and low intensity CBT programmes, those on broader CBT courses, and for qualified practitioners working independently to enhance their self-reflective capacity.

Engaging and authoritative, this unique workbook enables therapists and students to build technical savvy in contemporary CBT interventions while deepening their self-awareness and therapeutic relationship skills. Self-practice/self-reflection (SP/SR), an evidence-based training strategy, is presented in 12 carefully sequenced modules. Therapists are guided to enhance their skills by identifying, formulating, and addressing a professional or personal problem using CBT, and reflecting on the experience. The book's large-size format makes it easy to use the 34 reproducible worksheets and forms. Purchasers also get access to a Web page where they can download and print the reproducible materials. See also Doing CBT, Second Edition, by David F. Tolin, which lucidly explains the full range of CBT techniques, and The Therapeutic Relationship in Cognitive-Behavioral Therapy, by Nikolaos Kazantzis, Frank M. Dattilio, and Keith S. Dobson, which provides key recommendations for optimizing outcomes.