Guidelines for Cognitive Behavioral Training Within Doctoral Psychology Programs in the United States: Report of the Inter-Organizational Task Force on Cognitive and Behavioral Psychology Doctoral Education

Abstract

The Association for Behavioral and Cognitive Therapies initiated an interorganizational task force to develop guidelines for integrated education and training in cognitive and behavioral psychology at the doctoral level in the United States. Fifteen task force members representing 16 professional associations participated in a year-long series of conferences, and developed a consensus on optimal doctoral education and training in cognitive and behavioral psychology. The recommendations assume solid foundational training that is typical within applied psychology areas such as clinical and counseling psychology programs located in the United States. This article details the background, assumptions, and resulting recommendations specific to doctoral education and training in cognitive and behavioral psychology, including competencies expected in the areas of ethics, research, and practice.

The third wave of cognitive behavioral therapy and the rise of process‐based care

“…The use of virtual reality for the clinical assessment and treatment of psychosis is still in its infancy, but the first clinical trials have been published or are ongoing. In these studies participants either practice new social skills 5 , or are encouraged to drop their safety behaviours and explore new ways of approaching social situations 6,7 or challenge the omnipotence of the voices they hear 8 . The initial results indicate that virtual reality assisted therapy can be a powerful tool to help people break the cycle of avoidance involved in the maintenance of symptoms and develop new skills and strategies to cope with them.…”

“…Science requires pre-analytic assumptions about the nature of data, truth, and the questions of importance, and some of the differences between the waves and generations of CBT work were philosophical, not empirical. Recognizing this, the Inter-Organizational Task Force on Cognitive and Behavioral Psychology Doctoral Education 8 recently concluded that all CBT training should place more emphasis on philosophy of science training, in the hope of increasing the coherence and progressivity of research programs. An examination of assumptions leads naturally to a concern for theories, models, and processes.…”

“…An examination of assumptions leads naturally to a concern for theories, models, and processes. The third wave has been far less focused on protocols for syndromes, and more focused on evidence-based processes linked to evidence-based procedures 8,9 . Increased emphasis on processes of change and their biobehavioral impact has meanwhile been strengthened by Research Domain Criteria 10 and transdiagnostic models, among other trends.…”

The progress cascading model: A scalable model for teaching and mentoring graduate trainees in exposure therapy

“…The well-documented need to educate clinicians in best practices has led to the encouragement of graduate schools to provide ample opportunity for novice therapists to learn CBT-ERP during their initial graduate training (Klepac et al, 2012). In support of this recommendation, empirically supported training models for CBT-ERP that emphasize exposure therapy need to be developed so that they can be adopted by training sites.…”

Introduction to the Special Issue on Processes of Cognitive Behavioral Therapy: Does “Necessary, But Not Sufficient” Still Capture It?

“…The various treatments within the broad family of CBTs , each emphasize somewhat different processes Hofmann 2017, 2018;Klepac et al 2012), and there are suggestions of processes that can occur in the absence of cognition (Mennin et al 2013, and see review in;Lorenzo-Luaces et al 2015). The past two decades have witnessed some further advances, whereby core dimensions in psychopathology have been linked to treatment processes that are broadly relevant to the typical case presentation in the consultation office; where either full or partial DSM criteria for multiple disorders are met.…”