Skip to main content Accessibility help
×
Hostname: page-component-857557d7f7-ksgrx Total loading time: 0 Render date: 2025-11-21T10:33:28.592Z Has data issue: false hasContentIssue false

Chapter 32 - Developing and Progressing as a Cognitive Behavioural Therapy Therapist

from Part IV - Application of Cognitive Behavioural Therapy in Different Populations and Settings

Published online by Cambridge University Press:  18 November 2025

Jessica Davies ,
Paul Salkovskis  and
Kenneth Laidlaw
Foreword by
Judith S. Beck
Jessica Davies
Affiliation:
University of Exeter
Paul Salkovskis
Affiliation:
Oxford Health NHS Foundation Trust & University of Oxford
Kenneth Laidlaw
Affiliation:
University of Exeter
Judith S. Beck
Affiliation:
Beck Institute for Cognitive Behavior Therapy & University of Pennsylvania
Get access

Summary

The chapter will help you to be able to explain the meaning of therapist competence and meta-competence, differentiate the experiences required to enhance competence based on the DPR model of skills development, define the value of CPD, patient feedback, supervision and SP/SR in furthering therapist competence, and maximise your own learning opportunities in relation to identified gaps.

Keywords

CBTcompetenceDPR modelSP/SRCPDsupervisionmeta-competenceroleplay

Information

Type
Chapter
Information
Cambridge Guide to Cognitive Behavioural Therapy (CBT) , pp. 376 - 383
Publisher: Cambridge University Press
Print publication year: 2025

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Book purchase

Temporarily unavailable

References

Further Reading

Bennett-Levy, J, McManus, F, Westling, BE, Fennell, M. Acquiring and refining CBT skills and competencies: Which training methods are perceived to be most effective? Behav Cogn Psychother. 2009;37(5):571–583.10.1017/S1352465809990270CrossRefGoogle ScholarPubMed
Milne, DL, Reiser, RP. A Manual for Evidence-Based CBT Supervision. Chichester: John Wiley & Sons; 2017.CrossRefGoogle Scholar
Bennett-Levy, J. Experiencing CBT from the Inside Out: A Self-Practice/Self-Reflection Workbook for Therapists. New York: The Guilford Press; 2014.Google Scholar

References

Grey, N, Salkovskis, P, Quigley, A, Clark, DM, Ehlers, A. Dissemination of cognitive therapy for panic disorder in primary care. Behav Cogn Psychother. 2008;36(5):509–520.10.1017/S1352465808004694CrossRefGoogle ScholarPubMed
Kuyken, W, Tsivrikos, D. Therapist competence, comorbidity and cognitive-behavioral therapy for depression. Psychother Psychosom. 2008;78(1):42–48.10.1159/000172619CrossRefGoogle ScholarPubMed
Muse, K, Kennerley, H, McManus, F. The why, what, when, who and how of assessing CBT competence to support lifelong learning. Cogn Behav Ther. 2022;15:e57.Google Scholar
Roth, A, Pilling, S. The CBT competencies framework for depression and anxiety disorders. Lond UK Cent Outcome Res Eval. 2007. www.ucl.ac.uk/pals/research/clinical-educational-and-health-psychology/research-groups/competence-frameworks-0.Google Scholar
Whittington, A, Grey, N. How to Become a More Effective CBT Therapist: Mastering Metacompetence in Clinical Practice. Chichester: John Wiley & Sons; 2014.10.1002/9781394266487CrossRefGoogle Scholar
O’donovan, A, Dyck, M. Effective training in clinical and counselling psychology: Not as simple as it sounds. Aust Psychol. 2001;36(2):92–98.10.1080/00050060108259640CrossRefGoogle Scholar
Bennett-Levy, J. Therapist skills: A cognitive model of their acquisition and refinement. Behav Cogn Psychother. 2006;34(1):57–78.10.1017/S1352465805002420CrossRefGoogle Scholar
Bennett-Levy, J, McManus, F, Westling, BE, Fennell, M. Acquiring and refining CBT skills and competencies: Which training methods are perceived to be most effective? Behav Cogn Psychother. 2009;37(5):571–583.10.1017/S1352465809990270CrossRefGoogle ScholarPubMed
Schon, DA. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books; 1983.Google Scholar
James, W. The Principles of Psychology. H. Holt; 1890.Google Scholar
Dewey, J. Democracy and Education: An Introduction to the Philosophy of Education [Internet]. New York: MacMillan; 1916. (Text-book series). https://books.google.co.uk/books?id=MUz7CnO-4iMC.Google Scholar
Dewey, J. Experience and Education [Internet]. New York: Macmillan; 1938. https://books.google.co.uk/books?id=GS8EAQAAIAAJ.Google Scholar
Skovholt, TM, Rønnestad, MH, Jennings, L. Searching for expertise in counseling, psychotherapy, and professional psychology. Educ Psychol Rev. 1997;9(4):361–369.10.1023/A:1024798723295CrossRefGoogle Scholar
Kalpakoglou, T. Standards for Training and Accreditation of Cognitive and/or Behaviour Therapists. EABCT. https://eabct.eu/wp-content/uploads/2019/01/Thomas-Kalpakoglou-Training-and-Accreditation-2002-2013.pdf.Google Scholar
Acceptable CPD Activities and Evidence [Internet]. [accessed 14 September 2023]. www.babcp.com/Accreditation/CBT-Practice-Supervision-CPD/CPD-Guidance/Acceptable-CPD-Activities-and-Evidence.Google Scholar
Reaccreditation Guidelines [Internet]. [accessed 14 September 2023]. www.babcp.com/Accreditation/Reaccreditation/Reaccreditation-Guidelines.Google Scholar
Branson, A, Shafran, R, Myles, P. Investigating the relationship between competence and patient outcome with CBT. Behav Res Ther. 2015;68:19–26.CrossRefGoogle ScholarPubMed
Zieve, GG, Persons, JB, Yu, LAD. The relationship between dropout and outcome in naturalistic cognitive behavior therapy. Behav Ther. 2019;50(1):189–199.10.1016/j.beth.2018.05.004CrossRefGoogle ScholarPubMed
Law, D, Jacob, J. Goals and Goal Based Outcomes (GBOs). London: CAMHS Press; 2013.Google Scholar
Duncan, B, Miller, S, Sparks, J, Claud, D, Reynolds, L. The session rating scale: Preliminary psychometric properties of a ‘working’ alliance measure. J Brief Ther. 2003;3:3–12.Google Scholar
Bernard, JM, Goodyear, RK. Fundamentals of Clinical Supervision. Boston: Allyn & Bacon; 1998.Google Scholar
Falender, CA, Shafranske, EP. Clinical Supervision: A Competency-Based Approach. Washington, DC: American Psychological Association; 2004.10.1037/10806-000CrossRefGoogle Scholar
Inskipp, F, Proctor, B. Making the Most of Supervision. Twickenham: Cascade Publications; 1993.Google Scholar
Milne, D. Evidence-Based Clinical Supervision: Principles and Practice. Chichester: BPS Blackwell; 2009.Google Scholar
Milne, D, Dunkerley, C. Towards evidence-based clinical supervision: The development and evaluation of four CBT guidelines. Cogn Behav Ther. 2010;3(2):43–57.CrossRefGoogle Scholar
Milne, DL, Reiser, RP. A Manual for Evidence-Based CBT Supervision. Chichester: John Wiley & Sons; 2017.10.1002/9781119030799CrossRefGoogle Scholar
Dorsey, S, Pullmann, MD, Deblinger, E, Berliner, L, Kerns, SE, Thompson, K, et al. Improving practice in community-based settings: A randomized trial of supervision–study protocol. Implement Sci. 2013;8(1):1–11.10.1186/1748-5908-8-89CrossRefGoogle ScholarPubMed
Brosan, L, Reynolds, S, Moore, RG. Self-evaluation of cognitive therapy performance: Do therapists know how competent they are? Behav Cogn Psychother. 2008;36(5):581–587.10.1017/S1352465808004438CrossRefGoogle Scholar
McManus, F, Rakovshik, S, Kennerley, H, Fennell, M, Westbrook, D. An investigation of the accuracy of therapists’ self-assessment of cognitive-behaviour therapy skills. Br J Clin Psychol. 2012;51(3):292–306.CrossRefGoogle ScholarPubMed
National Collaborating Centre for Mental Health. The Improving Access to Psychological Therapies Manual. UK NCCMH. 2018.Google Scholar
Bennett-Levy, J, Lee, N, Travers, K, Pohlman, S, Hamernik, E. Cognitive therapy from the inside: Enhancing therapist skills through practising what we preach. Behav Cogn Psychother. 2003;31(2):143–158.10.1017/S1352465803002029CrossRefGoogle Scholar
Bennett-Levy, J. Experiencing CBT from the Inside Out: A Self-Practice/Self-Reflection Workbook for Therapists. New York: The Guilford Press; 2014.Google Scholar

Accessibility standard: Unknown

Why this information is here

This section outlines the accessibility features of this content - including support for screen readers, full keyboard navigation and high-contrast display options. This may not be relevant for you.

Accessibility Information

Accessibility compliance for the PDF of this book is currently unknown and may be updated in the future.

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×