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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
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Related Experiment Video

Updated: Dec 12, 2025

High-definition Transcranial Direct Current Stimulation over Right Dorsolateral Prefrontal Cortex to Enhance Metacognitive Sensitivity
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Training Cognitive Behavioral Therapy Supervisors: Didactics, Simulated Practice, and "Meta-Supervision".

Cory F Newman1

  • 1Center for Cognitive Therapy, Perelman School of Medicine, University of Pennsylvania psydoc@mail.med.upenn.edu.

Journal of Cognitive Psychotherapy
|August 8, 2020
PubMed
Summary
This summary is machine-generated.

This study outlines a graduate training course for effective cognitive behavioral therapy (CBT) supervision. It details modules on supervisory relationships, ethics, and administrative skills, plus meta-supervision for international training.

Keywords:
competenciescross-culturalmeta-supervisionrole-playingsupervisiontraining

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Area of Science:

  • Psychology
  • Psychotherapy Training

Background:

  • Competent clinical supervision is crucial for training cognitive behavioral therapists (CBT) and maintaining professional standards.
  • Formal training for psychotherapists as supervisors is a recent development in the field.

Purpose of the Study:

  • To highlight the content and processes of a graduate training course in CBT supervision.
  • To explicate the key modules and concepts, including meta-supervision, within CBT supervision training.

Main Methods:

  • Drawing on evidence-based CBT supervision programs.
  • Describing a graduate training course with didactics, readings, and experiential exercises.
  • Illustrating meta-supervision with a transcript of a remote, computer-assisted supervisory meeting.

Main Results:

  • The training course covers 6 major modules: supervisory relationship, enhancing CBT competencies, ethical practices, and administrative aspects.
  • The concept of meta-supervision is introduced and demonstrated.
  • Cross-cultural considerations in international CBT supervision training are highlighted.

Conclusions:

  • Formalized training is essential for developing competent CBT supervisors.
  • The described training course provides a comprehensive framework for supervisors and supervisees.
  • Meta-supervision offers a valuable model for advanced supervisory practice, especially in international contexts.