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Reimaging CBT Therapist Training Through the Lens of Experience

The following are references mentioned in Dr. Padesky’s virtual one hour Invited Address presented to the attendees of the 10th World Congress of Cognitive and Behavioral Therapies in Seoul, KOREA on June 3, 2023.

• Two chapters to simply teach anxiety disorder treatments:

  Padesky, C. A. (2020). The Clinician’s Guide to CBT Using Mind Over Mood. Guilford Publications.

• James Bennett-Levy highlights the three types of knowledge that a therapist needs to develop:

  Bennett-Levy, J. (2006). Therapist Skills: A Cognitive Model of their Acquisition and Refinement. Behavioural and Cognitive Psychotherapy, 34(1), 57-78. doi:10.1017/S1352465805002420

• Education research suggests other ways of making learning more memorable …. show greater learning gains when they are given an organizational structure in which to fit new knowledge:

  Lovett, M. C., Bridges, M. W., DiPietro, M., Ambrose, S. A., & Norman, M. K. (2023). How Learning Works: Eight Research-based Principles for Smart Teaching. John Wiley & Sons.

• 4-Stage Model of Socratic Dialogue:
  (reprint available from – see Socratic Dialogue section) https://www.padesky.com/clinical-corner/publications/
  
  Padesky, C.A. (1993, September). Socratic questioning: Changing minds or guiding discovery? Keynote address presented at the 1993 European Congress of Behaviour and Cognitive Therapies, London UK.

  Padesky, C.A. (2019, July 18). Action, dialogue & discovery: Reflections on Socratic questioning 25 years later. Keynote address presented at the 2019 World Congress of Cognitive and Behavioural Therapies, Berlin GERMANY.

• Socratic Dialogue Manual and Rating Scale:

  Padesky, C.A. (2020). Socratic dialogue rating scale and coding manual. Retrieve from https://www.padesky.com/clinical-corner/clinical-tools/ (see socratic dialogue section)

• Research demonstrates that learner’s sense of belonging, the sense that they fit in with their learning environment, has a big impact on their ability to learn and succeed:

  Braxton, J. (2012). Reworking the student departure puzzle. Vanderbilt University Press.

  Tinto, V. (2012). Completing college: Rethinking institutional action. University of Chicago Press.

  Walton, G. M., & Cohen, G. L. (2011). A brief social‐belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), 1447–1451.

• Empirical studies show that gender diversity is linked to innovation:

  Díaz‐García, C., González‐Moreno, A., & Sáez‐Martínez, F. J. (2013). Gender diversity within R&D teams: Its impact on radicalness of innovation. Innovation, 15(2), 149–160.

  Nathan, M., & Lee, N. (2013). Cultural diversity, innovation, and entrepreneurship: Firm‐level evidence from London. Economic Geography, 89(4), 367–394.

• Diversity within a group of problem solvers matters more than their individual ability:

  Page, S. (2008). The difference: How the power of diversity creates better groups, firms, schools, and societies. Princeton University Press.

• Suggests the more women there are in a group, the more likely it is that all team members ideas will be heard and incorporated:

  Woolley, A., & Malone, T. (2011). What makes a team smarter? More women. Harvard Business Review, 89(6), 32–33.

• Actual skills practice (in role plays or clinical situations) has six times the learning value of reading text or watching videos:

  Koedinger, K. R., Kim, J., Jia, J. Z., McLaughlin, E. A., & Bier, N. L. (2015). Learning is not a spectator sport: Doing is better than watching for learning from a MOOC. Proceedings of the Second ACM Conference on Learning @ Scale (pp. 111–120). Association for Computing Machinery.

• Completing reflection worksheets increased therapist awareness and use of the workshop skills taught:

  Bennett-Levy, J. & Padesky, C.A. (2013). Use it or lose it: Post-workshop reflection enhances learning and utilization of CBT skills. Cognitive and Behavioral Practice, 21(1), 12-19.

• Entire field devoted to multimedia design principles. For example:

  Clark, R. C., & Mayer, R. E. (2016). e‐Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). Wiley.

2023 Book: Dialogues for Discovery:

• Padesky, C.A. and Kennerley, H. (Eds.) (2023) Dialogues for discovery: Improving psychotherapy’s effectiveness. Oxford University Press.

FOR a 30% DISCOUNT, visit the Oxford Press web address listed below. Please note, slow loading times on their website. 

https://global.oup.com/academic/

In the Search Box, enter the ISBN number: 9780199586981

Press SEARCH. This takes you to the book description page. Click on ADD to CART.

Enter the following discount code in the Shopping Cart before checkout: ASPROMP8

Once you click on PROCEED to CHECKOUT, site registration is required however once you provide the required information, the site should then convert to the currency used in your location and adjust the shipping prices accordingly.