Handbook of Training and Supervision in Cognitive Behavioral Therapy

Mark D. Terjesen, Ph.D., is a Professor of Psychology and Assistant Chairperson of the Department of Psychology at St. John's University in Queens, NY, USA. Dr. Terjesen has served as the program director of the School Psychology (PsyD and MS) programs and has trained and supervised doctoral students throughout his tenure, having mentored more than 100 doctoral dissertation research projects. He has studied, published, and presented at numerous national and international conferences on topics related to training and clinical work with children, adolescents, and families. He has trained many professionals internationally in the use of Rational Emotive Behavior Therapy (REBT) and cognitive-behavioral practices with children and families. Dr. Terjesen has served as President of the School Division of the New York State Psychological Association, the President of the Trainers of School Psychologists, and as President of Division 52 (International Psychology) of the American Psychological Association, of which he is also a fellow. Dr. Terjesen is a Fellow of the Albert Ellis Institute and an approved supervisor. He serves as the Clinical Director at North Coast Psychological Services in Syosset, NY. 
Tamara Del Vecchio, Ph.D., is a Professor of Psychology and Chairperson of the Department of Psychology at St. John's University in Queens, NY, USA. Dr. Del Vecchio has also served as the Director of Clinical Training of the Clinical Psychology Ph.D. program at St. John's. She currently leads the Child and Family Research Group at St. John's University. Her primary areas of research relate to the development of early aggression and the role of cognitions and affect as predictors of poor parenting practices. Dr. Del Vecchio has published several papers and book chapters on this topic and other topics related to parenting, parent-child relationship, and the development of externalizing behavior problems. She also has extensive experience supervising therapists delivering parenting and family interventions to families with young children.

Chapter 1. Supervision in Cognitive Behavioral Therapy: Theory, Practice, Culture, and Ethics.- Chapter 2. Ethics in Supervision.- Chapter 3. Supervisory Alliance: Reflections and Illustrations.- Chapter 4. Technology in Cognitive Behavioral Supervision.- Chapter 5. Clinical Supervision of CBT with Youth, Adolescents, and Families.- Chapter 6.Supervising Work with Couples.- Chapter 7. SA CBT Model for Supervision in the Delivery of Care to Suicidal Individuals.- Chapter 8. A Trauma-Informed Approach to Supervision and Consultation.- Chapter 9. Supervising CBT with Youth in Schools: Keystones and Variations.- Chapter 10. Teaching and Supervising in the Context of Behavioral Medicine.- Chapter 11. Supervisory Processes in the Context of Dissemination and Implementation Science.- Chapter 12. Developing and Implementing Supervisory Standards.- Chapter 13. Competency in Clinical Supervision in Cognitive Behavioral Therapy.- Chapter 14. Evidence-based Methods for Training CBT Supervisors: Recommendations for Career-long Development.- Chapter 15. The Use of Deliberate Practice in CBT: From Declarative to Procedural Knowledge.- Chapter 16. Remediation Processes for Health Service Psychology Trainees with Problems of Professional Competence.- Chapter 17. Supervision from the Perspective of Supervisee.- Chapter 18. Reflections on CBT Supervision and Training for Therapy and Consultation.