Handbook of Training and Supervision in Cognitive Behavioral Therapy

Part I Foundations
Supervision in Cognitive Behavioral Therapy: Theory, Practice, Culture, and Ethics
Mark Terjesen, Audrey Ford, Korrie Allen, Kristine Lin, Madalina Yellico, & Olivia Walsh
Ethics in Supervision
Jeffrey Barnett
Supervisory Alliance: Reflections and Illustrations
Lauren M. Lipner, J. Christopher Muran, Mark Terjersen, & Miriam Motechin
Technology in Cognitive Behavioral Supervision
Kristy K. Kelly, Haley M. Schultz, & Elizabeth Hagermoser-Bayley
Part II Supervision Practices with Specific Populations
Clinical Supervision of CBT with Youth, Adolescents, and Families
David Reitman & Alejandra Maria Sisniegas
Supervising Work with Couples
Katherine J. W. Baucom, Brian R. W. Baucom, & Feea R. Leifker
A CBT Model for Supervision in the Delivery of Care to Suicidal Individuals
M. David Rudd, Craig J. Bryan, Gretchen J. Diefenbach, & Andrea Pérez-Muñoz
A Trauma-Informed Approach to Supervision and Consultation
Elissa J. Brown, Colleen Lang, & Komal Sharma Patel
Supervising CBT with Youth in Schools: Keystones and Variations 
Robert D. Friedberg & Jessica M. McClure
Teaching and Supervising in the Context of Behavioral Medicine
Livia Guadagnoli & Jason J. Washburn
Supervisory Processes in the Context of Dissemination and Implementation Science
Rachel K. Zukerman, Annette J. Schieffelin, & Tamara Del Vecchio

Part III Training and Competencies
Developing and Implementing Supervisory Standards 
Meredith Boyd & Danielle Keenan-Miller
Competency in Clinical Supervision in Cognitive Behavioral Therapy
Rebecca Stock, Rachel Vaughn & Mark Terjesen
Evidence-based Methods for Training CBT Supervisors: Recommendations for Career-long Development 
Derek L. Milne & Robert P. Reiser
The Use of Deliberate Practice in CBT: From Declarative to Procedural Knowledge
Dan Sacks & Alexandre Vaz
Remediation Processes for Health Service Psychology Trainees with Problems of

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