Guidelines for Cognitive Behavioral Training Within Doctoral Psychology Programs in the United States: Report of the Inter-Organizational Task Force on Cognitive and Behavioral Psychology Doctoral Education

Behavior Therapy

Volumn 43, Issue 4, 2012, Pages 687-697

  Klepac, Robert K ^a   Ronan, George F ^b   Andrasik, Frank ^c   Arnold, Kevin D ^d   Belar, Cynthia D ^e   Berry, Sharon L ^f   Christofff, Karen A ^g   Craighead, Linda W ^h   Dougher, Michael J ⁱ   Dowd, E Thomas ^j   Herbert, James D ^k   McFarr, Lynn M ^l   Rizvi, Shireen L ^m   Sauer, Eric M ⁿ   Strauman, Timothy J ^o  

^a WILFORD HALL MEDICAL CENTER   (United States)

^b CENTRAL MICHIGAN UNIVERSITY   (United States)

^c UNIVERSITY OF MEMPHIS   (United States)

^d Center for Cognitive and Behavioral Therapy   (United States)

^e AMERICAN PSYCHOLOGICAL ASSOCIATION   (United States)

^f Children's Hospital Clinics   (United States)

^g UNIVERSITY OF MISSISSIPPI   (United States)

^h EMORY UNIVERSITY   (United States)

ⁱ UNIVERSITY OF NEW MEXICO   (United States)

^j KENT STATE UNIVERSITY   (United States)

^k DREXEL UNIVERSITY   (United States)

^l HARBOR UCLA MEDICAL CENTER   (United States)

^m RUTGERS UNIVERSITY   (United States)

ⁿ WESTERN MICHIGAN UNIVERSITY   (United States)

^o DUKE UNIVERSITY   (United States)

more..

Author keywords

CBT education; Doctoral psychology training; Guidelines for CBT

Indexed keywords

CLINICAL COMPETENCE; CLINICAL PRACTICE; CLINICAL PSYCHOLOGY; COGNITIVE THERAPY; CONSENSUS DEVELOPMENT; DOCTORAL EDUCATION; EDUCATION PROGRAM; HUMAN; KNOWLEDGE BASE; MEDICAL EDUCATION; MEDICAL ETHICS; MEDICAL RESEARCH; MEDICAL SOCIETY; PATIENT COUNSELING; PHYSICIAN ATTITUDE; PRACTICE GUIDELINE; PSYCHOEDUCATION; PSYCHOLOGIST; REVIEW; RISK MANAGEMENT; UNITED STATES;

ADVISORY COMMITTEES; COGNITIVE THERAPY; CURRICULUM; EDUCATION, GRADUATE; HUMANS; PROFESSIONAL COMPETENCE; PSYCHOLOGY; UNITED STATES;

EID: 84867225013     PISSN: 00057894     EISSN: 18781888     Source Type: Journal    
DOI: 10.1016/j.beth.2012.05.002     Document Type: Review

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