Deliberate Practice Supervision to Enhance the Effectiveness of Behavioral Activation for Depression: A Case Study.
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| Title: | Deliberate Practice Supervision to Enhance the Effectiveness of Behavioral Activation for Depression: A Case Study. |
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| Authors: | Sacks, Dan (AUTHOR) |
| Source: | Journal of Clinical Psychology. Jun2025, Vol. 81 Issue 6, p526-537. 12p. |
| Subjects: | Cognitive therapy, Psychotherapy, Learning goals, Medical personnel, Supervisors |
| Abstract: | Deliberate Practice (DP) is a model of behavioral skill acquisition structured by several key tasks. The past decade has shown a consistent growth in interest in this form of learning for psychotherapy skills, with promising research suggesting DP training is superior to traditional learning methods of psychotherapy. This paper presents a case study of a single practitioner's experience with Deliberate Practice. It follows a clinician treating a client diagnosed with Major Depressive Disorder (MDD) while learning Behavioral Activation under the guidance of a DP Supervisor. The main components of DP are presented: direct observation of performance, concrete feedback, defining learning goals, performing repeated behavioral rehearsal and the ongoing assessment of performance. Real case vignettes are used to demonstrate these components. The paper concludes with a discussion of challenges that DP supervisors commonly face, and some practical implications for clinicians. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Deliberate Practice (DP) is a model of behavioral skill acquisition structured by several key tasks. The past decade has shown a consistent growth in interest in this form of learning for psychotherapy skills, with promising research suggesting DP training is superior to traditional learning methods of psychotherapy. This paper presents a case study of a single practitioner's experience with Deliberate Practice. It follows a clinician treating a client diagnosed with Major Depressive Disorder (MDD) while learning Behavioral Activation under the guidance of a DP Supervisor. The main components of DP are presented: direct observation of performance, concrete feedback, defining learning goals, performing repeated behavioral rehearsal and the ongoing assessment of performance. Real case vignettes are used to demonstrate these components. The paper concludes with a discussion of challenges that DP supervisors commonly face, and some practical implications for clinicians. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00219762 |
| DOI: | 10.1002/jclp.23786 |
