Therapist Skills: A Cognitive Model of their Acquisition and Refinement

By J. Bennett-Levy. Behavioural and Cognitive Psychotherapy, 2005

294 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, General Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/33b4ad29505acafdd3ad8649a48d44aa01c99c69

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. S. Pilling
2. M. Sanders
3. A. Roth
4. T. Mazzucchelli

In General Psychology

1. S. Pilling
2. M. Sanders
3. A. Roth
4. T. Mazzucchelli

In Social Psychology

1. T. Mazzucchelli
2. S. Pilling
3. M. Sanders
4. A. Roth

Citations in the corpus

• Facilitating Practitioner Flexibility Within an Empirically Supported Intervention: Lessons From a System of Parenting Support (2010, background): “Reflection and supervision are considered to be essential for learning and professional development (Bennett-Levy, 2006; Fleming & Steen, 2004).”
• Using an Evidence-Based Methodology to Identify the Competences Required to Deliver Effective Cognitive and Behavioural Therapy for Depression and Anxiety Disorders (2008, background): “Although the actions that follow are observable, the intentionality of the therapist is not, reflecting as this does the use of procedural knowledge (e.g. Bennett-Levy, 2005).”
• Conceptualizing Empathy in Cognitive Behaviour Therapy: Making the Implicit Explicit (2007, unknown): “…there is already initial support for aspects of the model such as the role of self-practice and self-reflection in the development of therapeutic empathy skills (Thwaites, Chaddock and Bennett-Levy, 2006), each of the key elements proposed and the relationship between them needs to be examined.”