Descriptions and Reflections on the Cognitive Apprenticeship Model of Psychotherapy Training & Supervision
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ORIGINAL PAPER
Descriptions and Reflections on the Cognitive Apprenticeship Model of Psychotherapy Training & Supervision Robert E. Feinstein1 Accepted: 10 November 2020 © Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract This paper offers a detailed description of a Cognitive Apprenticeship Model for psychotherapy training and supervision. This form of training has been utilized in a novel psychotherapy training program developed for psychiatric trainees, enrolled in a specialized psychotherapy scholars track, embedded in an adult psychiatric residency training program. The paper offers new elaborations of the model, reflections on the apprenticeship supervision and implementation, and clinical lessons learned. The four dimensions of this model include: (1) acquisition of psychotherapy content knowledge; (2) an application of the Cognitive Apprenticeship Model of Supervision, utilizing modeling, coaching, scaffolding, articulation, reflection and exploration as essential aids in structuring a live, real-time supervisory experience; (3) sequencing of clinical psychotherapy training activities; and (4) use of situated learning and communities of practice, as important components of psychotherapy training. The article also discusses an apprentice method of psychotherapy supervision including the intake, working through, and termination phases, Barriers impeding apprenticeship supervision and implementation, and reflections on participant experiences are discussed. This approach may be valuable to others considering the development or evolution of psychotherapy training programs for psychiatrists, psychologists, social workers, or other mental health professionals. Keywords Cognitive apprenticeship model · Psychotherapy training · Psychotherapy supervision · Situated learning · Communities of practice · Experiential learning
Introduction The cognitive apprenticeship framework (Collins 2006; Stalmeijer et al. 2009; Lyons et al. 2017), based on experiential learning principles (Kolb and Kolb 2009), has been utilized for psychotherapy training and supervision at the University of Colorado, Department of Psychiatry from 2012 to 2018. This approach was applied within a psychotherapy scholar’s track (Feinstein and Yager 2013). A track is a 3-year intensive psychotherapy training program, for psychiatric residents embedded in a 4-year general adult psychiatric residency training program. The psychotherapy scholar’s track offers intensive psychotherapy training, using didactics, reflective activities, supervision, and also has the requirement of developing a scholarly project, involving * Robert E. Feinstein [email protected] 1
Department of Psychiatry and Behavioral Sciences, University of Texas Dell Medical School, 1601 Trinity St Bld B (Mail Stop 0Z600), Austin 78712, TX, USA
psychotherapy. A description of the track and preliminary data are available for review elsewhere (Feinstein and Yager 2013; Feinstein et al. 2015). Since then, the author have developed version 2.0
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