EXPANDING THE POSSIBILITIES IN THE TRAINING OF COGNITIVE-BEHAVIORAL PSYCHOTHERAPISTS: FROM BASIC COMPETENCIES TO METACOMPETENCIES

Abstract

The training of a psychotherapist in Cognitive-Behavioral Therapy (CBT) involves the development of a range of competencies—both general and specific—which requires the instructor to implement targeted learning strategies appropriate to each stage of training, from beginner to expert. Objective: To describe the possibilities of longitudinal training for professionals working with CBT and to discuss the central role of supervision and extended education in the implementation of learning strategies, based on teaching experience. Method: Experience report regarding supervision teaching at different levels, such as undergraduate, postgraduate (lato sensu), fellowships, and the role of scientific research methodology in supporting the best interventions. Results: Competency-based training or enhancement of the psychotherapist requires the supervisor to address skills ranging from generic or basic to advanced levels, such as clinical reasoning, action planning, use of metrics, and reflective practices, so that the psychotherapeutic process can be as effective as possible. Conclusion: Each level of training demands a specific degree of complexity, knowledge construction, and academic development due to the characteristics of the target audience and their knowledge base. Further research is encouraged to expand the understanding of the most effective techniques, assessments, and teaching-learning tools.