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.
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2012-12
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Abstract
The Association for Behavioral and Cognitive Therapies initiated an interorganizational task force to develop guidelines for integrated education and training in cognitive and behavioral psychology at the doctoral level in the United States. Fifteen task force members representing 16 professional associations participated in a year-long series of conferences, and developed a consensus on optimal doctoral education and training in cognitive and behavioral psychology. The recommendations assume solid foundational training that is typical within applied psychology areas such as clinical and counseling psychology programs located in the United States. This article details the background, assumptions, and resulting recommendations specific to doctoral education and training in cognitive and behavioral psychology, including competencies expected in the areas of ethics, research, and practice.
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Klepac, Robert K, George F Ronan, Frank Andrasik, Kevin D Arnold, Cynthia D Belar, Sharon L Berry, Karen A Christofff, Linda W Craighead, et al. (2012). 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. Behav Ther, 43(4). pp. 687–697. 10.1016/j.beth.2012.05.002 Retrieved from https://hdl.handle.net/10161/13849.
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Timothy J. Strauman
Professor Strauman’s work is grounded in the premise that mental health and well-being are fundamentally shaped by self-regulation—how individuals pursue goals, respond to challenges, and adapt over time. His research integrates clinical psychology, affective neuroscience, and behavioral science to characterize the psychological and neurobiological systems that support self-regulation, and to understand how disruptions in these systems contribute to vulnerability to depression and related conditions.
Across a program of experimental, clinical, and neuroimaging research, his work has examined self-regulation as a multi-level system, including its cognitive and motivational mechanisms, its development through socialization, and its links to affective and immunological processes. This work has also informed the development and evaluation of novel interventions targeting self-regulatory dysfunction.
More recently, his work has focused on translating this science of self-regulation into scalable approaches to intervention and prevention. This includes the development of new models of treatment that target regulatory processes across disorders, as well as efforts to extend effective self-regulation skills beyond traditional clinical settings and into everyday contexts. This translational focus reflects a broader aim of building integrated, system-level approaches to mental health that can improve outcomes at population scale.
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