Louis Georges Castonguay, PhD, completed his doctorate in clinical psychology at Stony Brook University, a clinical internship at U.C. Berkeley, and a post-doctorate at Stanford University. He is currently liberal arts professor of psychology at The Pennsylvania State University. His research focuses on factors related to the process, outcome, and training of psychotherapy. In recent years he has conducted practice-oriented research aimed at better understanding and improving psychotherapy as practice in natural settings. He has more than 23 publications, including 2 co-edited books. Among these books is the 7th edition of the Bergin and Garfield's Handbook of Psychotherapy and Behavior Change, which he co-edited with Michael Barkham and Wolfgang Lutz.Clara E. Hill, PhD, earned her doctorate at Southern Illinois University in 974. She started her career in 974 as an assistant professor in the department of psychology, University of Maryland and is currently still there as a professor. She has been president of the Society for Psychotherapy Research, editor of the Journal of Counseling Psychology, co-editor of Psychotherapy Research, and is currently the president of the Society for the Advancement of Psychotherapy (APA Division 29). Her major research interests are therapist skills, psychotherapy process and outcome, training and supervising therapists, dream work, meaning in life, and qualitative research. She has published 27 + journal articles, 75+ chapters in books, and books (including Helping Skills, Dream Work in Therapy, Essentials of Consensual Qualitative Research, and Meaning in Life).

• Chapter . Introduction to Becoming Better PsychotherapistsLouis G. Castonguay and Clara E. HillPart I. Conceptual and Empirical FoundationsChapter 2. What Competencies Should Therapists Acquire and How Should They Acquire Them?Louis G. Castonguay, James F. Boswell, Franz Caspar, Myrna L. Friedlander, Beatriz G amp oacute mez, Adele M. Hayes, Martin grosse             Holtforth, Stanley B. Messer, Michelle G. Newman, and Bernhard M. StraussChapter 3. Psychotherapy Training and Supervision With Undergraduate and Graduate StudentsClara E. Hill and Sarah KnoxChapter 4. Professional Training and Supervision After Graduation: Is it Worthwhile?Katie Aafjes-van Doorn and Jacques P. BarberPart II. Therapeutic Skills TrainingChapter 5. Training on Context-Responsive Psychotherapy Integration: An Evidence-Informed Framework Michael J. Constantino, Alice E. Coyne, James F. Boswell, Marvin R. Goldfried, and Louis G. Castonguay Chapter . Alliance-Focused Training: Teaching Therapists to Navigate Alliance Ruptures Catherine F. Eubanks, J. Christopher Muran, and Lisa Wallner Samstag Chapter 7. Training Therapists to Manage Countertransference via Reflective Practice Jeffrey A. Hayes, Claire C. Cartwright, and Fanghui Zhao Chapter 8. Building a Theory of Therapist Responsiveness Training Williams B. Stiles, Jordan Bate, and Timothy Anderson Chapter 9. Deliberate Practice for Immediacy: Skill Use and Client Outcome D. Martin Kivlighan III, and Dennis M. Kivlighan Jr.Part III. Technology and Psychotherapy TrainingChapter . Data-Informed Clinical Training and Practice Wolfgang Lutz, Anne-Katharina Deisenhofer, Birgit Weinmann-Lutz, and Michael Barkham Chapter . Technology and Psychotherapy Training Matteo Bugatti, Zac E. Imel, and Jesse J. OwenPart IV. Supervision and ConsultationChapter 2. Good Supervision, Better Therapy: Trainees' Accounts of How Supervisors Helped Them Manage Difficult Therapy Situations Myrna L. Friedlander, Laurie Heatherington, Clara E. Hill, Sarah Knox, Catherine F. Eubanks, Lynne E. Angus, and Mengfei Xu Chapter 3. Peer Consultation for Early Career Psychotherapists: A Preliminary Study J. Ryan Kilcullen, Louis G. Castonguay, Dever M. Carney, Katherine A. Davis, Natalie R. Pottschmidt, Samuel J. Knapp, Corrie L. Jackson, Neil A. Hemmelstein, and Ann Marie Frakes Chapter 4. Informal Supervision: A Significant and Overlooked Aspect of Therapists' Training Barry A. Farber and Daisy OrtPart V. Looking for the Best, Avoiding the Worst, and Exploring Lifelong Experiences in TrainingChapter 5. Selecting Future Psychotherapists for Training: A Nationwide Study of Ideal Characteristics and Current Practices Laurie Heatherington, Jacques P. Barber, J. Ryan Kilcullen, Louis G. Castonguay, Katherine A. Davis, Peter Barry, and Dennis M. Kivlighan Jr. Chapter . Nil Nocere: How to Avoid Harm in Psychotherapy Training Bernhard M. Strauss and Dominique Frenzl Chapter 7. The Role of Faith and Doubt in the Development of Six Psychotherapy Scholars and Practitioners: Implications for Training and SupervisionClara E. Hill, Sarah Knox, Heidi A. Zetzer, Barry A. Farber, Catherine F. Eubanks, and Timothy AndersonPart VI. ConclusionsChapter 8. Clinical, Research, and Policy Implications for Psychotherapy Training and Supervision in the 2 st CenturyClara E. Hill, Louis G. Castonguay, and the participants in the Penn State Conference

For decades, we have been bamboozled by research that indicates training, supervision, and practice do not discernibly impact psychotherapy outcome. This book dispels that myth, corrects the research record, highlights the value of clinical training and supervision, and offers innovative ways to enhance training and its scientific study. The best book on psychotherapy training and supervision you will read this year! - John C. Norcross, PhD, ABPP, Distinguished Professor & Chair of Psychology, University of Scranton, Scranton, PA, and co-author of Supervision Essentials for Integrative Psychotherapy and co-editor Psychotherapy Relationships That Work This book presents bold and innovative conceptual, clinical, and empirical ideas showing where we need to go. A must-read for anyone involved in helping clinicians become more effective practitioners. - Hanna Levenson, PhD, Professor, Wright Institute, Berkeley, CA, and co-editor of the Clinical Supervision Essentials Series from APA Books and The Psychotherapy Supervision Video Series Louis Castonguay and Clara Hill continue their long-standing collaboration in bringing the brightest minds together to advance the field of psychotherapy process and outcome. This time they focus their attention on the training and supervision that is essential for therapists to become the most effective professionals. Their book addresses the multifaceted components of training and supervision and sheds new light on how psychotherapists learn and thrive in their careers. - Nick Ladany, PhD, President & Professor of Psychology, Oglethorpe University, Atlanta, GA This book covers a wide variety of interesting and important topics in the clinical training and supervision of psychotherapy. It is thought-provoking and very relevant to psychotherapy researchers, trainers, and practitioners. - Xu Li, PhD, Assistant Professor, Educational Psychology, University of Wisconsin-Milwaukee