Socratic Dialogue and Collaborative Empiricism: Practical Strategies to Overcome Common Pitfalls

On

Featuring:

Scott Waltman, PsyD, ABPP
and
Professional
Thursday, September 24, 2020 12:00 pm
- 1:00 pm ET
Level
Intermediate
Advanced
Category
Treatment
CE/CME Credit
1.00

Socratic questioning is a transtheoretical omnipresent psychotherapeutic process. Effective use of Socratic questioning in session is predictive of symptoms change; this relationship holds even after controlling for the relationship. However, there is some evidence that learning to artfully and competently use Socratic strategies in session is among the hardest skills for a psychotherapist to learn. Of course, Socrates was not a therapist and a pure application of the Socratic Method with a perfect fidelity would not be therapeutic. This webinar presents a more empathic and collaborative approach to using Socratic strategies in a clinical context; Socratic strategies are integrated with good clinical practices in a manner that is consistent with the evidence-base of what constitutes effective therapy. This webinar presents a framework for teaching clients and therapists how to use Socratic cognitive and behavior change strategies. This framework is based on methods that have proven effective training several thousand frontline public mental health therapists in how to deliver high quality cognitive behavior therapy. Participants will be taught how to use a four step framework for Socratic questioning. Collaborative empiricism appropriately describes this process of using collaborative strategies to join with the client in applying scientific curiosity to their thought processes. Participants will learn how to use Socratic questioning strategies both within a single session and consistently across a number of sessions to bring about change in patient schema (i.e., core beliefs). Webinar will focus on applied examples and demonstrations.

Learning Objectives

Based on the content of this workshop, participants will be able to:
1.  Identify key cognitions and behaviors that are optimal targets of Socratic change strategies
2.  Use validation and perspective taking strategies to develop a better understanding of the target cognition and behavior
3.  Use collaborative empiricism and curiosity to create fuller and more balanced perspective
4.  Summarize and synthesize the Socratic dialogue to consolidate learning and create a focus on behavior change

Presenter(s) Biography

Scott Waltman, PsyD, ABPP

Scott Waltman

Scott H Waltman, PsyD, ABPP, is a clinician, international trainer, and practice-based researcher. His interests include evidence-based psychotherapy practice, training, and implementation in systems that provide care to underserved populations. He is certified as a qualified Cognitive Therapist and Trainer/Consultant by the Academy of Cognitive & Behavioral Therapies. He also is board certified in Behavioral and Cognitive Psychology from the American Board of Professional Psychology. More recently, Dr. Waltman, worked as a CBT trainer for one of Dr. Aaron Beck’s CBT implementation teams in the Philadelphia public mental health system. Currently, he works as a clinical psychologist in private practice and a managed care system, where he is a frontline clinician and practice-based researcher. Clinically, Dr. Waltman strives to flexibly and compassionately apply cognitive and behavioral interventions to help people overcome the barriers in their lives, to facilitate building meaningful lives that are guided by passion and values.

Select publications: 

Waltman, S. H., Codd, R. T., McFarr, L. M. & Moore. B. A. (2020). Socratic Questioning for Therapists and Counselors: Learn How to Think and Intervene like a Cognitive Behavior Therapist. New York: Routledge. 

Waltman, S. H., Hall, B. C., McFarr, L. M., & Creed, T. A. (2018). Clinical case consultation and experiential learning in CBT implementation: Brief qualitative investigation. Journal of Cognitive Psychotherapy, 32(2), 112-126.

Waltman, S. H., Sokol, L., & Beck, A. T. (2017). Cognitive behavior therapy treatment fidelity in clinical trials: Review of recommendations. Current Psychiatry Reviews, 13, 311-315.

Waltman, S. H., Hall, B. C., McFarr, L. M., Beck, A. T., & Creed, T. A. (2017). In-session stuck points and pitfalls of community clinicians learning CBT: Qualitative investigation. Cognitive and Behavioral Practice, 24, 256-267.

Waltman, S. H., Creed, T. A., & Beck, A. T. (2016). Are the effects of cognitive behavior therapy for depression falling? Review and critique of the evidence. Clinical Psychology: Science and Practice, 23(2), 113-122.

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Professional Post
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CE/CME Accreditation Statement

ADAA Continuing Education Credits for Live and On-Demand Programming

Learners complete an evaluation form to receive a certificate of completion. You must participate in the entire activity as partial credit is not available.  If you are seeking continuing education credit for a specialty not listed below, it is your responsibility to contact your licensing/certification board to determine course eligibility for your licensing/certification requirement.

Some ADAA professional webinars focused on diversity or cultural competency subject matter are eligible for the Cross-Culture Competency Diversity Credit. If a webinar is eligible for this credit, it will be reflected on your credit certificate.

All continuing education credits are provided through Amedco, LLC. Learn more about the CE/CME accreditation information here.