ABSTRACT
Socratic questioning is frequently identified as the most difficult CBT skill to acquire. Implications for improving Socratic questioning skill acquisition derived from an empirically supported educational method, Precision Teaching, are detailed in this chapter. Strategies specific to the respective perspectives of the therapist and the trainer are offered. Finally, use of Socratic in supervision is detailed. We present a competency-based measure of collaborative empiricism in Socratic dialogue that can be used to measure and enhance training outcomes.
