Therapy Support at Every Stage of CBT Training
CBT certification is four years of systematic work - with patients, with a supervisor, with your own clinical skills. The material you gather in Year 1 serves your case presentation in Year 4. Notes, conceptualizations, questionnaire results, and the course of the therapeutic process form a coherent clinical narrative expected by the examination board.
Therapy Support accompanies you from the first session, but shows its full value when the workload is greatest - with several patients managed in parallel, with complex conceptualizations, when preparing for supervision and the exam.
Which year of certification are you in?
Choose your training year - we'll show you how the app supports your clinical work at this stage of certification.
Year 1. First sessions, first notes
You're learning the structure of clinical work - and making sure no session slips through your fingers.
You begin conducting your first sessions under supervision. Simultaneously, you must listen to the patient, observe, respond, maintain the structure of the meeting - and after it ends, record what happened in a form that can be discussed with a supervisor. At this stage, documentation itself can be a challenge comparable to the session itself - because you don't yet know what is clinically significant and what can be omitted. The greatest risk of the first year is not that you'll record the session poorly - but that you'll lose what was important before you manage to notice it.
Ready structure instead of a blank page.
The application reflects the CBT process - from initial consultation, through demographic and developmental interview, to clinical situations, automatic thoughts, and therapy goals. You don't need to invent your own documentation format. The structure is prepared and based on the methodology you're training in. You fill it with clinical content.
A note is created in seconds.
The session transcription is transformed into an organized note. The application distinguishes speakers and captures interventions. Instead of replaying the session from memory in the evening - which at the beginning of training can be particularly difficult because you don't yet know what to pay attention to - you work with material that is already organized.
You learn to document, not fight documentation.
In the first year, keeping notes is part of learning the craft. But learning the craft is not the same as fighting with the recording format. The application lets you focus on clinical content - on recognizing what's important in the session and building the habit of systematic work with material.
Safety from the start.
You're seeing your first patients under supervision and need to be able to show your work. When documentation has a clear structure from the first session, it's easier to discuss it with a supervisor. It's also easier to return to your own notes and see what worked and what needs correction.
Year 2. Conceptualization and regular supervision
You stop seeing individual sessions. You begin to notice patterns, connections, and the internal logic of the process.
You already have your own patients and are beginning to build your first case conceptualizations. You're learning to connect data from multiple sessions into a coherent picture, working with automatic thoughts and ABC analysis, and regular supervision expects process context from you, not just a description of the last meeting. This is the moment when you stop thinking about the patient in terms of individual meetings and begin to see the process - patterns, connections, internal logic.
Conceptualization as a learning tool.
Based on session material, you can generate a cognitive diagram, vicious cycle model, ABC analysis, or problem map. For someone just learning to conceptualize, this is particularly valuable - you see a structured proposal that you can compare with your own understanding of the case. This is a starting point for your interpretation, not a ready answer. AI proposes structure. You decide on the direction.
Patterns visible over time, not just in a single session.
ABC analysis is aggregated from multiple meetings. This allows you to notice recurring cognitive patterns - something invisible in a single note and requiring tedious comparison of records from different sessions on paper. In the second year of training, when you're learning process thinking, this time perspective is particularly important.
Supervision without preparation stress.
Notes, conceptualizations, and the course of therapy are organized and ready for discussion. You don't need to spend the weekend compiling materials. You come to supervision with the context of the entire process - goals, hypotheses, intervention progress. This changes the quality of conversation with the supervisor and lets you focus on substance rather than reconstructing chronology.
Sessions mapped to problems and goals.
Each session is linked to specific problems and therapy goals. In the second year, when you're learning to maintain direction of work, this visibility helps you see whether therapy is heading where it should - and discuss it in supervision.
Year 3. More patients, greater complexity
You work at the scale of the process, not individual meetings - and maintain decision quality as the number of patients grows.
In the third year, you're already managing several patients in parallel. Cases are more complex, threads multiply, and preparation for supervision and the exam requires coherent material from the entire therapeutic process. The main question stops being "what's happening in this session" and becomes "where is this process heading and what is its trajectory". Maintaining the context of multiple therapies simultaneously becomes a daily challenge - and the quality of clinical decisions depends on how many cognitive resources you have for thinking about the patient versus how many you consume reconstructing work structure between sessions.
The entire course of therapy in one view.
Summaries allow you to compare notes between sessions, track questionnaire results, and observe process dynamics over time. When you manage several patients, the picture of each therapy must be clear without additional effort. In the application it is - without searching archives, notebooks, files.
Lower risk of losing threads.
With several processes running simultaneously, it's easy to lose context - forget a working hypothesis from three sessions ago, miss a change in questionnaire results, lose a thread the patient raised two visits ago. The application maintains data from the entire therapy in one environment. Working hypotheses, goals, conceptualization, session progress - you return to the patient with the full picture, not fragments reconstructed in a rush before the meeting.
Patient portal supports continuity between sessions.
Questionnaires, therapy journal, psychoeducational materials - the patient has access to them in a secure portal. Entries go directly to the application and are available at the next meeting. You don't need to ask whether the patient completed homework - you see it before the session.
Administration in one place.
Appointment calendar, invoices, prepayments, automatic SMS reminders. In the third year of training, when the number of patients grows, practice management cannot take hours you need for clinical work and learning. Administration takes a back seat.
Relief that protects quality.
At this stage, it's no longer just about convenience. It's about operational burden not lowering the quality of clinical decisions. Less energy spent on reconstructing context and managing administration means more resources for the relationship with the patient, process analysis, and skill development.
Year 4. Certification exam and independence
You refine your own craft, organize material for the exam, and begin to see yourself as a therapist in full professional maturity.
You're approaching the certification exam. The board expects a coherent clinical narrative - from case conceptualization, through the course of interventions, to results and reflection on your own work. This isn't a summary of recent sessions, but a story of the entire process that must be documented, internally consistent, and built on real material gathered over four years. The quality of this presentation depends on the form of the data you work with from the first session of your first patient. This is also the moment when your craft begins to be recognizably yours - you have your own ways of conducting sessions, your own language of conceptualization, your own way of working with patient resistance. The fourth year is not just exam preparation, but refining the craft built over four years of work.
Full process documentation in one place.
All sessions, conceptualizations, questionnaire results, notes - available in organized form, gathered from the first session. The case presentation at the exam is based on real material built during therapy, not reconstruction from memory. This is a fundamental difference - the material is not created for the exam, but results from daily work.
Visibility of goals and intervention consequences.
The application allows you to trace how therapy goals evolved over time, how successive interventions progressed, and how questionnaire results changed. The examination board expects you to show not only what actions you take, but why - and what comes of it. Summaries let you see this dynamic without manually compiling data.
Material for supervision and exam in the same structure.
You don't need to reformat notes or collect scattered information from different sources. The data you work with daily is ready for use in case presentation. The structure built over four years works for your exam.
Sessions mapped to problems and goals.
Each session is linked to specific problems and therapy goals. The process is visible as a whole - a coherent clinical narrative, not a collection of separate meetings. At the exam, this matters. The board evaluates the ability to conduct a process, not to conduct individual sessions.
Reflection on your own craft.
Having access to organized data from the entire therapeutic process, it's easier to see your own work patterns - which interventions you use most often, how you respond to impasse, how your understanding of the case evolved. This is material for the reflection that the fourth year of training requires - and which is hard to conduct without systematically gathered data.
What you'll find in the application
Each of these elements supports daily clinical work - through four years of training and beyond, when certification is behind you. The app is a tool you use throughout your entire practice.
Smart clinical note
Conceptualization
Structure based on the CBT process
- initial consultation and interview
- clinical situations and automatic thoughts
- cognitive distortions and ABC analysis
- therapy goals and case conceptualization
Summaries
- comparison of notes between sessions
- questionnaire results over time
- process dynamics from first to last visit
- visibility of therapy goals and their evolution
Supervision preparation
- key therapy moments extracted automatically
- working hypotheses and conceptualization in one place
- chronology of the process and patient changes
- consequences of successive interventions visible over time
Patient portal
Practice management
- appointment calendar and automatic SMS reminders
- invoices and prepayments
- patient payment tracking
- integration with tools you already use
After certification
The certification exam is an important moment, but it does not change the tool you use clinically. Documentation, conceptualizations, supervision preparation, practice management - these are elements of daily clinical practice, not training requirements. A certified therapist uses them in exactly the same way as someone in training - just in a different professional context.
We design Therapy Support as a long-term tool. Structure based on the CBT process, aggregation of data from the entire therapy, maintaining process context - these are values that grow with professional experience and the number of cases managed. In the first year, the application helps organize initial notes. After ten years of practice, it helps maintain work consistency across dozens of therapeutic processes managed in parallel. It is the same set of tools serving different stages of the craft.
Certification closes the training stage - the context of your work changes, not your daily tools.