not-yet-known not-yet-known not-yet-known unknown Basic Principles of Deliberate Practice (DP) Deliberate practice (DP) can be understood as a structured series of activities designed by a teacher to target specific skills or knowledge gaps. These activities are repeated until both teacher and student can clearly see that the skill has been mastered (Ericsson, 2003). Essentially, the DP supervisor identifies areas where the supervisee is struggling and creates targeted exercises to address them. The supervisee then repeatedly engages in these exercises until they demonstrate sufficient proficiency to move on. This rinse and repeat process of working on a practice activity until it is clearly leading towards demonstrable positive change is intended to build procedural knowledge . Procedural knowledge is a hallmark of DP and can be understood as “learning by doing” (Vaz & Rousmaniere, 2022). By role-playing and mastering challenging skills in an environment that closely mirrors the actual performance, this approach not only builds technical proficiency but also gives the trainee a firsthand experience of performing under pressure (Muran & Eubanks, 2020). In psychotherapy, this means the trainee is able to not only understand but also implement relevant skills when facing complex clinical challenges (Vaz & Rousmaniere, 2022).