Maximising the effectiveness of CBT supervision

Dr Michael Worrell

Wednesday, 13 October 2021

Introduction

Effective supervision is essential in developing and maintaining adequate standards of clinical care, including CBT provision.  Both IAPT and BABCP have minimum standards for the types and quantity of supervision necessary for the optimum delivery of CBT.  The sparse literature on what we know about how to make supervision effective will be reviewed, then the Webinar will evaluate what we mean by 'good' or 'high quality' supervision, before moving on to consider how we can make our supervision most effective as supervisors and supervisees.  The What, Why and How quality criteria will be used to maximise the efectiveness of the supervisory process:


  • Does the supervisee know what they will be doing in the session(s)?

  • Do they understand why they are doing this?

  • Do they know how to do this i.e., can they demostrate the necessary skills?


The event will be equivalent to 1.1/2hrs of CPD.

Content

After reviewing the limited evidence base relating to CBT supervision, the Webinar will outline several models that can guide practitioners in understanding the most important functions of supervision. These include Proctor (1987) as well as a CBT specific model that can support supervisors to effectively plan, deliver and evaluate CBT consistent supervision (Gordon, 2012). The webinar will also touch on the Corrie and Lane (2015) model and will draw upon external benchmarks such as the Supervision Competence Framework (Pilling & Roth, 2008) in a manner consistent with the international trend towards competency-based training and supervision (Watkins & Milne, 2014).

Learning Objectives

1. To be aware of the limited research base on CBT supervision
2. To know what the core competencies in CBT supervision are
3. To be aware of the principles of effective supervision
4. To reflect on your own supervision practice and identify areas for improvement
5. To devise a plan for implementing the identified improvements

Training Modalities

The Webinar will use a mix of training modalities including PowerPoint presentation, self-reflective exercises, and opportunities to ask questions.

Key References

Corrie, S. & Lane, D. A. (2015). CBT supervision. London: SAGE
Gordon, K. (2012). Ten Steps to Cognitive Behavioural Supervision. The Cognitive Behaviour Therapist, 5, 71-82.
Pilling, S. and Roth, A. (2008). A competence framework for the supervision of psychological therapies: www.ucl.ac.uk/CORE/supervision_competencies
Proctor B. (1987) Supervision: a co-operative exercise in accountability. In: Marken, M. and Paynes, M. (Eds.). Enabling and Ensuring: Supervision in Practice. National Youth Bureau and the Council for Education and Training in Youth and Community Work: Leicester.
Kennerley, H & Clohessy, S. (2010). Becoming a supervisor. In: Mueller, M., Kennerley, H., McManus, F., & Westbrook, D. (Eds). The Oxford guide to surviving as a CBT therapist. Oxford: Oxford University Press.
Watkins, E. & Milne, D.L. (2014). The Wiley International Handbook of Clinical Supervision. London: Wiley.

About the presenter

Dr Michael Worrell is a Consultant Clinical Psychologist and an accredited CBT therapist, Supervisor and Trainer. He is currently the Head of the CBT Training Department in Central and North West London Foundation NHS Trust where he leads programmes focussed on training High Intensity CBT therapists as well as training accredited CBT therapists to incorporate couple based CBT interventions into their practice. He has a long-standing interest in CBT supervision and has provided workshops nationally and internationally in CBT supervision.

Who should attend

The Webinar is relevant to any CBT therapist providing, or receiving, supervision, but is especially relevant to those who are new to providing supervision.