CBT Models in Supervision
Duration
- One semester/teaching period
Contact hours
- 36
On-campus unit delivery combines face-to-face and digital learning.
Aims and objectives
The unit aims to provide an introduction to clinical supervision from Cognitive-Behavioural Therapy (CBT) perspective in counselling and psychotherapy. It covers both conceptual and procedural aspects of providing supervision within the CBT framework. Consistent with CBT theory, this approach makes use of observable cognitions and behaviours—particularly of the supervisee’s professional identity and his/her reaction to the client. Within this framework, the focus is on adopting a structured and systematic approach to supervision in terms of conceptualisation of client and/or supervisee progress with an aim of reducing negative emotions in the supervisee, providing training in hypotheses generation and testing, specific knowledge and skill development, modelling and implementation of interventions, and evaluation through self- and live- observation. The role of objective and reliable evaluation of outcomes in therapy and supervision is consistent with the emphasis on evidence-based practice within this approach.
At the conclusion of this unit students should be able to:
1. Demonstrate knowledge of Cognitive Behaviour Therapy framework as it applies to supervision
2. Identify and demonstrate the aspects of a collaborative supervisory relationship
3. Conceptualise client/supervisee progress within CBT framework
4. Evaluate the supervisory process
Courses with unit
A unit of study in the Graduate Certificate in Clinical Supervision (GC-CLSUP) and Graduate Diploma in Clinical Supervision (GD-CLSUP) programs.
Unit information in detail
- Teaching methods, assessment, general skills outcomes and content.
Teaching methods
20 contact hours over a 3 day workshop delivered in a block mode and 16 self-directed hours in group work
Assessment
Case Study report
Group project – students will be working in groups of 3-4 on developing an approach to solve a supervision related issue outlined in a case study using the CBT framework (45%)
Group project – students will be working in groups of 3-4 on developing an approach to solve a supervision related issue outlined in a case study using the CBT framework (45%)
Case Study report
Individual –Individual project – students use a CBT framework to evaluate a supervision session (45%)
Individual –Individual project – students use a CBT framework to evaluate a supervision session (45%)
Class Exercises
Regular instructor assessment of the student’s contribution to group exercises and role plays, focussing on:
1) Theoretical basis and significance of the contribution
2) Competence in demonstrating professional skills
3) Evidence of understanding the significance of interpersonal interactions (10%)
2) Competence in demonstrating professional skills
3) Evidence of understanding the significance of interpersonal interactions (10%)
General skills outcomes
During this unit students will receive feedback on:
- communication skills;
- problem solving skills;
- ability to adapt and manage change and unfamiliar problems;
- awareness of professional, local and international contexts in which they will be contributing;
- teamwork skills;
- ability to work independently.
Content
The areas covered include:
- Basic Tenets of Cognitive-behaviour therapy
- Supervision Models in Cognitive-behaviour therapy (competencies, processes)
- Role of supervisor and supervisee
- The Supervision Relationship – Collaborative empiricism
- Conceptualizing client/supervisee progress – identification of strengths, expectations, beliefs, negative emotions
- Hypothesis generation and testing
- Knowledge and skill development
- Use of behavioral techniques: modelling, role plays
- Implementation and evaluation
- Developing reflective practice
- Role of objective, reliable measures to evaluate practice
- Evaluation of supervisee competencies
- Supervision Models in Cognitive-behaviour therapy (competencies, processes)
- Role of supervisor and supervisee
- The Supervision Relationship – Collaborative empiricism
- Conceptualizing client/supervisee progress – identification of strengths, expectations, beliefs, negative emotions
- Hypothesis generation and testing
- Knowledge and skill development
- Use of behavioral techniques: modelling, role plays
- Implementation and evaluation
- Developing reflective practice
- Role of objective, reliable measures to evaluate practice
- Evaluation of supervisee competencies