A qualitative comparison of cognitive-behavioural and evidence-based clinical supervision

Milne, Derek; Reiser, Robert P.; Cliffe, Tom; Breese, Lauren; Boon, A; Raine, Rosamund; Scarratt, Phillippa

doi:10.1017/s1754470x11000092

Cited by 20 publications

(27 citation statements)

References 32 publications

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“…Overall, research supports the assertion that effective supervision should incorporate activeexperiential procedures. It comes as no surprise, then, that action-based methods represent a common ingredient in effective therapy training programmes (Milne et al, 2011;Rakovshik and McManus, 2013;Roth et al, 2010). Moreover, action-based methods of learning are valued by therapists in training (Baum and Gray, 1992;Johnston and Milne, 2012;Rakovshik and McManus, 2013) and preferred over and above lecturing, discussion and reading (Bennett-Levy et al, 2009a).…”

Section: Evidence For Action-based Supervisionmentioning

confidence: 99%

“…Clinical supervision refers to 'the formal provision, by approved supervisors, of relationship-based education and training that is work-focused and manages, supports, develops, and evaluates the work of colleague/s' (Milne, 2008, p. 15). Research indicates that supervision is vital to the provision of effective therapeutic interventions, improving client outcomes, enhancing continued learning, and promoting safe, client-centred care (Milne et al, 2011). It follows, then, that clinical supervision represents a core component in the implementation of evidence-based psychological therapies, including cognitive behavioural therapy (CBT) (APA, 2015; Roth and Pilling, 2008).…”

Section: Introductionmentioning

confidence: 99%

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Are you sitting (un)comfortably? Action-based supervision and supervisory drift

Pugh

Margetts

2020

tCBT

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Action-based methods such as behavioural experiments, role-play and (by extension) ‘chairwork’ are powerful techniques recommended in core supervisory texts for cognitive behavioural therapy (CBT). Despite this, experiential methods are seldom used by supervisors, suggesting that supervision often drifts from a ‘doing process’ to a ‘talking process’. A number of factors contribute to this divergence from best practice, including limited confidence and a lack of familiarity with experiential procedures amongst supervisors. To address this, the current paper presents a variety of action-based techniques for enhancing supervisees’ technical, perceptual, interpersonal, reflective and personal competencies. Behavioural experiments, empty-chair, multi-chair and role-playing exercises for maintaining treatment fidelity, enhancing empathic attunement, repairing therapeutic ruptures, resolving impasses and working through negative countertransference are described, amongst others. Further research is needed to establish the nature and extent of supervisory drift, as well as the efficacy of action-based methods. Key learning aims As a result of reading this paper, readers should: (1) Understand why supervision sometimes drifts from being a ‘doing’ process. (2) Appreciate the value of experiential, action-based supervisory methods. (3) Feel competent using action-based methods to enhance supervisees’ clinical skills.

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Section: Evidence For Action-based Supervisionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Are you sitting (un)comfortably? Action-based supervision and supervisory drift

Pugh

Margetts

2020

tCBT

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“…The scale enables the assessment of the supervisor's current supervision skills, and it can guide skill development within one or more of the six domains. The MMRSS has an explicit focus on learning strategies and cognitive behavioural techniques applied by the supervisor, which is unique compared with other supervision tools, which as a rule have primarily focused on the supervision alliance (Milne et al, 2011b). Furthermore, the MMRSS was designed to be easy to implement and not too time consuming to promote clinical utility.…”

Section: Introductionmentioning

confidence: 99%

A new tool for rating cognitive behavioural supervision – preliminary findings in a clinical setting

Møller

Rosenberg

Hvenegaard

et al. 2020

tCBT

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Cognitive behavioural therapy (CBT) is an evidence-based psychotherapy and one of the most widely used treatments for mental health problems. It is generally acknowledged that supervision improves the quality of treatment although systematic descriptions and empirical evaluation of supervision have been sparse. Moreover, there are relatively few valid and reliable instruments to evaluate supervision. Based on a comprehensive review of the supervision literature, six competency domains were identified to cover the scope of CBT supervision: Theory, Focus, Learning strategy, Techniques, Structure, and Interpersonal style. The Moeller, Moerch, Rosenberg Supervision Scale (MMRSS) was developed to evaluate supervisor performance within each of these domains after observation of supervision. The present study examined the psychometric properties of the MMRSS (inter-rater reliability and construct validity), the clinical utility, and satisfaction when using MMRSS to evaluate CBT supervision. CBT supervisors (n = 8) were recruited for the study and provided videos of group supervision. A total of 21 videos were rated using the MMRSS and the Supervisory Competency Scale (SCS) by two independent raters. Supervisees and supervisors completed a satisfaction questionnaire to capture their experience of using the MMRSS during supervision of supervision. The MMRSS showed acceptable internal consistency and validity. Several domains in MMRSS (Structure, Learning strategy, and Interpersonal style) correlated significantly with the corresponding domains in the SCS for cognitive supervision. Preliminary results indicate that the MMRSS may be a valid and clinically useful tool to evaluate CBT supervision, although further systematic evaluation is needed. Key learning aims (1) To understand that empirically founded evaluation of cognitive behavioural supervision is essential for good training. (2) To argue that a modern view of supervision places an emphasis on learning principles. (3) To describe the Moeller, Moerch, Rosenberg Supervision Scale (MMRSS) and the scale’s preliminary psychometric properties. (4) To describe the supervisors’ and supervisees’ reported satisfaction using the MMRSS.

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“…However, it is considered important that tutoring sessions are well prepared and have an agenda [31].…”

Section: Introductionmentioning

confidence: 99%

Attitudes to Group Assessments: Prospective Psychotherapists’ Experiences of Being Assessed by Fellow Students

Jervelycke¹,

Larsson²,

Norlander³

2017

OJMP

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Background: The guidance of prospective therapists focused on Cognitive Behavioral Therapy (CBT) is most often made by groups of four students. However, learning therapist skills is a sensitive process that will be affected by the processes which occur within the group. Objective: The aim was to examine prospective psychotherapists' attitudes to group assessments based on the revised version of the Cognitive Therapy Scale (CTS-R). Method: Participants were 56 students with an average age of 45.65 years (range = 31 -64). They were recruited from psychotherapy training at the Gothenburg University and the Evidens University College in Sweden. A questionnaire was constructed in which the questions were answered by check on visual analogue scales (VAS). Results: A majority of students consisting of 38 participants (68%) had a very positive approach to group assessments, while a minority of 18 participants (32%) was more negative. Most crucial for how to answer the question of group assessments was whether they considered themselves as fairly evaluated by their student colleagues within the group and whether or not only the supervisor should make the assessments. The view of group assessments (negative or positive) was not related to age, gender, and level of education in CBT or profession. In addition, both groups had a very positive view of both the CTS-R and the supervisors. Conclusion: It was concluded that more studies with the same focus are needed to determine the extent to which the results are generalizable.

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A qualitative comparison of cognitive-behavioural and evidence-based clinical supervision

Cited by 20 publications

References 32 publications

Are you sitting (un)comfortably? Action-based supervision and supervisory drift

Are you sitting (un)comfortably? Action-based supervision and supervisory drift

A new tool for rating cognitive behavioural supervision – preliminary findings in a clinical setting

Attitudes to Group Assessments: Prospective Psychotherapists’ Experiences of Being Assessed by Fellow Students

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