An N = 1 Evaluation of Enhanced CBT Supervision

Milne, Derek; Reiser, Robert P.; Cliffe, Tom

doi:10.1017/s1352465812000434

Cited by 34 publications

(19 citation statements)

References 33 publications

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“…Such 'small n' designs offer high internal validity and seem well-suited to our present knowledge base, being sufficient for drawing some important inferences about the effects of various kinds of institutional support on supervision. For example, Milne et al (2013) compared standard CBT supervision with evidence-based clinical supervision, and were able to draw helpful conclusions about the effectiveness of consultation on the supervisor's performance. Other organizational factors may supplement or replace arrangements like consultancy.…”

Section: Interpretation: What Conclusion Can We Draw To Guide the Smentioning

confidence: 99%

“…But according to a survey by Wheeler & King (2000), the majority of supervisors reported receiving supervision of their supervision. In a rare study, Milne et al (2013) utilized a supervision manual, incorporating supervision guidelines, to develop a supervisor's fidelity to CBT supervision. An account of the supervision-of-supervision procedure was provided in Milne & Reiser (2014).…”

Section: Sos Overviewmentioning

confidence: 99%

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Supporting our supervisors: sending out an SOS

Milne

Reiser²

2016

tCBT

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Abstract. In this Introduction to the Special Issue of the Cognitive BehaviourTherapist on clinical supervision we start by highlighting the unmet and overdue need for coherent organizational systems to support, guide and develop clinical supervisors. We identify a seven-step, cyclical model that describes how such a system might work, with particular reference to CBT supervision. These steps start with conceptualization (e.g. definition of CBT supervision) and complete the problem-solving cycle with evaluation (e.g. corrective feedback). We provide an overview of typical research and development activity for each part of this model to illustrate how a sound supervision infrastructure might best be developed. The SOS model provides a systematic approach to indicate the organizational conditions under which CBT supervision might flourish.

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Section: Interpretation: What Conclusion Can We Draw To Guide the Smentioning

confidence: 99%

Section: Sos Overviewmentioning

confidence: 99%

Supporting our supervisors: sending out an SOS

Milne

Reiser²

2016

tCBT

Self Cite

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“…This phenomenon has been observed repeatedly during the baseline phases of a series of intensive n = 1 analyses of supervision, even with experienced supervisors as the participants (e.g. Milne et al, 2013). Only with systematic training have these supervisors become skilled and aware of their competencies, with corrective feedback proving essential.…”

Section: Definitions Of Welfare and Harmmentioning

confidence: 87%

Preventing harm related to CBT supervision: a theoretical review and preliminary framework

Milne

2020

tCBT

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Like any treatment, cognitive behavioural therapy (CBT) may have negative as well as positive outcomes, and the same is true of CBT supervision. This is recognized in definitions of supervision, which prioritize helping supervisees to ‘do no harm’ to their patients. Client harm is associated with personal distress in supervisees (therapists), such as burnout, resulting in sub-standard therapy which causes harm to patients. Some supervisors have contributed to the supervisees’ distress, and consequently to patient harm. Harm may also arise from other staff members, or from situational factors that impact negatively on various aspects of the healthcare environment. At a more distal level, the host organization may create a context that allows such problems to go unchecked (e.g. a failure to train or support supervisors adequately). It follows that a large-scale framework is necessary to fully understand and address this multi-dimensional and systemic context for harm. Therefore, this theoretical review sketches out a preliminary ‘infidelity framework’ in order to classify ten types of problem behaviour that commonly contribute to harm that is linked to supervision. Drawing on related frameworks and neighbouring literatures, the infidelity framework also offers an understanding of the typical antecedents and consequences of each of these ten behaviours. This generic functional analysis leads to examples of evidence-based CBT supervision that might prevent or rectify harm.

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“…; Milne et al . ), this research addressed the question in a different manner. Participants were not asked to evaluate supervision, but rather, they were asked how they evaluated it.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of professional supervision in Aotearoa/New Zealand: An interprofessional study

Davys¹,

O’Connell

May

et al. 2016

Int J Mental Health Nurs

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The evaluation of professional supervision has been a focus for discussion in the supervision literature over past decades. A review of the literature in this area, however, suggests that evaluation has been differently defined, variously addressed, and a range of outcomes reported. The present study reports the findings of the first stage of a three-stage study of evaluation in professional supervision in Aotearoa/New Zealand. Experienced practitioners from the four professions of counselling, mental health nursing, psychology, and social work were interviewed to explore how evaluation in professional supervision is understood and actioned in practice. Twenty four semistructured interviews were conducted with supervisees, supervisors, and managers from each of the identified professions. The findings from these interviews indicate that a majority of participants applied some form of evaluation to their supervision arrangement. These evaluations, however, did not reflect an overarching organizational or professional culture of formal evaluation, but rather, an individualized ad-hoc process initiated by one or both of the participants (supervisor and supervisee). These evaluations focussed predominantly on the process, rather than the outcomes, of supervision. While many respondents expressed interest in a formal process for evaluating supervision, a number of concerns were also raised. These concerns included a lack of evaluation skills and resource, the potential for formal evaluation to have a negative impact on the supervision relationship, the importance of maintaining the boundaries of confidentiality, and a wariness regarding the possible use of any information gathered.

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An N = 1 Evaluation of Enhanced CBT Supervision

Abstract: This preliminary but novel evaluation indicated that CBT supervision could be enhanced. Implications follow for supervisor training and a more rigorous N = 1 evaluation.

Cited by 34 publications

References 33 publications

Supporting our supervisors: sending out an SOS

Supporting our supervisors: sending out an SOS

Preventing harm related to CBT supervision: a theoretical review and preliminary framework

Evaluation of professional supervision in Aotearoa/New Zealand: An interprofessional study

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