Evaluating CPD: A Practical Framework Illustrated with Clinical Supervision

Milne, Derek; James, Ian; Sheikh, Alia I.

doi:10.1002/9780470754900.ch8

Cited by 1 publication

(3 citation statements)

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“…Training was based on Milne's (2007 a , 2009) EBCS and Roth & Pilling's (2008) supervision competences. Training consisted of five modules delivered as sequential 1- to 2-day workshops over 5 months and included didactic teaching, group discussion, watching therapy videos, role-play, practice implementation and reflective assignments (Table 1).…”

Section: Methodsmentioning

confidence: 99%

“…It is now recognized that specific supervision training is desirable (Townend et al . 2002; Falender & Shafranske, 2004; Milne, 2007 a ). We would never dream of turning untrained therapists loose on needy patients, so why would we turn untrained supervisors loose on untrained therapists who help those needy patients?…”

Section: Introductionmentioning

confidence: 99%

“…Milne (2007 a ) developed an ‘Evidence-Based Clinical Supervision’ (EBCS) programme based on available evidence in supervision. He demonstrated improved supervisee learning following EBCS training.…”

Section: Introductionmentioning

confidence: 99%

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A qualitative study exploring the perceived impact of supervision training on cognitive therapy supervisor practice

Younge

Campbell

2013

Cogn Behav Therap

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Although cognitive therapy (CT) has a large empirical base, research is lacking for CT supervision and supervision training, which presents an obstacle for evidence- training. This pilot study qualitatively explores CT supervisors' perceptions of the impact the training had on their practice. Semi-structured interviews were conducted with seven participants, transcribed verbatim and analysed using Burnard's (1991) thematic content analysis.Findings illustrated that experienced CT supervisors perceived benefit from training and that the majority of supervisors had implemented contracts, used specific supervision models and paid more attention to supervisee learning as a result of the training. Obstacles to evaluating supervision included the lack of reliable userfriendly evaluation tools and supervisor consultancy structures.Recommendations are also made for future research to establish the long-term effects of supervision training and its effect on patient outcomes. Implications for future training based on adult learning principles are discussed. IntroductionThe research explores the perceived impact of a pilot supervision training programme on cognitive therapy (CT) supervisors' practice. The primary researcher, a BABCP accredited Cognitive Therapist, developed an interest in supervision whilst undergoing CT training, and was one of the cohort completing the CT supervision training. This paper will outline the research methodology of a pilot study, provide a brief synopsis of the findings and make links to relevant literature in the discussion.Furthermore, it is hoped that the conclusions will contribute to the debate about supervision in the field of CT and inform future training.Supervision is a requirement for accreditation with BABCP, which now offers supervisor accreditation for therapists who have at least three years of accredited experience and 18 hours supervision training. There are, however, no stipulations regarding what training must entail and BABCP does not yet accredit supervision training, so there are great variations in training duration and quality .At the time of the training only one therapist in Northern Ireland was accredited as a supervisor with BABCP.Supervisors have a complex role with a range of formative, normative and restorative responsibilities , which vary depending on whether the context is educational or clinical. It is now recognised that specific supervision training is desirable (Townend et al, 2002;Milne, 2007a). There is an expectation, within a clinical governance framework, that supervision of cognitive therapists, both during training and post-qualification, is necessary. Whilst supervision is not specifically legislated for, it occurs within a framework of legal, ethical and professional standards, policies and codes of practice.With the expansion of psychological therapies in Northern Ireland, the need to set There is a need to establish if supervision training impacts on perceived effectiveness or ability to fulfil the role of supervisor, as the first step...

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Section: Methodsmentioning

confidence: 99%