The University of Southampton
Courses

PSYC6125 Supervisory Skills

Module Overview

This module is aimed at CBT practitioners. The module aims to develop your competence in supervision, following the Supervision Competencies Framework (Roth & Pilling, 2007) and the National Supervision Guidance (Turpin & Wheeler, 2011).

Aims and Objectives

Module Aims

1. To become familiar with current evidence base for supervision, and interrogate this literature in order to develop a critical appreciation of its range and limitations 2. To develop the knowledge and skills required to deliver effective clinical supervision in healthcare settings.

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Be able to evaluate critically the empirical status of models and theories of clinical supervision as an educational method
  • Evaluate your supervisory practice against the competences framework of Roth and Pilling (2007)
  • Be able to develop specific aspects of supervisory competence in line with best practice: Normative – managerial and governance aspects Supportive – to enable effective practice at work Educative – developing knowledge and skills

Syllabus

The module will be comprised of the following components: • Introduction to supervision – theory and key principles • Managing supervision – structuring the session and clinical case management • Supervision in practice – developing formative assessment skills (incl. use of CTS-R for HI clinicians) / specific methods (incl. use of CCMS and CSS for PWP clinicians) • Supervision complexities – interpersonal issues, responding to failing students, working in groups

Special Features

This module was developed in line with current national guidance on best practice in supervision (Roth & Pilling, 2007; Turpin & Wheeler, 2011), and meets the requirements for IAPT supervisor training.

Learning and Teaching

Teaching and learning methods

Teaching will comprise a number of different methods including lectures, seminars, experiential workshops, problem-based learning, directed reading, and independent study. Skills-based competencies will be taught through demonstrations, simulated role plays, small group work, and multi-media resources.

TypeHours
Teaching35
Independent Study165
Total study time200

Resources & Reading list

Gordon, P. K (2012). Ten steps to cognitive behavioural supervision. The Cognitive Behavioural Therapist. ,5 , pp. 71-82.

Laireiter, A-R. & Willutzki, U. (2003). Self-reflection and self-practice in training of cognitive-behavioural therapy: an overview.. Clinical Psychology and Psychotherapy. ,10 , pp. 19-30.

Waller G. (2009). Evidence-based treatment and therapist drift. Behaviour Research and Therapy. ,47 , pp. 119-127.

Lewis (2005). The supervision of cognitive and behavioural therapists. BABCP Magazine, Supplement, May.. 

Milne D., Reiser R., Aylott H., Dunkerley C., Fitzpatrick H. & Wharton H. (2010). The systematic review as an empirical approach to improving CBT supervision. International Journal of Cognitive Therapy. ,3 , pp. 278–294.

Scaife J (2010). Supervision of the Reflective Practitioner. 

James, I.A., Allen, K. & Collerton, D. (2004). A post-hoc analysis of emotions in supervision. Behavioural and Cognitive Psychotherapy. ,33 , pp. 507 -513.

Binnie, J. (2011). Cognitive Behavioural Therapy Supervision: Supervisee and Supervisor Development. Issues in Mental Health Nursing. ,32 , pp. 158-162.

Safran, J.D. & Muran, J.C. (2001). A relational approach to training and supervision in cognitive psychotherapy.. Journal of Cognitive Psychotherapy: an International Quarterly. ,15 , pp. pg. 3-15.

Watkins, C. E., (1998). Psychotherapy supervision in the 21 st Century. Some pressing needs and impressing possibilities.. Journal of Psychotherapy Practice and Research. ,7 , pp. 93-101.

Friedberg, R. D., Gorman A. A. & Beidel D. C. (2009). Training Psychologists for Cognitive-Behavioral Therapy in the raw world: a rubric for supervisors.. Behavior Modification. ,33 , pp. 104.

Milne, D., & James, I. (2005). Clinical supervision: Ten tests of the tandem model. Clinical Psychology Forum. ,151 , pp. pg 6-10.

Reiser, R., Milne, D., Cliffe, T. & Raine, R. (2009). The development of the SAGE scale for rating competence. Paper presented at the BABCP Annual Conference. 

Overholser, J.C. (1991). The Socratic method as a technique in psychotherapy supervision. Professional Psychology: Research and Practice. ,22 , pp. 68-74.

Scaife,Joyce (2008). Supervision in Clinical Practice: A Practitioner's Guide. 

Fleming I & Steen L (2012). Supervision and Clinical Psychology. 

Johnston, L.H. & Milne, D.L. (2012). How do supervisees learn during supervision? A Grounded Theory study of the perceived developmental process.. The Cognitive Behaviour Therapist. ,5 , pp. pg. 1-23.

Milne D (2009). Evidence-based Clinical Supervision: Principles and Practice. 

Ricketts, T. & Donohoe, G. (2000). Clinical supervision in cognitive behavioural psychotherapy, in B. Lawton & C. Feltham (Eds) Taking Supervision Forward (pp.127-141). 

Follette, V.M. & Batten, S.V. (2000). The role of emotion in psychotherapy supervision: a contextual behavioral analysis. Cognitive & Behavioral Practice. ,7 , pp. 306-312.

Rosenbaum, M. & Ronen, T. (1998). Clinical supervision from the standpoint of cognitive behavioural therapy. Psychotherapy. ,35 , pp. 220-229.

A competence framework for the supervision of psychological therapies..

Armstrong P.V. & Freeston M.H. (2006). Conceptualising and formulating cognitive therapy supervision. In N. Tarrier (Ed) Case Formulation in Cognitive Behavioural Therapy. 

James, I., Milne, D., Blackburn, I-M. & Armstrong P. (2006). Conducting successful supervision: novel elements towards an integrative approach.. Behavioural and Cognitive Psychotherapy. ,35 , pp. 191-200.

James, I. A., Milne, D. and Morse, R. (2008). Micro-skills of clinical supervision: scaffolding skills. Journal of Cognitive Psychotherapy: An International Quarterly. ,22 , pp. 29-36.

Townend, M., Iannetta, L. & Freeston, M. (2002). Clinical supervision in practice: a survey of cognitive behavioural psychotherapists accredited by the BABCP.. Behavioural Psychotherapy. ,30 , pp. 485-500.

Padesky, C. A. (1996). Developing cognitive therapist competency: Teaching and supervision models. In P. Salkovskis (Ed.), Frontiers of Cognitive Therapy (pp. 266-292).. 

Milne, D.L., & James, I.A. (2002). The observed impact of training on competence in clinical supervision.. British Journal of Clinical Psychology. ,41 , pp. 55-72.

Richards, D.A. (2008). Clinical case supervision in high-volume CBT environments: Challenging traditional supervision models. Paper presented at the BABCP Spring Conference. 

Bordin, E. S. (1983). A working alliance based model of supervision. Counselling Psychologist. ,11 , pp. 35-42.

Liese, B.S., & Beck, J.S. (1997). Cognitive Therapy supervision. In C.Watkins (Ed.), Handbook of Psychotherapy Supervision (pp. 114-131).. 

Pretorius, W.M. (2006). Cognitive behavioural therapy supervision: recommended practice. Behavioural Psychotherapy. ,34 , pp. 413-420.

Safran, J.D. & Muran, J.C. (2000). Negotiating the therapeutic alliance. 

Assessment

Assessment Strategy

Formative Assessments: - A peer review of supervision skills in practice - A self assessment of supervisory skills against best practice guidelines Summative Assessments: - Assessment of a supervision session by a university assessor - An essay to evidence critical evaluation of the empirical status of models of clinical supervision and implications for practice in healthcare settings

Formative

Peer review

Summative

MethodPercentage contribution
Assessment of a supervision session 50%
Essay  ( words) 50%

Repeat Information

Repeat type: Internal & External

Costs

Costs associated with this module

Students are responsible for meeting the cost of essential textbooks, and of producing such essays, assignments, laboratory reports and dissertations as are required to fulfil the academic requirements for each programme of study.

In addition to this, students registered for this module typically also have to pay for:

Tuition Fees

Module Fee (UK/EU) CPD

Module Fee (UK/EU) Standard

Please also ensure you read the section on additional costs in the University’s Fees, Charges and Expenses Regulations in the University Calendar available at www.calendar.soton.ac.uk.

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