The University of Southampton

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


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.

Independent Study165
Total study time200

Resources & Reading list

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

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

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.

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.

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

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

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.

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

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

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

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

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.

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

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

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

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. 

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.

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

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

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

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

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

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.

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). 

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.

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.

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

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

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.

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.

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.

A competence framework for the supervision of psychological therapies..





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

Repeat Information

Repeat type: Internal & External

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