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
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Demonstrate a systematic knowledge of CBT models for supervision, and ability to apply this knowledge in clinical practice
- Demonstrate an ability to interrogate and critically appraise the evidence base - supervision
Syllabus
- 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
Learning and Teaching
Teaching and learning methods
Teaching and learning methods include lectures and workshops, which incorporate demonstrations, role-play, experiential learning and small group work. In addition, private study and assigned reading forms an important source of knowledge and understanding. We use a range of teaching and learning methods, and recognise that students have different preferred learning styles.
| Type | Hours |
|---|---|
| Independent Study | 75 |
| Teaching | 25 |
| Total study time | 100 |
Resources & Reading list
Textbooks
Armstrong P.V. & Freeston M.H. (2006). Conceptualising and formulating cognitive therapy supervision. In N. Tarrier (Ed) Case formulation in cognitive behavioural therapy. London: Routledge.
Fleming I & Steen L (2012). Supervision and clinical psychology. London: Routledge.
Safran, J.D. & Muran, J.C. (2000). Negotiating the therapeutic alliance. New York: Guilford Press.
Milne D (2009). Evidence-based clinical supervision: Principles and practice. Chichester: Blackwell.
Scaife J (2010). Supervision of the reflective practitioner. London: Routledge.
Padesky, C. A. (1996). Developing cognitive therapist competency: Teaching and supervisionmodels. In P. Salkovskis (Ed.), Frontiers of cognitive therapy (pp. 266-292).. New York: The Guildford Press.
Assessment
Assessment strategy
Knowledge and skills will be assessed by a range of methods, including essays, presentations, experiential work, therapy recordings, case reports and supervisor reports. University assessors are responsible for marking all summative assessments. University assessors include academic members of the CBT team as well as CBT practitioners who have been approved by the University.
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Assessment of a supervision session | 50% |
| Critical review | 50% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Critical review | 50% |
| Assessment of a supervision session | 50% |
Repeat Information
Repeat type: Internal