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The University of Southampton

PSYC6134 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

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Have a systematic knowledge of CBT models for supervision
  • Know how to interrogate and critically appraise the evidence base - supervision
  • Critically evaluate clinical practice and develop CBT skills to a high level - supervision


- 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.

Independent Study75
Total study time100

Resources & Reading list

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

Armstrong P.V. & Freeston M.H. (2006).  Conceptualising and formulating cognitive therapy supervision. In N. Tarrier (Ed) Case formulation in cognitive behavioural therapy. 

Milne D (2009). Evidence-based clinical supervision: Principles and practice. 

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

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. 

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

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. 1-23.

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. 3-15.

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.

A competence framework for the supervision of psychological therapies..

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

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

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

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

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.

Fleming I & Steen L (2012). Supervision and clinical psychology. 


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.


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


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

Repeat Information

Repeat type: Internal

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