Cognitive Behavioural Therapy Supervision: Recommended Practice

Abstract

In the absence of good quality evidence for the effectiveness of specific aspects or formats of Cognitive Behavioural Therapy (CBT) supervision, it is necessary to consider what is recommended as good quality CBT supervision. This review of the literature aims to provide an overview of the recommended practice of CBT supervision by considering general principles and goals of CBT supervision; the format of individual supervision sessions; the course and stages of CBT supervision; attending to supervisees' cognitions and affects; the importance of the supervisory relationship as well as the recording and rating of therapy sessions. This could provide a framework for setting standards to aspire to and stimulate further research in this field. Conforming to such practice would be an important step toward quality assurance in CBT supervision.

Supervisee Attachment, Cognitive Distortions, and Difficulty With Corrective Feedback

“…In a review of the cognitive behavior therapy (CBT) supervision literature, Pretorius (2006) identified constructs also found in the attachment‐based literature, including parallel process and the supervisor as a secure base. Pretorius emphasized the collaborative nature of CBT‐based counseling and supervision, including the identification of supervisee affective states (e.g., anxiety), exploration of the origin of feelings (e.g., negative thoughts), and the development of alternate perspectives.…”

Persoonsgerichte supervisie in de psychotherapieopleiding

“…Voor uitvoerige beschrijvingen van deze modellen wordt verwezen naar Ladany, Friedlander & Nelson (2005), Bennet-Levy (2006), Pretorius (2006), Falender & Shafranske (2008) en Milne (2009). Ook het belang van procedurele aspecten (leerdoelen formuleren; een supervisiecontract opstellen; afspraken maken over verantwoordelijkheden, tijden enzovoort) wordt meestal benadrukt.…”

“…Er zijn diverse pogingen gedaan om te onderzoeken wat het effect van supervisie zou kunnen zijn, maar er is nooit aangetoond dat er een direct verband is tussen supervisie en effectief behandelen (Freitas, 2002;Orlinsky & Ronnestad, 2005;Pretorius, 2006;Rientsma & Beunderman, 2005;Veeninga, 2008). Wel is aangetoond dat supervisie hogelijk wordt gewaardeerd (Orlinsky & Ronnestad, 2005;De Boer, Kool & Schoevers, 2007), maar tevredenheid van supervisanten zegt op zich niets over de effectiviteit.…”

A Practical Approach to Cognitive Behaviour Therapy for Adolescents

“…Here, Pretorius (2006) also noted that supervised practice is an essential part of psychotherapy training because it cannot be learned through lectures or independent study only. Is training essential before applying CBT?…”