What is good CBT supervision? What makes an effective supervisor? How can qualified CBT therapists learn to become good CBT supervisors who work effectively with their supervisees? These are some of the questions addressed in this practical new book, examining what it takes to be a competent and confident CBT supervisor. Using the authors’ unique framework of learning – the PURE Supervision Flower – the book equips trainees with the skills and competencies needed to prepare for, undertake, refine and enhance supervision practice across a wide range of settings. Structured around the PURE Supervision Flower, the book is divided into four parts: Preparing for Supervision explores how to establish an effective and ethical base from which supervision can occur Undertaking Supervision focuses on the practical delivery of CBT Supervision Refining Supervision offers insights into managing the supervisory process and relationship Enhancing Supervision hones competencies by considering complex ethical challenges and CPD. Packed with activities, tips, case studies and reflective questions to help consolidate learning, this is essential reading for CBT practitioners training in and already providing supervision across a range of settings.

Know your Brand: Identifying your Position on the CBT Landscape

Know your Brand: Identifying your Position on the CBT Landscape

Learning objectives

After reading this chapter and completing the learning activities provided, you will be able to:

  • Better understand the beliefs and values that you bring to CBTS.
  • Describe your distinctive ‘brand’ of CBTS.
  • Apply methods for identifying and critiquing the ways in which your beliefs and values shape your delivery of CBTS.

Introduction

Contemporary CBT is not so much a single school of therapy as a broad, emerging landscape of theories, models and interventions that is ‘full of controversies’ (Westbrook et al., 2012: 1). Because of this, claiming to be a CBT practitioner reveals less about an individual’s method and style of working than might initially be assumed. Practitioners need ...

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