Summary
Contents
Subject index
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.
Assess Competence: Developing an Effective Approach
Assess Competence: Developing an Effective Approach
Learning objectives
After reading this chapter and completing the learning activities provided, you will be able to:
- Decide how to organize the evaluative aspect of supervision in a way that makes sense for your context.
- Apply general recommendations from the literature to the needs of individual supervisees.
- Improve your evaluations of therapist competence.
Introduction
In the previous chapter we identified the knowledge and skills that CBT supervisors aim to foster in those whom they supervise. We drew specifically on Roth and Pilling’s (2007) competence framework, Padesky’s (1996) Supervision Options Grid, and Bennett-Levy’s (2006) Declarative Procedural Reflective Model as three possibilities that can assist the selection of supervision interventions.
In this chapter, we focus on what is perhaps one of the ...
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