This book uniquely addresses the application of CBT to children and young people within health, school and community contexts.
With the recent expansion of increasing access to psychological therapies (IAPT) CBT is increasingly applied to work with children outside the traditional therapy clinic. This book provides accessible knowledge and practice skills for professional staff working with troubled children and young people in real-world settings. Front-line practitioners commonly face children with complex patterns of difficulties that do not fit clear diagnostic categories. Moreover, long waiting lists and fixed lengths of treatment don't always fit the presenting needs. Correspondingly, the authors take a much-needed realistic approach to applying CBT to childhood problems.
At the center of this book is the child, the authors moving outwards to cover childhood itself, the principles, core practice and techniques of CBT and its adaptation to the context of the therapy. This is relevant and accessible reading for a wide range of specialist child trainees and practitioners, including new IAPT therapists, counselors, nurses, teachers and social workers.
Chapter 15: The Role of Supervision
The Role of Supervision
Supervision: The Evidence
Undertaking work with distressed individuals inevitably has an impact. During the course of therapy, CBT practitioners may feel that they have lost their way and are ‘stuck’. This can lead to doubts about competence, which can have an emotional impact. Good supervision is essential in that it allows these issues to be worked through within a safe and supportive context and ensures that there is an opportunity for detailed consideration about casework in order to develop conceptualisations, to reflect on a range of influencing factors and courses of action and to receive emotional support. The supervisory relationship is distinctive from other professional and personal interactions. It involves a triadic relationship which includes the supervisor, supervisee (or ...