Developing skills and competency in CBT is a complex process of which self-observation and self-reflection are an essential part. In this new book, leading figures Beverly Haarhoff and Richard Thwaites outline the rationale for a focus on self-reflective practice in CBT, before offering practical and accessible guidelines demonstrating how this can be achieved in training and practice. Highlighting relevant research throughout and using case studies to illustrate theory in practice, ten chapters consider: - reflection in training and in supervision and self-supervision, - reflecting on the therapeutic relationship, on our sociocultural perceptions and biases and on client feedback - how reflection is vital to self-care and to becoming a better therapist, supervisor and trainer. This is an essential read for trainees in both high and low intensity CBT programmes, those on broader CBT courses, and for qualified practitioners working independently to enhance their self-reflective capacity.

Bringing CBT supervision alive: Maximising the Role of Supervisor and Supervisee Reflection

Bringing CBT supervision alive: Maximising the Role of Supervisor and Supervisee Reflection
Richard ThwaitesBeverly Haarhoff

Learning aims

  • To develop declarative knowledge concerning the key role of reflection across a range of CBT supervision models
  • To understand the key roles of supervisor and supervisee in maximising the reflective component of supervision
  • To develop your own procedural rules that make reflection more likely to occur within your supervision as a supervisee (and also as a supervisor, if applicable)

Introduction

Reflection has regularly been identified as one of the key process within effective learning (Bennett-Levy, 2006; Kolb, 1984) and therefore as an essential element of effective supervision (Milne, 2009). This was supported by a survey of UK CBT course leaders (Townend, 2008) ...

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