Transcription of Ten steps to cognitive behavioural supervision
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Ten steps to cognitive behavioural supervision
EDUCATION ANDSUPERVISIONThe cognitive Behaviour Therapist, 2012,5, 71 82 steps to cognitive behavioural supervisionP. Kenneth Gordon Department of Psychology, University of Southampton, Southampton, UKReceived 3 April 2012; Accepted 26 September 2012; First published online 19 October supervision is recognized as essential for CBT therapists, bothduring training and in subsequent practice, and there has been a rapidly growingdemand for accredited therapists to become supervisors. However, this can be adaunting prospect. supervision is a highly complex activity with several overlappingpurposes, in which the supervisor must enact multiple roles and use varied modes ofactivity. Research on the process has been limited, but a consensus on good practice andevidence-based procedures is beginning to emerge. Against this backdrop, a sequenceof steps to be taken within any CBT supervision session is presented here. The structureis applicable across all levels of expertise.
72 P. K. Gordon summarized as a balance of normative, formative and restorative functions (Inskipp & Proctor, 1993). More recently and within the CBT literature, the Newcastle ‘Cake Stand’ model
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