CBT and ACT SUPERVISION
... for qualified professionals and trainees
EXPERIENCE
I have many years of experience providing individual or group supervision for both qualified, practicing CBT therapists (including those working within the health service) and those currently learning or training in CBT. I have also delivered trainings on CBT Supervision to help others learn useful models and processes to support their CBT supervisees.
THE SUPERVISORY RELATIONSHIP
I find that supervision works best when there is a clear understanding of what the supervisee is looking for (which will vary with levels of experience and knowledge, and which will change over time) and what the supervisor can offer. I try to create a safe space in which we can both express our vulnerabilities and human imperfections (therapy, after all, is hardly an exact science and we are all always learning), whilst also encouraging growth and development towards meeting the needs of our clients to the best of our ability.
APPROACH TO CBT SUPERVISION
My approach to supervision typically begins with the case-formulation, discussing your perspective on how a client's problems may have evolved and are maintained, and what interventions might be appropriate. Typically this will include application of evidence-based models which have been found to be helpful with a particular problem area, or discussion of how to proceed when there is more than one problem area. It is also helpful to consider the interpersonal dynamics between you and your client, as this may provide important clues to problems faced by the client in the world at large which might begin to be addressed within the therapeutic context.
Skills-development is also a component of CBT supervision. Identifying your goals and using case-discussion, role play, or recordings will support development or enhancement of your CBT competences. Sometimes a gentle consideration of one's own beliefs can be a valuable means of exploring 'stuck' or stalled processes.
ACT SUPERVISION
Increasingly, I have found supervisees expressing interest in developing knowledge of ACT (Acceptance and Commitment Therapy, a behavioural and mindfulness-based '3rd wave' approach; see 'About CBT & ACT) and an understanding of how ACT might be used independently or interwoven with traditional CBT practices to the benefit of clients. If this is an interest of yours, I'd be delighted to bring this model into the supervisory remit.
RESOURCES AND SUPPORT
Many years experience of teaching CBT, including CBT for IAPT, have enabled me to amass resources which I am able to share with supervisees according to their interests and professional development needs. I am also happy to support individuals in the process of applying for professional accreditation with BABCP.
FEES
Please contact me for an informal discussion of your supervision needs, and further information.
CBT and ACT SUPERVISION
... for qualified professionals and trainees
EXPERIENCE
I have many years of experience providing individual or group supervision for both qualified, practicing CBT therapists (including those working within the health service) and those currently learning or training in CBT. I have also delivered trainings on CBT Supervision to help others learn useful models and processes to support their CBT supervisees.
THE SUPERVISORY RELATIONSHIP
I find that supervision works best when there is a clear understanding of what the supervisee is looking for (which will vary with levels of experience and knowledge, and which will change over time) and what the supervisor can offer. I try to create a safe space in which we can both express our vulnerabilities and human imperfections (therapy, after all, is hardly an exact science and we are all always learning), whilst also encouraging growth and development towards meeting the needs of our clients to the best of our ability.
APPROACH TO CBT SUPERVISION
My approach to supervision typically begins with the case-formulation, discussing your perspective on how a client's problems may have evolved and are maintained, and what interventions might be appropriate. Typically this will include application of evidence-based models which have been found to be helpful with a particular problem area, or discussion of how to proceed when there is more than one problem area. It is also helpful to consider the interpersonal dynamics between you and your client, as this may provide important clues to problems faced by the client in the world at large which might begin to be addressed within the therapeutic context.
Skills-development is also a component of CBT supervision. Identifying your goals and using case-discussion, role play, or recordings will support development or enhancement of your CBT competences. Sometimes a gentle consideration of one's own beliefs can be a valuable means of exploring 'stuck' or stalled processes.
ACT SUPERVISION
Increasingly, I have found supervisees expressing interest in developing knowledge of ACT (Acceptance and Commitment Therapy, a behavioural and mindfulness-based '3rd wave' approach; see 'About CBT & ACT) and an understanding of how ACT might be used independently or interwoven with traditional CBT practices to the benefit of clients. If this is an interest of yours, I'd be delighted to bring this model into the supervisory remit.
RESOURCES AND SUPPORT
Many years experience of teaching CBT, including CBT for IAPT, have enabled me to amass resources which I am able to share with supervisees according to their interests and professional development needs. I am also happy to support individuals in the process of applying for professional accreditation with BABCP.
FEES
Please contact me for an informal discussion of your supervision needs, and further information.
