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Conducting Successful Supervision: Novel Elements Towards an Integrative Approach

Published online by Cambridge University Press:  15 November 2006

Ian Andrew James ,
Derek Milne ,
Ivy Marie-Blackburn  and
Peter Armstrong
Ian Andrew James
Affiliation:
3Ns Mental Health NHS Trust and University of Newcastle upon Tyne, UK
Derek Milne
Affiliation:
University of Newcastle upon Tyne, UK
Ivy Marie-Blackburn
Affiliation:
University of Northumbria in Newcastle, UK
Peter Armstrong
Affiliation:
Newcastle Cognitive and Behavioural Therapies Centre, UK
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Abstract

In recent years that has been an increasing interest in supervision within the UK's cognitive behaviour therapy (CBT) community. This is because the role of supervision has begun to be recognized in relation to the delivery of effective clinical services (Department of Health, 1998), and because of a clear recognition of the need to ensure that CBT practitioners are competent. Perhaps less well recognized in CBT are a number of interesting educational approaches to supervision, ones that may make supervision more successful. This paper summarizes some of these theories from a CBT perspective. Whilst the evidence base does not yet justify being too prescriptive, it is argued that some of these theories, such as Vygotsky's notion of the “Zone of Proximal Development”, provide helpful prompts for reflecting on CBT supervision. An integrative model is constructed from these theories, with illustrative examples and suggestions for future research.

Keywords

Supervisionzone of proximal developmentintegrative framework/model
Type
Research Article
Information
Behavioural and Cognitive Psychotherapy , Volume 35 , Issue 2 , March 2007 , pp. 191 - 200
Copyright
2006 British Association for Behavioural and Cognitive Psychotherapies

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