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What do trainee cognitive behavioural therapists need from clinical supervision to develop their skills in working with people with psychosis? A qualitative analysis

What do trainee cognitive behavioural therapists need from clinical supervision to develop their skills in working with people with psychosis? A qualitative analysis
What do trainee cognitive behavioural therapists need from clinical supervision to develop their skills in working with people with psychosis? A qualitative analysis

Background: clinical supervision is assumed to be essential to the development of competent psychological therapists. While the evidence for effective psychological therapy training remains sparse, there is some support for the role of supervision and the experiential learning cycle in trainees’ progression. Despite a growing demand for cognitive behavioural therapy for psychosis (CBTp), no research has investigated the components of CBTp supervision necessary for skilful therapeutic practice.

Methods: we completed a qualitative thematic analysis of 385 supervision questions from 11 trainee CBTp therapists.

Results: the analysis yielded three main themes–knowledge/content (What?) questions; procedure/process (How?) questions; and course requirements/assessment methods (Training) questions. What? questions decreased over the 20 weeks of supervision, How? questions were raised throughout, and Training questions increased prior to academic deadlines. The thematic analysis also showed that active experimentation (the final stage of the experiential learning cycle) may be omitted from supervisory practice. 

Discussion: these results indicate that CBTp supervision should prioritise knowledge, procedural learning and active experimentation, in training therapists to deliver high quality CBT for people with psychosis.

CBT, CBTp, psychosis, supervision, training
1752-2439
120-130
Harris, Rebecca
ccccfec7-8a18-4e81-bcfb-34f2b1204aea
Maguire, Tess
f720bf11-2227-470f-b9bf-b323a59e176c
Newman-Taylor, Katherine
e090b9da-6ede-45d5-8a56-2e86c2dafef7
Harris, Rebecca
ccccfec7-8a18-4e81-bcfb-34f2b1204aea
Maguire, Tess
f720bf11-2227-470f-b9bf-b323a59e176c
Newman-Taylor, Katherine
e090b9da-6ede-45d5-8a56-2e86c2dafef7

Harris, Rebecca, Maguire, Tess and Newman-Taylor, Katherine (2021) What do trainee cognitive behavioural therapists need from clinical supervision to develop their skills in working with people with psychosis? A qualitative analysis. Psychosis, 14 (2), 120-130. (doi:10.1080/17522439.2021.1924243).

Record type: Article

Abstract

Background: clinical supervision is assumed to be essential to the development of competent psychological therapists. While the evidence for effective psychological therapy training remains sparse, there is some support for the role of supervision and the experiential learning cycle in trainees’ progression. Despite a growing demand for cognitive behavioural therapy for psychosis (CBTp), no research has investigated the components of CBTp supervision necessary for skilful therapeutic practice.

Methods: we completed a qualitative thematic analysis of 385 supervision questions from 11 trainee CBTp therapists.

Results: the analysis yielded three main themes–knowledge/content (What?) questions; procedure/process (How?) questions; and course requirements/assessment methods (Training) questions. What? questions decreased over the 20 weeks of supervision, How? questions were raised throughout, and Training questions increased prior to academic deadlines. The thematic analysis also showed that active experimentation (the final stage of the experiential learning cycle) may be omitted from supervisory practice. 

Discussion: these results indicate that CBTp supervision should prioritise knowledge, procedural learning and active experimentation, in training therapists to deliver high quality CBT for people with psychosis.

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More information

Accepted/In Press date: 27 April 2021
e-pub ahead of print date: 1 July 2021
Published date: 1 July 2021
Keywords: CBT, CBTp, psychosis, supervision, training

Identifiers

Local EPrints ID: 450249
URI: http://eprints.soton.ac.uk/id/eprint/450249
ISSN: 1752-2439
PURE UUID: 435f5318-a848-4f00-9af3-04c9611bf019
ORCID for Rebecca Harris: ORCID iD orcid.org/0000-0002-8537-7282
ORCID for Katherine Newman-Taylor: ORCID iD orcid.org/0000-0003-1579-7959

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Date deposited: 19 Jul 2021 16:36
Last modified: 10 Apr 2024 04:05

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Author: Rebecca Harris ORCID iD
Author: Tess Maguire

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