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
120-130
Harris, Rebecca
ccccfec7-8a18-4e81-bcfb-34f2b1204aea
Maguire, Tess
f720bf11-2227-470f-b9bf-b323a59e176c
Newman-Taylor, Katherine
e090b9da-6ede-45d5-8a56-2e86c2dafef7
1 July 2021
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), .
(doi:10.1080/17522439.2021.1924243).
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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Becca Harris - CBTp supervision - accepted ms - psychosis
- Accepted Manuscript
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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 quali
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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
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Date deposited: 19 Jul 2021 16:36
Last modified: 05 Oct 2024 04:05
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Author:
Rebecca Harris
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