Cognitive Behavioral Supervision

MANAGEMENT AND SUPERVISION
IN COUNSELING (CPE 5201)
TITLE :-
COGNITIVE BEHAVIORAL SUPERVISION
PREPARED BY :-
NIK SHAZWANI BT MOHAMAD ZAINAL RASHID (GS 54174)
INSTRUCTOR :-
DR . MUHAMMAD ASYRAF BIN CHE AMAT
1
CONTENT
1)Definition of supervision
2)Psychotherapy based models of supervision
3)Cognitive behavioral therapy (CBT)
4)Cognitive behavioral in supervision (CBS)
5)CBS (examples)
6)Conclusion
7)References
2
SUPERVISION DEFINED
 An intervention provided by a more senior member of a

profession to a more junior colleague or colleagues who typically
(but not always) are members of that same profession.
 The relationship is:-
i.Evaluative and hierarchical
ii.Extends over time
iii.Enhances the professional functioning of the supervisee
iv.Monitor the quality of services to the client
v.Supervisors serve as gatekeepers of the profession
Janine Bernard and Rodney Goodyear (2014)
3
MODELS SUPERVISION
 Clinical supervision started as the practice of observing,

assisting, and receiving feedback.
 Follows the framework and techniques of the specific

psychotherapy theory/model being practiced by the supervisor
and supervisee.
Kendra L. Smith (2009)
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MODELS SUPERVISION

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COGNITIVE BEHAVIOR THERAPY
 Cognitive Behavior Therapy (CBT) was pioneered by

Dr. Aaron T. Beck in the 1960.
 Autocratic
 CBT is based on the idea that how we think (cognition),
how we feel (emotion) and how we act (behavior) all
interact together.
 Counselor as an expert
 Cognitive behavioral interventions are directive,
structured, goal-directed, and time limited treatment, and
most types involve the client in a collaborative
relationship with the counselor or therapist.
David Capuzzi and Mark D. Stauffer (2016)
6
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COGNITIVE BEHAVIORAL IN
SUPERVISION
 Important task for the cognitive behavioral supervisor is to teach the
techniques of the theoretical orientation.
 Cognitive behavioral supervision makes use of observable cognitions

and behaviors particularly of the supervisee’s professional identity
and his/her reaction to the client (Hayes, Corey, & Moulton, 2003).
 Cognitive behavioral techniques used in supervision include setting

an agenda for supervision sessions, bridging from previous sessions,
assigning homework to the supervisee, and capsule summaries by the
supervisor (Liese & Beck, 1997).
Kendra L. Smith (2009)
8
SUPERVISION
According to Boyd (1978), CBT supervision must be :-
i. Proficient therapist performance is more a function of learned
skills than a “personality fit.”
ii. The therapist’s professional role consists of identifiable tasks,
each one requiring specific skills.
iii.Therapy skills are behaviorally definable and are responsive to
learning theory, just as are other behaviors.
iv. Supervision should employ the principles of learning theory
within its procedures
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CBT supervision
suggested by Liese and
Beck (1997) :-
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SUPERVISION
 CBT supervisors are more engaged in assessment and
monitoring than supervisors overseeing other therapies.
 Potential of the supervisee as the potential to learn.
 Supervisors take at least part of the responsibility for

supervisee learning, because they are the experts who can guide
the supervisee into the correct learning environment
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CBS (EXAMPLES)
Jorden A. Cummings, Elena C. Ballantyne

& Laura M. Scallion (2015)
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CBS (EXAMPLES)
Jorden A. Cummings, Elena C. Ballantyne & Laura M. Scallion (2015)
13
CBS (EXAMPLES)
Jorden A. Cummings, Elena C. Ballantyne

& Laura M. Scallion (2015)
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ADVANTAGES & DISADVANTAGES OF
CBS
ADVANTAGES DISADVANTAGES
 Trainers are more likely to be adequately  Increase in anxiety and feelings of panic.
credentialed and trained.
 Helpful for CBT “novices” who have  Supervisor not puts a trust in supervisee
opportunities for practice, both within the
training and in supervised
 Encourage trainee professional and  One way relationship between supervisor

clinical development, it also models for and supervisee.
trainees appropriate approaches to their
clients.
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CONCLUSIO
N
By teaching supervisee these skills in
supervision, we can model how to use
these same clinical skills with clients.
However, it is important to note that
further development of an empirical base
for supervision processes is needed.
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REFERENCES
1) Bernard, J. and Goodyear, R., 2009. Fundamentals Of Clinical Supervision. 4th ed.

Needham Heights, MA: Allyn & Bacon.
2) Corey, G. (2017). Theory and practice of counseling and psychotherapy. Nelson
Education.
3) Capuzzi, D., & Stauffer, M. D. (2016). Counseling and psychotherapy: Theories and
interventions (6th edition). Alexandria: John Wiley & Sons.
4) Smith, K., 2009. A Brief Summary Of Supervision Models. [ebook] pp.1-10.
Available at: <https://www.marquette.edu/education//brief-summary-of-supervision-
models.pdf
5) Cummings, J. A., Ballantyne, E. C., & Scallion, L. M. (2015). Essential processes for
cognitive behavioral clinical supervision: Agenda setting, problem-solving, and
formative feedback. Psychotherapy, 52(2), 158-
163. https://doi.org/10.1037/a0038712
17
TERIMA KASIH / THANK YOU
www.upm.edu.my
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MANAGEMENT AND SUPERVISION

IN COUNSELING (CPE 5201)

 An intervention provided by a more senior member of a

Janine Bernard and Rodney Goodyear (2014)

 Clinical supervision started as the practice of observing,

 Follows the framework and techniques of the specific

Kendra L. Smith (2009)

Janine Bernard and Rodney Goodyear (2014)

 Cognitive Behavior Therapy (CBT) was pioneered by

David Capuzzi and Mark D. Stauffer (2016)