Evidence-Based CBT Supervision (eBook)

Principles and Practice

Derek L. Milne (Autor)

eBook Download: EPUB

2017 | 2. Auflage
John Wiley & Sons (Verlag)
978-1-119-10760-6 (ISBN)

Infos

New edition of a distinctive guide to clinical supervision, for all who work in the mental health field

Evidence-Based CBT Supervision offers an evidence-based perspective of particular interest to CBT supervisors working within mental health. It integrates the author's extensive professional experience with relevant theories, empirical knowledge derived from the latest research, and guidance from other leaders in the field. First published as Evidence-Based Clinical Supervision, the Second Edition puts the emphasis more firmly on a cognitive-behavioral approach, clarifying as never before a CBT orientation to the subject. It also incorporates more information on the restorative function of supervision (supporting supervisors emotionally), and draws on findings and methods for developing professional expertise.

Founded on the author's long-term involvement in painstaking programmatic research, this book offers an original, scholarly, systematic, and constructive guide for fostering evidence-based supervision in mental health care. It features a manual with video demonstrations and supervision guidelines, and includes many useful ideas and recommendations for all those involved in supervision, not just trainers and supervisors. The author also spells out how the evidence base informs his companion book, the more practical and training-focused Manual for Evidence-Based CBT Supervision (Milne & Reiser, 2017).

Bringing applied science to supervision, Evidence-Based CBT Supervision offers an expert's guide to the critical business of making clinical supervision work within modern mental health services.

DEREK L. MILNE is a former Director of the Newcastle University Doctorate in Clinical Psychology training programme. In addition to practicing for 33 years as a clinical psychologist within the National Health Service and teaching within Higher Education, he has been a coach, supervisor, supervisor trainer, supervision researcher, and organizational consultant. He is the co-editor of The Wiley International Handbook of Clinical Supervision, and co-author of A Manual for Evidence-Based CBT Supervision.

Inhalt

About the Author vii

Preface viii

Acknowledgements xiii

1 Recognizing Supervision 1

2 Understanding Supervision 24

3 Reframing Supervision 52

4 Relating in Supervision 89

5 Applying Supervision 118

6 Learning from Supervision 163

7 Supporting and Guiding Supervision 201

8 Developing Supervision 243

9 Concluding Supervision 279

References 301

Index 335

Textauszug

Preface

Preface to the First Edition

One of the fascinating aspects of writing this book on evidence-based clinical supervision (EBCS) has been to experience the interplay between theory and practice in clinical supervision at a personal level, as if writing this book was one great big learning exercise. This came about because I adopted the evidence-based practice framework, a broad approach to problem-solving which required me to repeatedly adopt alternating and rather different ways of understanding supervision. As a result, I spent a year revolving around an extensive experiential learning cycle, during the time that was devoted to preparing this book. Much of this period was occupied with discussions with experts in clinical supervision, in order to develop guidelines and to continue my own research programme. But there was also the protracted process of studying relevant theories and research findings in a particularly systematic way, whilst preparing and submitting some of the articles that are embedded within this book for peer review, in relation to publishing in scientific journals. This personal journey of discovery can be seen explicitly in some passages of the book (e.g. in Chapters 3 and 9), where my grasp of similar approaches, such as cognitive-behaviour therapy (CBT) supervision, challenged my assumption that EBCS was a distinct approach. Ultimately, I reasoned that EBCS was sufficiently distinctive to merit its own brand name. For example, by comparison with CBT supervision, EBCS has a wider range of theoretical roots, entails working explicitly with the supervisee's emotional material, draws systematic analogies with related literatures (especially staff development and therapy process–outcome research), and has broader objectives than CBT (e.g. educational goals, especially the development of ‘capability’). I appreciated that these apparent distinctions may simply be differences of emphasis, as there would appear to be nothing in EBCS that is fundamentally contrary to CBT supervision. But careful scrutiny of the evidence from observations of CBT supervision and surveys of CBT supervisors indicated that EBCS really was different (Milne, 2008a). By the end of my year's adventure, I came to view EBCS as subsuming CBT supervision, as well as a range of related supervision models. This is largely due to its integrative, ‘bigger picture’ approach (i.e. seeking out the core psychological and social factors within supervision, based on a fairly general search). Indeed, the original title for this book was The Psychology of Supervision. Thus, I believe that EBCS is unique, but affords a suitable way of revitalizing CBT and related approaches to clinical supervision (i.e. modern professional practice; applied science).

The book aims to provide clinical supervisors, and those who support them, with the best-available evidence to guide their work (which is assumed to be primarily CBT in Britain), as practised within the mental health field. This includes empirical knowledge derived from the latest research, and guidance from expert consensus. Such material addresses the ‘restorative’ and ‘normative’ functions of supervision, but priority is given to the supervisor's ‘formative’ or educative role. The resultant material was also sifted and sorted by drawing on my 25 years of relevant experience, moderated by regular interaction with colleagues with a similar investment in developing supervision (at conferences, workshops, etc.). This includes the detailed feedback I received from the referees and editors of scientific and professional journals, as a result of submitting much of the original material in this book as research papers for peer review. Taken together, these aims and methods are intended to address a paradox in the supervision field. This is that, despite its manifest importance, supervision is a sorely neglected topic. As Watkins (1997) has put it, ‘something does not compute’ (p.604). This paradox has been a spur to my work, as reported in this book.

Based on this evidence-based process of attempting to make things compute, Chapter 1 reviews how supervision has been defined to date, offering a more rigorous definition, derived from a systematic review of 24 recent studies of effective clinical supervision. I describe this particular review approach, the best-evidence synthesis (and continue to draw on it in subsequent chapters). I also question the conventional historical account, which identifies Freud as the first to explicitly utilize and report clinical supervision. Rather, applying the definition of supervision precisely and delving into pre-Freudian history, it seems to me that the Ancient Greeks got there first (again!). Chapter 2 summarizes the main types of models (conceptual frameworks) that are intended to help us understand supervision. They are mainly ones that are either based explicitly on therapies (where CBT is a strong example), or on developmental models, or are supervision-specific ones. In Chapter 3, I draw on these models to propose my own EBCS approach, which (following a critical review) then colours the remainder of the book. The important role of the learning alliance in supervision is recognized in Chapter 4, alongside some challenges to its creation and maintenance (i.e. the ‘rupture and repair’ cycle; power dynamics). The first of my four EBCS guidelines is introduced here. These guidelines were designed following the National Institute for Health and Care Excellence (NICE) methodology, but revised as necessary to make the approach as relevant as possible to supervision (what we termed the NICE(R) guideline development procedure). Over a hundred clinical supervisors and tutors helped to refine these guidelines. Chapter 5 sets out the supervision cycle, namely: conducting a learning needs assessment; negotiating the objectives (learning contract); utilizing different methods of supervision; and evaluating progress. Three EBCS guidelines are introduced in this chapter, as it is the heart of routine supervision. All four guidelines are part of the EBCS training manual, which is accessible from www.wiley.com/go/milne2e. The EBCS model has been represented physically as a tandem, according to which reasoning the front wheel of the bike is controlled by the supervisor. This then casts the rear wheel (and the back seat) as the supervisee's province, set out as the Kolb (1984) experiential learning cycle. Chapter 6 details this cyclical process, furnishing supportive evidence and illustrating how supervisees are essential collaborators in the business of supervision. But this tandem duo are insufficient to develop and maintain effective supervision within complex workplace systems, so Chapter 7 reviews the ways in which supervision can be supported, especially through the dominant intervention of supervisor training. Chapter 8 returns to the task of evaluation, offering the ‘fidelity framework’ as a coherent, step-wise way to view and practise the evaluation of supervision. Implementation issues are also addressed, in order to increase the likelihood that evaluation serves a useful purpose. In the ninth and concluding chapter I tease out the main principles of EBCS, adding reflective commentaries where there is unfinished business, such as the overlap between EBCS and CBT supervision, and I offer a specification for career-long supervision.

The method I've used to tackle these chapters has also been CBT compatible, as in adopting the evidence-based practice model (Roth & Fonagy, 1996), then using it as a framework to guide a process of scholarly review, featuring:

• critically analysing and constructively re-synthesizing the research literature;
• integrating research findings with knowledge from textbooks and from formal consensus statements by experts;
• relating this knowledge-base to the contexts in which supervision occurs (e.g. organizational and professional influences on supervision);
• reviewing the nature and effectiveness of supervisor training and support arrangements;
• comparing closely related approaches to supervision; and
• auditing the fidelity of supervision, and evaluating its results.

This method enabled me to draw out numerous practical implications, and to summarize a comprehensive approach to supervision as an applied psychological science. As a result, I believe that this book is original yet accessible, detailed yet coherent, critical yet constructive. It offers a rounded rationale and a systematic guide for evidence-based supervision, and, more generally, it offers a way of making the vital business of supervision ‘compute’ (Watkins, 1997). I hope that you will also enjoy the experience of discovery, as you read the book.

Preface to the Second Edition

It gives me great pleasure to present this new edition, which includes a substantial body of additional research findings that have been published since the 2009 edition. This literature has greatly strengthened and enriched the contents of this second edition (e.g. regarding measurement tools), broadening the content to reflect the growing field of clinical supervision. It is stronger because the research literature has continued to grow, sometimes buttressed by expert consensus (e.g. competence-based supervision; evidence-based training; outcome monitoring procedures). It is broader by incorporating far more on the restorative function of supervision (i.e. supporting supervisors emotionally), and by drawing on the expertise...

Produkt-Details

• Erscheint lt. Verlag: 26.7.2017
• Reihe/Serie: BPS Textbooks in Psychology
• Reihe/Serie: BPS Textbooks in Psychology
• Reihe/Serie: BPS Textbooks in Psychology
• Sprache: englisch
• Themenwelt: Geisteswissenschaften ► Psychologie ► Klinische Psychologie
• Themenwelt: Medizin / Pharmazie ► Gesundheitsfachberufe
• Themenwelt: Medizin / Pharmazie ► Medizinische Fachgebiete ► Psychiatrie / Psychotherapie
• Schlagworte: action research foundation • and current research • CBT (cognitive-behavioral therapy approach) • CBT supervision in the mental health field • Clinical psychology • cognitive-behavioral therapy approach • Cognitive behavioral therapy (CBT) • continuing professional development (CPD) for supervisors • critical review of literature • Definition of CBT supervision • Derek L • distance learning for clinical supervisors • effective mental health services</p> • Evidence-Based CBT Supervision • evidence-based practice • Evidence from expert consensus • Klinische Psychologie • Kognitive Verhaltenstherapie • <p>Clinical supervision • Milne • n=1 studies • Practice guidance for evidence-based CBT supervision • Principles of evidence-based CBT supervision • proven approach • Psychologie • Psychology • relevant theory • Systematic reviews • training clinical supervisors
• ISBN-10: 1-119-10760-1 / 1119107601
• ISBN-13: 978-1-119-10760-6 / 9781119107606