Supervision competences framework Tony Roth

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Supervision competences frameworkTony Roth
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• commissioned by
• IAPT/ CSIP/ Skills for Health
• NHS Education for Scotland

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Developing the framework

• similar methodology as for CBT framework
• evidence-based as far as possible
• though only a small evidence base for link
  between supervision, supervisory technique and
  outcome
• forces greater reliance on professional consensus
• guided by Expert Reference Group

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Methodology

• identified relevant papers, manuals and textbooks
  
• from these sources extracted competences and
  built framework

• synoptic research review
• scoping advice from Expert Reference Group

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Organising competence lists

• undifferentiated competence lists are rarely
  helpful
• an architecture is needed to help users
  navigate through the lists
• model needs to encompass generic supervision and
  supervision of specific applications
• IAPT LI and HI interventions
• other modalities to follow

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Generic Supervision Competences used in any form
of supervision
Specific Supervision competences specific
supervision tasks

Application of supervision to specific models
techniques employed to supervise in a
particular modality
Metacompetences Competencies used by supervisors
to work across all these levels and to adapt
supervision to the needs of each individual
supervisee
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Generic supervision competences

• ability to employ educational principles which
  enhance learning
• ability to form and maintain a supervisory
  alliance
• ability to gauge a supervisees level of
  competence

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Ability to supervise CBT Supervisors expertise
in CBT

• draw on knowledge of principles underpinning
  CBT, personal experience of delivering CBT
• recognition of any limitations in knowledge
  and/or experience
• ability to attend to generic therapeutic skills
  (such as the therapeutic alliance) as well as
  focussing on the development and /or maintenance
  of skills specifically associated with CBT

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Ability to supervise CBT Adapting supervision
to the supervisees CBT training needs

• identify supervisees knowledge and experience of
  CBT model
• identify any discuss any misconceptions that the
  supervisee may hold regarding the CBT
• help supervisee gain direct experience of the CBT
  model by applying its techniques to themselves

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Ability to supervise CBT Structuring
supervision sessions

• An ability to structure supervision sessions in a
  manner which is consonant with the principles of
  CBT therapy
• working with the supervisee to identify a
  mutually agreed agenda for the session and to
  prioritise items for discussion
• reflecting on the application of ideas/issues
  discussed in the previous supervision session

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Ability to supervise CBT Specific content areas
for CBT supervision

• ability to make use of Basic, Specific,
  Problem-Specific behavioural and cognitive
  behavioural skills and techniques in the context
  of a collaborative relationship with the client
• knowledge of behavioural/cognitive behavioural
  case conceptualisation and formulation
• ability to develop (in collaboration with the
  client) an individualised maintenance model that
  can guide therapy

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Ability to supervise CBT Specific supervisory
techniques

• using a range of observational and participative
  methods to develop specific skills in the
  application of CBT techniques e.g.
• listening to and reviewing audio and video
  recordings
• role play
• modelling

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Monitoring the supervisees work

• An ability to use recordings /direct observation
  to monitor the supervisees ability to implement
  CBT techniques
• An ability to use information from
  session-by-session outcome measures to guide the
  supervision agenda
• An ability to formally assess the supervisees
  CBT competences using appropriate instruments

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Using the framework

• map of competences represents

• a curriculum for supervisor training
• a procedure for identifying competent practice