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P-1163 - Principles of Supervision in Cognitive Behavioural Therapy

Published online by Cambridge University Press:  15 April 2020

J. Prasko ,
J. Vyskocilova ,
M. Slepecky  and
M. Novotny
J. Prasko
Affiliation:
Department of Psychiatry, University Hospital Olomouc, Medical Faculty, University Palacky Olomouc, Olomouc, Czech Republic
J. Vyskocilova
Affiliation:
Department of Psychiatry, University Hospital Olomouc, Medical Faculty, University Palacky Olomouc, Olomouc, Czech Republic
M. Slepecky
Affiliation:
Outpatient Psychiatric and Psychology Department, ABC Institute, Liptovsky Mikulas, Slovak Republic
M. Novotny
Affiliation:
Outpatient Psychiatric and Psychology Department, Psychosocial Center Jesenik, Jesenik, Czech Republic

Abstract

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Psychotherapy requires clinical supervision. This is systematic guidance of a therapist by a supervisor. Inevitably, there is a question of training new high-quality therapists. This is related to supervision of their basic training. Later, it is important to provide an opportunity for lifelong supervision throughout the entire psychotherapeutic practice.

Method

PUBMED data base was searched for articles using the key words “supervision in CBT”.

Results

The task of supervision is to increase the value of the therapeutic process in the client's best interest. Supervision is educational process in the truest sense of the word, including an opportunity to select one's own supervisor. This is a very important procedural aspect since the therapist identifies with his/her supervisor, either consciously or unconsciously. Establishing the supervisor-supervisee relationship is based on principles similar to those in the therapeutic relationship. There is important parallel reflecting the therapist-client relationship. This is because any changes in the supervisory process are analogically transferred onto the therapist-client relationship. Additionally, supervision is oriented towards increasing the therapist's competencies. The CBT therapist's basic skills involve good theoretical knowledge, professional behaviour towards clients, ability to use specific therapeutic strategies for maintaining the therapeutic relationship, sensitivity to parallel processes and accomplishment of changes, and adherence to ethical norms. Given the fact that during supervision, the supervisee may be in any stage of his/her training, supervision must take into consideration where the therapist is in his/her training and development and what he/she has or has not learnt.

Supported

By IGA MZ CR NT 11047-4/2010.

Type
Abstract
Information
European Psychiatry , Volume 27 , Issue S1: Abstracts of the 20th European Congress of Psychiatry , 2012 , pp. 1
Copyright
Copyright © European Psychiatric Association 2012
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