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.

中文翻译：

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实习认知行为治疗师需要从临床监督中获得什么来培养他们与精神病患者合作的技能？定性分析

摘要

背景

临床监督被认为对培养合格的心理治疗师至关重要。虽然有效的心理治疗培训的证据仍然很少，但有一些支持监督的作用和受训者进步中的体验式学习周期。尽管对精神病认知行为疗法 (CBTp) 的需求不断增长，但没有研究调查过熟练治疗实践所必需的 CBTp 监督的组成部分。

方法

我们完成了对来自 11 名实习 CBTp 治疗师的 385 个监督问题的定性主题分析。

结果

分析产生了三个主题——知识/内容（什么？）问题；程序/过程（如何？）问题；和课程要求/评估方法（培训）问题。什么？在 20 周的监督中问题减少了，如何？自始至终都提出了问题，并且在学术截止日期之前增加了培训问题。主题分析还表明，积极的实验（体验式学习周期的最后阶段）可能会从监督实践中省略。

讨论

这些结果表明，在培训治疗师为精神病患者提供高质量 CBT 时，CBTp 监督应优先考虑知识、程序学习和积极实验。