Hostname: page-component-cd9895bd7-dk4vv Total loading time: 0 Render date: 2024-12-27T04:40:56.676Z Has data issue: false hasContentIssue false
  • English
  • Français

Video feedback in CBT supervision: review and illustration of two specific techniques

Published online by Cambridge University Press:  14 October 2016

Craig J. Gonsalvez ,
Robert Brockman  and
Hamish R. M. Hill
Craig J. Gonsalvez*
Affiliation:
School of Social Sciences & Psychology, University of Western Sydney, Australia
Robert Brockman
Affiliation:
Graduate School of Health, University of Technology Sydney, Australia
Hamish R. M. Hill
Affiliation:
School of Psychology, University of Wollongong, Australia
*
*Author for correspondence: Professor C. J. Gonsalvez, School of Social Sciences and Psychology, University of Western Sydney, Locked Bag 1797, Penrith 2751, Australia (email: [email protected])
Get access Rights & Permissions [Opens in a new window]

Abstract

There is now expert consensus that directly observing the work of trainee therapists vs. relying upon self-report of sessions, is critical to providing the accurate feedback required to attain a range of competencies. In spite of this expert consensus however, and the broadly positive attitudes towards video review among supervisees, video feedback methods remain under-utilized in clinical supervision. This paper outlines some of the weaknesses that affect feedback based solely on self-report methods, before introducing some of the specific benefits that video feedback methods can offer the training and supervision context. It is argued that video feedback methods fit seamlessly into CBT supervision providing direct, accessible, effective, efficient and accurate observation of the learning situation, and optimizing the chances for accurate self-reflections and planning further improvements in performance. To demonstrate the utility of video feedback techniques to CBT supervision, two specific video feedback techniques are introduced and described: the Give-me-5 technique and the I-spy technique. Case examples of CBT supervision using the two techniques are provided and explored, and guidance as to the supervision contexts in which each of the two techniques are suitable, individually, and in tandem, are outlined. Finally, best practice guidelines for the use of video feedback techniques in supervision are outlined.

Keywords

CBT supervisionobservational techniques in supervisionsupervision methodssupervision techniquesvideo feedback
Type
Special Issue: International Developments in Supporting and Developing CBT Supervisors
Information
the Cognitive Behaviour Therapist , Volume 9 , 2016 , e24
Copyright
Copyright © British Association for Behavioural and Cognitive Psychotherapies 2016 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Recommended follow-up reading

Gonsalvez, CJ (2014). Establishing supervision goals and formalising a supervision agreement: a competency-based approach. In: Wiley Blackwell International Handbook of Clinical Supervision, 1st edn (ed. Watkins, C. L. & Milne, D. L.), pp. 282–307. Chichester: Wiley.Google Scholar
Reiser, RP (2014). Supervising cognitive and behavioural therapies. In: Wiley Blackwell International Handbook of Clinical Supervision, 1st edn (ed. Watkins, C. L. & Milne, D. L.), pp. 493–517. Chichester: Wiley.CrossRefGoogle Scholar

References

Bernard, JM, Goodyear, RK (2009). Fundamentals of Clinical Supervision, 4th edn. Upper Saddle River: Pearson Education.Google Scholar
Bennett-Levy, J, Butler, G, Fennell, M, Hackmann, A, Mueller, M, Westbrook, D (eds). (2004). Oxford Guide to Behavioural Experiments in Cognitive Therapy. New York: Oxford University Press.CrossRefGoogle Scholar
Blackburn, I-M, James, IA, Milne, DL, Baker, C, Standart, S, Garland, A, Reichelt, FK (2001). The revised Cognitive Therapy Scale (CTS-R): psychometric properties. Behavioural & Cognitive Psychotherapy 29, 431–446.CrossRefGoogle Scholar
Clark, DM (2005). A cognitive perspective on social phobia. In: The Essential Handbook of Social Anxiety for Clinicians (ed. Crozier, W. R. & Alden, L. E.), pp 193–218. Chichester: Wiley.Google Scholar
Crews, J, Smith, MR, Smaby, MH, Maddux, CD, Torres-Rivera, E, Casey, JA, Urbani, S (2005). Self-monitoring and counseling skills: skill-based versus interpersonal process recall training. Journal of Counseling and Development 83, 78–85.Google Scholar
Daniels, TG, Rigazio-DiGilio, SA, Ivey, AE (1997). Microcounseling: a training and supervision paradigm for the helping professions. In: Handbook of Psychotherapy Supervision (ed. Watkins, C. E. Jr.), pp. 277–295. New York: Wiley.Google Scholar
Deane, FP, Gonsalvez, C, Blackman, R, Saffioti, D, Andresen, R (2015). Issues in the development of e-supervision in professional psychology: a review. Australian Psychologist 50, 241–247.Google Scholar
Efstation, JF, Patton, MJ, Kardash, CM (1990). Measuring the working alliance in counselor supervision. Journal of Counseling Psychology 37, 322–329 Google Scholar
Falender, CA, Shafranske, EP (2004). Clinical Supervision: A Competency-based Approach pp. 37–58. Washington, DC: American Psychological Association.Google Scholar
Falender, CA, Shafranske, EP (2007). Competence in competency-based supervision practice: construct and application. Professional Psychology: Research and Practice 38, 232–240.CrossRefGoogle Scholar
Follette, WC, Callaghan, GM (1995). Do as I do, not as I say: a behavior-analytic approach to supervision. Professional Psychology - Research & Practice 26, 413–421.Google Scholar
Gonsalvez, CJ (2014). Establishing supervision goals and formalising a supervision agreement: a competency-based approach. In: Wiley Blackwell International Handbook of Clinical Supervision, 1st edn (ed. Watkins, C. L. & Milne, D. L.), pp. 282–307. Chichester: Wiley.Google Scholar
Gonsalvez, CJ, Calvert, F (2014). Competency-based models of supervision: principles and applications, promises and challenges. Australian Psychologist 49, 200–208.CrossRefGoogle Scholar
Gonsalvez, CJ, Crowe, T (2014). Evaluation of psychology practitioner competence in clinical supervision. American Journal of Psychotherapy 68, 177–193.Google Scholar
Gonsalvez, CJ, Crowe, T (2015). Board approved supervisor training Part 2: Skills based training workshop. Supervisor Training Manual. Melbourne: Australian Psychological Society.Google Scholar
Gonsalvez, CJ, McLeod, HJ (2008). Toward the science-informed practice of clinical supervision: the Australian Context. Australian Psychologist 43, 79–87.Google Scholar
Gonsalvez, CJ, Oades, LG, Freestone, J (2002). The objectives approach to clinical supervision: Towards integration and empirical evaluation. Australian Psychologist 37, 68–77.CrossRefGoogle Scholar
Gordon, MJ (1991). A review of the validity and accuracy of self-assessments in health professions training. Academic Medicine 66, 762–769.CrossRefGoogle ScholarPubMed
Gunn, JE (2007). Supervisee attachment: relationship to the alliance and disclosure in supervision (Doctoral disseration). Available from ProQuest Dissertations and Theses database (ID No. 304839374).Google Scholar
Gunn, JE, Pistole, M (2012). Trainee supervisor attachment: explaining the alliance and disclosure in supervision. Training & Education in Professional Psychology 6, 229–237.CrossRefGoogle Scholar
Haggerty, G, Hilsenroth, MJ (2011). The use of video in psychotherapy supervision. British Journal of Psychotherapy 27, 193–210.CrossRefGoogle Scholar
Hallett, CE (1997). Learning through reflection in the community: the relevance of Schon's theories of coaching to nursing education. International Journal of Nursing Studies 34, 103–110.Google Scholar
Hantoot, MS (2000). Lying in psychotherapy supervision: why residents say one thing and do another. Academic Psychiatry 24, 179–187.CrossRefGoogle Scholar
Hill, HRM, Crowe, TC, Gonsalvez, CJ (2015). Reflective dialogue in clinical supervision: a pilot study involving collaborative review of supervision videos. Psychotherapy Research. Published online: 6 February 2015. doi:http://dx.doi.org/10.1080/10503307.2014.996795.Google Scholar
Huhra, RL, Yamokokski-Maynhart, CA, Prieto, LR (2008). Reviewing videotape in supervision: a developmental approach. Journal of Counseling & Development 86, 412–418.Google Scholar
James, IA, Allen, K, Collerton, D (2004). A post-hoc analysis of emotions in supervision: a new methodology for examining process features. Behavioural and Cognitive Psychotherapy 32, 507–513.Google Scholar
Kagan, H, Kagan, N (1997). Interpersonal process recall: influencing human interaction. In: Handbook of Psychotherapy Supervision (ed. Watkins, C. E. Jr.), pp. 421–446. New York: Wiley.Google Scholar
Koestner, R, Otis, N, Powers, TA, Pelletier, L, Gagnon, H (2008). Autonomous motivation, controlled motivation, and goal progress. Journal of Personality 76, 1201–1229.Google Scholar
Kolb, D (1984). Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Prentice Hall, Englewood Cliffs.Google Scholar
Ladany, N, Hill, CE, Corbett, MM, Nutt, EA (1996). Nature, extent, and importance of what psychotherapy trainees do not disclose to their supervisors. Journal of Counseling Psychology 43, 10–24.Google Scholar
Lewin, K (1946). Action research and minority problems. Journal of Social Issues 2, 34–46.Google Scholar
Liese, SB, Beck, JS (1997). Cognitive therapy supervision. In: Handbook of Psychotherapy Supervision (ed. Watkins, C. E.), pp. 114–133. New York: Wiley.Google Scholar
McManus, F, Rakovshik, S, Kennerley, H, Fennell, M, Westbrook, D (2012). An investigation of the accuracy of therapists’ self-assessment of cognitive-behaviour therapy skills. British Journal of Clinical Psychology 51, 292–306.Google Scholar
Milne, D (2009). Evidence-based Clinical Supervision. Chichester: BPS Blackwell.Google Scholar
Milne, DL, Leck, C, Choudhrie, NZ (2009). Collusion in clinical supervision: literature review and case study in self-reflection. The Cognitive Behaviour Therapist 2, 106–114.CrossRefGoogle Scholar
Milne, DL, Reiser, R (2011). Observing competence in CBT supervision: a systematic review of the available instruments. The Cognitive Behaviour Therapist 4, 89–100.Google Scholar
Muslin, HL, Thurnblad, RJ, Meschel, G (1981). The fate of the clinical interview: an observational study. American Journal of Psychiatry 138, 822–825.Google Scholar
Padesky, CA (1996 a). Developing cognitive psychotherapist competency: teaching and supervision models. In: Frontiers of Cognitive Therapy (ed. Salkovskis, P. M.), pp. 266–292. New York: Guilford.Google Scholar
Padesky, CA (1996 b). Guided discovery using socratic dialogue. DVD Resource (http://www.padesky.com).Google Scholar
Psychology Board of Australia (2015). Guidelines for area of practice endorsement (http://www.psychologyboard.gov.au/Endorsement/Registrar-program.aspx).Google Scholar
Reichelt, S, Skjerve, J (2000). Supervision of inexperienced therapists: a qualitative analysis. The Clinical Supervisor 19, 25–43.Google Scholar
Reiser, RP (2014). Supervising cognitive and behavioural therapies. In: Wiley Blackwell International Handbook of Clinical Supervision, 1st edn (ed. Watkins, C. L. & Milne, D. L.), pp. 493–517. Chichester: Wiley.Google Scholar
Roter, DL, Larson, S, Shinitzky, H, Chernoff, R, Serwint, JR, Adamo, G, Wissow, L (2004). Use of an innovative video feedback technique to enhance communication skills training. Medical Education 38, 145–157.Google Scholar
Roth, AD, Pilling, S (2008). A competence framework for the supervision of psychological therapies (http://www.ucl.ac.uk/clinical-psychology/core/competence_frameworks.htm).Google Scholar
Rousmaniere, T (2014). Using technology to enhance clinical supervision and training. Wiley-Blackwell International Handbook of Clinical Supervision. Chichester: Wiley Publishers.Google Scholar
Schön, DA (1995). The Reflective Practitioner: How Professionals Think in Action. Aldershot: Arena.Google Scholar
Taylor, RJ, Gonzales, F (2005). Communication flow and change theory within a family therapy supervision model. Contemporary Family Therapy: An International Journal 27, 163–176.CrossRefGoogle Scholar
Townend, M, Iannetta, L, Freeston, MH (2002). Clinical supervision in practice: a survey of UK cognitive behavioural psychotherapists accredited by the BABCP. Behavioural and Cognitive Psychotherapy 30, 485–500.Google Scholar
Wainwright, NA (2010). The development of the Leeds Alliance in Supervision Scale (LASS): A brief sessional measure of the supervisory alliance (unpublished doctoral thesis). University of Leeds (http://etheses.whiterose.ac.uk/id/eprint/1118).Google Scholar
Wallace, CJ, Nelson, CJ, Liberman, RP, Aitchison, RA, Lukoff, D, Elder, JP, Ferris, C (1980). A review and critique of social skills training with schizophrenic patients. Schizophrenia Bulletin 6, 42.Google Scholar
Watkins, CE Jr. (1997). Reflections on contemporary psychotherapy practice, research, and training. Journal of Contemporary Psychotherapy 27, 5–22.Google Scholar
Submit a response

Comments

No Comments have been published for this article.