An N = 1 evaluation of enhanced CBT supervision.
BACKGROUND
Clinical supervision plays an essential role in the development of mental health professionals and is increasingly viewed as a discrete professional specialization. However, research has rarely addressed core issues such as the measurement and manipulation of clinical supervision, so there are very few direct comparisons between the different supervision methods.


OBJECTIVE
To operationalize two related approaches, cognitive-behavioural (CBT) and evidence-based clinical supervision (EBCS), demonstrate their fidelity, and then evaluate their relative effectiveness in facilitating the experiential learning of one supervisee.


METHODS
Within a multiple-baseline, N = 1 design, we rated audiotapes of supervision on a competence rating scale.


RESULTS
Findings generally favoured the EBCS approach, which was associated with higher fidelity by the supervisor and increased engagement in experiential learning by the supervisee.


CONCLUSIONS
This preliminary but novel evaluation indicated that CBT supervision could be enhanced. Implications follow for supervisor training and a more rigorous N = 1 evaluation.
Newcastle University, UK. d.l.milne@ncl.ac.uk
Derek L
DL
Milne
Robert P
RP
Reiser
Tom
T
Cliffe
D000328:Adult; D015928:Cognitive Behavioral Therapy / Q000193:education* / Q000379:methods; D003155:Community Mental Health Centers; D055317:Evidence-Based Practice; D005260:Female; D019983:Guideline Adherence; D006801:Humans; D007318:Inservice Training; D008297:Male; D001523:Mental Disorders / Q000628:therapy; D008611:Mentors; D018794:Problem-Based Learning; D011361:Professional Competence; D013038:Specialization