How does online CBT supervision affect collaboration?
CBT supervision is the primary method used to maximize the development and competence of cognitive-behavioral therapists. (Bernard & Goodyear, 2009) It is essential to the integrity of the psychotherapy profession. Supervision enables therapists to continually learn and improve, thereby enhancing their professionalism in conducting therapy. It is an essential part of the overall training in psychotherapy through which psychotherapists become certified.
CBT supervision is a separate activity from teaching and counseling, although some features are similar. It is similar to teaching in the sense that both approaches aim to impart knowledge. However, supervision in this case has a stronger practical aspect, stemming from the need for specific difficulties in working with patients, rather than from a set curriculum.
It is worth mentioning that psychotherapeutic work subjected to supervision increases the therapist’s reflectiveness on current processes in working with the client. It contributes to greater flexibility and openness, directly counteracting the syndrome of professional burnout. It also affects core beliefs and motivations, and even redefines the role of being a “helper.”
Collaboration – a working alliance
Collaboration during the CBT supervisionprocess is a very important part of the competence enhancement process. Without a clear understanding and a sense of security, the supervision process is much less effective. Gnilka et al. (2012), based on 1,000 empirical studies, argues that a strong alliance is one of the best predictors of successful supervision. The working alliance model for supervision was developed by E. S. Bordin in 1983. A working alliance consists of goals, objectives and bonds. Goals are change outcomes that the supervisor and supervisee have mutually agreed upon. Bordin (1983) argues that goal formulation is a collaborative process between the supervisor and the supervisee in which they negotiate goals until a mutual agreement is reached. In addition, goal formulation should take into account the individual needs and developmental level of the therapist. Both parties jointly agree on the tasks that the supervisee will perform to achieve the set goals.
The supervisor and psychologist also jointly agree on how the supervisee will provide feedback based on the task performed. In addition, both the supervisor and the supervisee can easily evaluate the effectiveness, due to the fact that the goals are clearly formulated. The level of working alliance can be measured using the Supervisor Working Alliance Inventory (SWAI), which consists of a 23-item scale for the supervisor and a 19-item scale for the supervisee.
Building a strong alliance between supervisor and therapist is crucial, especially when the parties establish a long-distance relationship and work online. Given the principles of creating a working alliance, online CBT supervision should follow the same protocol as for supervision taking place in the office. Is online cbt supervision able to provide the same working standards? Does it affect the level of working alliance between supervisor and supervisee?
CBT online supervision
Modern trends, increased access to technology allows to ensure the availability of education for psychologists and psychotherapists, being in different locations in Poland and around the world. Online supervision increases accessibility to professional development, with minimal effort and time savings. Cook and Doyle’s (2002) study found no significant difference in the level of working alliance for online CBT supervision versus in-office cognitive-behavioral supervision . Their results showed that all subscales and total scores were higher in the online sample (Cook & Doyle, 2002). There is evidence that online learning, particularly learning with a reflective component, can be equally (and sometimes even more) effective than face-to-face learning (Jones, 2015; Oliaro & Trotter, 2010). Communication via the Interenet does not negatively affect working alliance building and the learning process.
Therefore, online communication provides a great opportunity for professionals’ professional development, contributing to increased competence and bridging the gap in the availability of expertise.
CBT online group supervision
The challenges and issues associated with online supervision are similar to those experienced by any group, during the group supervision process. These can include managing processes, accommodating group dynamics and behaviors, ensuring equal participation, managing various overt and covert expectations, challenges of building trust and alliance in group supervision. Benefits of cbt online group supervision can include: increased opportunity for reflection and exploration; greater confidentiality, less opportunity to talk outside of the group process taking place; greater accountability to professional standards and codes of ethics. Online tools allow for creative teaching, strengthen professional networks, reducing the sense of isolation among therapists (Bailey, Bell, Kalle, & Pawar, 2014).
Literature:
- Bordin, E. S. (1983). A working alliance based model of supervision. The Counseling
Psychologist, 11(1), 35-42. - Bernard, J. M., & Goodyear, R. K. (2009). Fundamentals of clinical supervision (4th ed.). Upper
Saddle River, NJ: Merrill. - Bailey, Bell, Kalle, & Pawar (2014) Journal of Social Work Practice: Psychotherapeutic Approaches in Health, Welfare and the Community Restoring Meaning to Supervision Through a Peer Consultation Group In Rural Australia