In the process of supervision you become better at what you do in order to help your clients more effectively 

What is psychotherapeutic supervision?

Psychotherapeutic supervision consists of the developmental work of a psychotherapist under the supervision of a supervisor with considerable experience and specialist education.

This form of cooperation is intended for psychotherapists at all stages of their professional development, who work with clients on a daily basis and want to improve their professional skills. We help them to achieve their goals by supporting them as counsellors, facilitators and consultants. 

Supervision Superwizja Nowe Widoki
Supervision K Maruszewska Superwizja Nowe Widoki

I offer an intimate and confidential setting, supporting your development as a professional. I tailor the cognitive-behavioural supervision programme to your needs and the goals we mutually agree upon. Meetings incorporate a variety of educational methods, including experiential elements that foster active learning and skill development.

I see CBT supervision as an extremely valuable process that should be planned, systematic, and above all – conducive to achieving your goals. I offer individual and group supervision, which psychotherapists can count towards the hours needed to renew the CBT certificate.

I have many years of therapeutic and diagnostic experience. I work in cognitive-behavioural therapy and schema therapy.

Basic objectives of supervision

¹ per: Kennerley H., Clohessy S. (2010) Becoming a supervisor w: Mueller M., Kennerley H., McManus F., Westbrook D. (Eds) The Oxford Guide to Surviving as a CBT Therapist, Oxford: OUP
Supervision Nowewiodki Superwizja Pasja Nowe Widoki

Questions that may be useful in preparing for supervision

1. Has a conceptualisation of cognitive behavioural therapy (CBT) and the resulting treatment plan for the client been developed?
If not, the development of such a plan may be a useful question for supervision.

2. Are you following the conceptualisation and resulting treatment plan?
If not, a supervision question might be to think about what is stopping you from implementing the treatment plan, perhaps influenced by your own beliefs or some characteristic or behaviour of the client.

3. Do you have the knowledge and skills to implement the required treatment?
If not, it may be worthwhile using supervision to gain specific knowledge, practice the necessary skills or get advice on where to go to achieve this.

4. Is the client’s response to therapy as expected?
If not, it is worth using supervision to reflect on areas that may be blocking progress.

5. If all the above responses are satisfactory, what else might be hindering the therapeutic process?
Supervision may need to consider other factors, for example, problems in the therapeutic relationship, a conceptualisation that needs some modification or consideration of the need to incorporate new therapeutic interventions. 

² per: Padesky C.A. Rozwijanie kompetencji poznawczych terapeutów: Teaching Supervision Models. w: Salkovskis P.M., Ed. (1996) Frontiers of Cognitive Therapy, Guilford Press, London.
Supervision K Maruszewska Superwizja Nowe Widoki

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