Abstract
Abstract Eleven cognitive behaviour therapy (CBT) trainees in Scotland were interviewed regarding their experiences of clinical supervision and its impact on their skill development. Using thematic analysis, the authors developed four main themes: Linking Theory to Practice, Mirroring CBT in Supervision, The Expert Supervisor, and Trainees’ Reluctance to Give Negative Feedback. Clinical supervision was essential in helping trainees to link theory to practice; particularly through audio recordings, discussing formulations, and modelling and role-play. A CBT-specific approach to supervision and a CBT expert supervisor were also identified as valuable to learning. Trainees were reluctant to give negative feedback to supervisors, fearing negative consequences. The findings inform supervision practice. Key learning aims Readers of this paper will be able to: (1) Describe trainees’ most valued elements of CBT supervision. (2) Determine key learning methods in CBT supervision. (3) Explain the value of modality specific CBT supervision. (4) Articulate the context of supervision in CBT training and consider mutual feedback as a method to address identified challenges.
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