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Cognitive Supervision Model

and Cognitive Behavioral Supervision

Fundamentals of Clinical Supervision: Chapter 2 and Becoming an Effective Supervisor: Chapter 3

  • Behavioral Therapy
  • Cognitive Therapy
  • Behavioral Cognitive Therapy

Cognitive Behavioral Model

4 Common Propositions for CBT Supervision

1. Purpose of supervision is to teach good therapy skills and eliminate inappropriate behavior. It is not about innate personality traits, but learned skills.

2. Supervision is training the supervisee to develop and continue to refine the specific skills necessary for working with clients through an organized system of tasks.

3. Therapy skills can be measured as "behaviorally definable"

4. Supervision sessions are based upon "learning theory" procedures. (consultation as opposed to authoritarian learning methods)

  • CHECK-IN:
  • Supor greets and assesses the Supee's feelings: rapport, "ice breaker"
  • AGENDA SETTING:
  • Encourage Supee to initiate what will be worked on in session, with Supor's input
  • BRIDGE FROM PREVIOUS SESSION:
  • Review and discussion on what was learned from previous session
  • INQUIRY:
  • Update progress of cases, discuss and inquire about previous cases
  • REVIEW OF HOMEWORK:
  • Primary focus of session is this collaboration between Supor and Supee.
  • Discuss readings, assignments or research
  • Adjust techniques, learn new skills
  • PRIORITIZATION AND DISCUSSION OF AGENDA ITEMS
  • Supor's largest role: Review taped sessions, role-playing, and teaching of new skills
  • Get Supee's feedback on questions and concerns
  • ASSIGN NEW HOMEWORK
  • Tasks and assignments geared toward further development of Supee's knowledge and skills
  • SUPERVISOR'S CAPSULE SUMMARIES
  • Supor's reflection on progress so far
  • highlight important elements, summarize the session and discuss Supee's work
  • ELICIT FEEDBACK FROM SUPERVISEE:
  • Let Supee respond to the session with any feedback
  • or questions on what was learned

Cognitive Behavioral Therapy: CBT

  • Behavioral modification and cognitive therapies combined
  • Based upon premise that human beings are thinking, rational creatures who can change their emotional responses and behaviors (A T Beck)
  • Sessions are structured, and educational

CBT Supervisors Role

  • Correct supervisee faulty thinking or misunderstandings about a case
  • Set the agenda for each supervising session
  • Cooperate with supervisee in setting homework assignments
  • Assess learning, scaffolding and building upon previous sessions
  • Have educational role but both "supor" and "supee" have responsibility for goals of the session
  • Create a safe place for supee to learn

Summary Cognitive Behavioral Model of Supervision

Behavior Therapy

  • Behavior results from learning. Therapy is based upon observations and operant conditioning (Pavlov) (B F Skinner)
  • through specific goals, application plans, and objective evaluations of data.
  • Therapist has a "teaching" role.
  • Not necessarily a personal relationship but there is a "working relationship" between therapist and client.
  • Founded as rebellion against psychoanalytic therapies

Cognitive Therapy and Behavioral Therapy were two different models of therapy.

Supervisee Role

Jocelyn Anderson

Chapter Presentation #1Cognitive

Clinical Supervision: 5542

September 7, 2016

Cognitive Therapy

  • CBT is an "empirically validated" model
  • including assessment and monitoring of progress
  • specific interventions result in specific results (with clients and supees)
  • CBT Supors more actively involved in monitoring and assessing Supees
  • Supors encouraged to review recordings of Supee's sessions with clients in order to teach
  • Cognitive or "Rational-emotive" (RET) therapy is interested in how thinking, particularly "irrational" thinking, or negative "self-talk" that affects cognition
  • Belief systems affect emotional behavior
  • Therapist (supervisor) has a teacher role, and clients must practice techniques and assignments to change irrational thinking
  • Promoted by Dr. Albert Ellis
  • Cooperate with Supor in learning how faulty thinking affects therapeutic skills
  • Learn how cognitions influence working with clients
  • Learn how to use the cognitive behavioral model in working with clients
  • Honestly review personal reactions in previous sessions with clients with goal to improving or modifying irrational reactions and faulty thinking (taped sessions)
  • example of unhelpful thoughts:
  • "I must be the best intern" or "My Supervisor thinks I can't do this" or "I'm a total failure"

Additional Reading:

Kindsvatter, A., Granello, D. H., & Duba, J. D. (2008). Cognitive techniques

as a means for facilitating supervisee develoment. Counseling and

Student Affairs, 47, 179-192.

Prasko, J., Vyskocilova, J., Slepecky, M. & Novotny, M. (2011). Principles of

supervision in cognitive behavioural therapy. Biomed Pap Med Fac Univ

Palacky Olomouc Czech Repub, 155, 1-10. doi:10.5507/bp.2011.022

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