Clinical Supervision Training for CBT

Here at Newcastle University, we have developed a five-day supervision training for CBT practitioners, which uniquely integrates the national curriculum guidance for supervision (Roth & Pilling, 2007/2015) with the Newcastle Cakestand Supervision Model (NCSM, Armstrong & Freeston, 2006) to support practitioners to develop supervision-specific knowledge, skills and attitudes.

Eligibility criteria for this training

Prior to applicants being accepted onto the training, we undertake a screening for eligibility.

Applicants must be:

  • Minimum of two years post-qualified from a postgraduate diploma training in CBT
  • Currently in clinical practice as a CBT therapist and/or supervisor
  • Hold Practitioner accreditation with BABCP

    Note: previous experience delivering supervision is not required; however, the formative assessment tasks required to complete the course do mean applicants should have the opportunity to practice supervisor skills between training days. It is therefore advisable for applicants to:

  • (a) have current supervisees,
  • (b) have supervisees they can begin working with whilst they undertake the course, and/or
  • (c) have CBT therapist colleagues with whom they can practice during the training.>/p>

    These are necessary conditions to support the development of supervision competency, and to generate material for self-assessment and supervisory supervision discussions on day five of the course.

    • Learning Outcomes

  • Understanding clinical supervision, and its evidence base
  • Establishing and maintaining the supervisory working alliance
  • Establish the needs of supervisees, and shaping supervision goals
  • Developing meaningful supervision contracts and navigating reviews
  • Shaping supervision questions and aligning supervision to needs and goals
  • Incorporating experiential methods into supervision to maximize learning
  • Understanding cultural identity in the context of supervision
  • Understanding and navigating interpersonal processes in supervision
  • Group versus individual supervision delivery

    Course Agenda

    In-person days include multimedia presentations, live skills demonstrations, skills practices and reflective discussion. An online follow-up provides a space for formative feedback and supervisory supervision to help consolidate good practice, and to reflect upon practice-based learning to reduce supervision drift.

    The Trainers

    Matt Stalker

    Matt Stalker is a BABCP-accredited CBT practitioner, supervisor, and trainer, and a Fellow of Advance HE. He has been supervising and training CBT therapists for over a decade, and is an experienced trainer of CBT supervisors, with particular expertise in the Newcastle Cakestand Model of Supervision (NCSM, Freeston & Armstrong, 2006). Matt is an Academic Tutor on the Newcastle PGDip in CBT, where he is the Anxiety Disorders Module Lead, Supervision Lead, and Supervisory Supervisor. He does his clinical work in a tertiary level NHS service for working age adults, and in private practice.

    Stephen Holland

    Stephen Holland is a BABCP-accredited CBT practitioner and a Fellow of Advance HE. He has significant experience of supervising PWPs, HICBT trainees, DClinPsy doctoral students, and qualified therapists. He is the Module Lead for Depression on the PGDip CBT at Newcastle. He has been involved in supervision training for four years and has facilitated workshops for BABCP both on clinical supervision and working with clinical complexity. Stephen's clinical work is primarily in the Psychological Therapies Training and Research Clinic (PTTRC) at Newcastle University, where he is acting Clinical Lead.

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