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Lookup NU author(s): Dr Chiara Lombardo, David Milne
Background: The importance Of Supervision is increasingly recognized, yet it remains little understood, impairing research and practice. Specifically, the CBT supervision model provides a relatively "heartless" account of professional development, which may undermine its effectiveness. Method: A theoretical review of emotions in supervision and learning is provided, to summarize relevant theoretical and empirical literature. The objectives are to clarify the role of emotions in CBT supervision, and to use this understanding to outline an emotionally-attuned model, illustrating its application to two critical aspects of CBT supervision (the development of a learning alliance and enhancing professional competence). Conclusion: The reviewed literature (theory and research evidence) supports the explicit and systematic incorporation of emotions into CBT Supervision. Conceptually, this call be achieved by integrating Lazarus's (1991) general theory of emotion with the CBT model. The illustrations of this augmented model indicate its value ill understanding and managing both the "rupture-repair" cycle that call affect the supervisory alliance, and the "deskilling-development" pattern that appears to be necessary for the acquisition of competence. We propose that CBT supervision might usefully be guided by our expanded model, as this affords greater internal consistency and may be more effective educationally.
Author(s): Lombardo C, Milne D, Proctor R
Publication type: Article
Publication status: Published
Journal: Behavioural and Cognitive Psychotherapy
Year: 2009
Volume: 37
Issue: 2
Pages: 207-219
Date deposited: 16/03/2011
ISSN (print): 1352-4658
ISSN (electronic): 1469-1833
Publisher: Cambridge University Press
URL: http://dx.doi.org/10.1017/S135246580900513X
DOI: 10.1017/S135246580900513X
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