Module code: PSYM083

Module provider


Module Leader

TIBBLES P Dr (Psychology)

Number of Credits


ECTS Credits



FHEQ Level 7

JACs code


Module cap (Maximum number of students)


Module Availability

Year long

Overall student workload

Independent Study Hours: 70

Assessment pattern

Assessment type Unit of assessment Weighting

Alternative Assessment


Prerequisites / Co-requisites

At least one of the following three: A practitioner psychologist (clinical, counselling, educational, occupational, health, forensic) eligible to be registered with the Health and Care Professions Council and to register as a specialist in cognitive behaviour therapy with the BPS Psychological Therapies register. A qualified cognitive-behavioural psychotherapist or counsellor eligible to be registered with the UKCP, BABCP or BACP. Qualification in a relevant profession with training in psychology at an undergraduate and/or postgraduate level (teaching, medicine, nursing, human resources, social work, occupational therapy) and eligible to register as a cognitive behaviour therapist with the UKCP, BABCP or BACP. All those following this pathway should be qualified professionals with two years post-qualification experience who have given supervision and consultation and who as part of their employment will be able to use a cognitive behavioural approach when supervising and consulting to others.

Module overview

This core module aims to support the development of the skills and competencies needed when supervising cognitive behavioural therapy (CBT) and consulting to others using a cognitive behavioural approach. CBT is primarily concerned with alleviating individual distress identified as resulting from specific psychological disorders, and this aspect of the cognitive behavioural approach to supervision will be explored and related to the research evidence. This module must be done in conjunction with module PSYM037.


This module cannot be purchased as an independent CPD module. It must be carried out in conjunction with module PSYM037.

Module aims

To develop the competencies involved in the direct supervision of Cognitive Behaviour Therapy practice with individuals, couples and groups

Develop the competencies involved in reviewing supervisees' retrospective accounts of therapy, and review of audio and video recordings of CBT practice

Develop the competencies involved in facilitating supervisees' to use CBT formulation and to enable supervisees to practice using a range of CBT techniques

Be able to consider service user and carer involvement in the process of supervision

Learning outcomes

Attributes Developed
1 Identify supervisees' knowledge, experience and training needs
2 Structure supervision in a manner consistent with the principles of CBT, including through the use of a mutually agreed agenda
3 Teach specific CBT techniques and skills
4 Monitor supervisees work using a range of methods e.g. video recordings, direct observation, role play
5 Assess the supervisees CBT competencies using appropriate instruments
6 Demonstrate the competencies and skills needed to supervise CBT practice with individuals, couples and groups
7 Demonstrate the competencies required to critically appraise personal practice as a supervisor
8 Incorporate service user and carer views in the process of supervision
9 Supervise CBT practice across a range of psychological difficulties of varying complexity

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Module content

1. The student supervisors/consultants will set up a supervision/consultation project in their work context.

2 The supervisor in training on two occasions during Year One will either be visited by a University staff member at the project placement or submit two audio-visual recording of a whole supervision session. During placement meetings, an additional 30 minutes will be required for pre-session discussion, and an additional 30 minutes for post-session discussion.

3. Student supervisors/consultants will meet regularly at the University for micro-skills training, and for training in, and consolidating the use of theoretical concepts as a training tool.

4. Each student supervisor/consultant will be part of an e-discussion group and or part of a consulting trio.

Methods of Teaching / Learning

A mix of experiential and didactic methods, to include: small group work, micro-skills teaching; simulations, seminars, role plays, and review of audio-visual recordings. SurreyLearn will be used by students to access some of this material and to join a discussion group.

Assessment Strategy

The summative assessment for this module consists of:

A portfolio of supervision and consultation practice is submitted at the end of Year One. The portfolio should highlight the student supervisor’s/consultant’s development in their critical understanding and application of CBT thinking, the development of supervision competencies, and the development of an understanding and utilization of the interface between the personal and the professional. The portfolio should contain relevant examples. Examples of feedback should be included in the portfolio.

Evaluation of practice is undertaken on two occasions. This is done either by a placement visit or review of an audio-visual recording of a whole supervision session plus covering explanatory notes. The first evaluation will assess early progress and identify further developmental goals, and the second occurs towards the end of the training and will focus on the capacity to adapt and change to feedback. Feedback supervisees/consultees should be obtained/included and integrated with critical self-evaluation from the student supervisor. The supervisee/consultee feedback should be documented by the student supervisor using assessment forms specifically designed for the project. A mark of 50% or above must be obtained to pass. 

Formative assessment and feedback

The proposed project should be discussed with the Programme Coordinator who will indicate whether the project would be suitable for the module. This formative assignment does not carry a mark. Feedback only is given.

Reading list


Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2018/9 academic year.