A relational approach to training and supervision in cognitive psychotherapy

In this article we outline a number of principles and strategies relevant to training and supervision in cognitive psychotherapy from a relational perspective. Although a number of principles are discussed, two emerge as most fundamental. First, it must be remembered that in supervision, as in therapy, everything takes place within a relational context and can only be understood within that context. The supervisor must thus always be monitoring the nature and quality of the relationship with the therapist. Second, supervision should be experiential in nature. This is true both because of the dangers incurred by reifying the therapeutic process, as well as the difficulties incurred when the learning process takes place primarily at a conceptual level.