Hostname: page-component-5b777bbd6c-w9n4q Total loading time: 0 Render date: 2025-06-18T20:04:39.554Z Has data issue: false hasContentIssue false
  • English
  • Français

Supervisees’ evaluations of a structured video-supervision technique

Published online by Cambridge University Press:  14 May 2025

Dominik Henrich Open the ORCID record for Dominik Henrich [Opens in a new window] ,
Julia A. Glombiewski  and
Saskia Scholten Open the ORCID record for Saskia Scholten [Opens in a new window]
Dominik Henrich*
Affiliation:
Department of Clinical Psychology and Psychotherapy, University of Kaiserslautern-Landau (RPTU), Landau, Germany
Julia A. Glombiewski
Affiliation:
Department of Clinical Psychology and Psychotherapy, University of Kaiserslautern-Landau (RPTU), Landau, Germany
Saskia Scholten
Affiliation:
Department of Clinical Psychology and Psychotherapy, University of Kaiserslautern-Landau (RPTU), Landau, Germany
*
Corresponding author: Dominik Henrich; Email: d.henrich@rptu.de
Get access Rights & Permissions [Opens in a new window]

Abstract

Abstract

Video-recordings are considered crucial for effective supervision, but empirical evidence is limited. We thus conducted a naturalistic study to assess supervisees’ evaluations of a structured video-supervision technique (‘Give Me 3’ [GM3]) compared with video-supervision as usual (VSAU) and supervision based on self-report (SAU). Twenty-four participants in postgraduate training in cognitive behavioural therapy conducted each supervision method and provided quantitative ratings of supervision satisfaction. A subsample of nine trainees participated in semi-structured qualitative interviews. Repeated-measure ANOVAs revealed no difference in post-session ratings of supervisees’ satisfaction with supervision. Retrospective comparisons of the three supervision methods resulted in significant differences in perceived effort and comfort but not in usefulness. The qualitative interviews suggested that the supervisees generally appreciated the benefits of video-supported supervision, while evaluations of GM3 and VSAU were mixed. VSAU and GM3 both appeared to have distinct advantages which might enrich supervision if aligned with the therapeutic context and supervisees’ goals.

Key learning aims

  1. (1) How does trainees’ supervision satisfaction differ between supervision with or without the review of video-recorded therapy sessions?

  2. (2) Is structured video-supervision perceived by trainee supervisees as being more satisfactory than unstructured video-supervision?

  3. (3) How do supervisees perceive the differences between structured versus unstructured (video)supervision? When is each method deemed most useful?

Keywords

psychotherapy trainingsupervision satisfactionvideo-supervision
Type
Original Research
Information
the Cognitive Behaviour Therapist , Volume 18 , 2025 , e25
Copyright
© The Author(s), 2025. Published by Cambridge University Press on behalf of British Association for Behavioural and Cognitive Psychotherapies

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Further reading

Alfonsson, S., Lundgren, T., & Andersson, G. (2020). Clinical supervision in cognitive behavior therapy improves therapists’ competence: a single-case experimental pilot study. Cognitive Behaviour Therapy, 49, 1–14. https://doi.org/10.1080/16506073.2020.1737571 CrossRefGoogle ScholarPubMed
Gonsalvez, C. J., Brockman, R., & Hill, H. R. M. (2016). Video feedback in CBT supervision: review and illustration of two specific techniques. the Cognitive Behaviour Therapist, 9. https://doi.org/10.1017/S1754470X1500029X CrossRefGoogle Scholar
Haggerty, G., & Hilsenroth, M. J. (2011). The use of video in psychotherapy supervision. British Journal of Psychotherapy, 27, 193–210. https://doi.org/10.1111/j.1752-0118.2011.01232.x CrossRefGoogle Scholar

References

Aafjes-van Doorn, K., Liu, A., & Kamsteeg, C. (2022). Video recorded treatment sessions for professional development. Counselling Psychology Review, 37, 4–20. https://doi.org/10.53841/bpscpr.2022.37.1.4 CrossRefGoogle Scholar
Alfonsson, S., Lundgren, T., & Andersson, G. (2020). Clinical supervision in cognitive behavior therapy improves therapists’ competence: a single-case experimental pilot study. Cognitive Behaviour Therapy, 49, 1–14. https://doi.org/10.1080/16506073.2020.1737571 CrossRefGoogle ScholarPubMed
Amerikaner, M., & Rose, T. (2012). Direct observation of psychology supervisees’ clinical work: a snapshot of current practice. The Clinical Supervisor, 31, 61–80. https://doi.org/10.1080/07325223.2012.671721 CrossRefGoogle Scholar
Aveline, M. (1992). The use of audio and videotape recordings of therapy sessions in the supervision and practice of dynamic psychotherapy. British Journal of Psychotherapy, 8, 347–358. https://doi.org/10.1111/j.1752-0118.1992.tb01198.x CrossRefGoogle Scholar
Bearman, S. K., Schneiderman, R. L., & Zoloth, E. (2017). Building an evidence base for effective supervision practices: an analogue experiment of supervision to increase EBT fidelity. Administration and Policy in Mental Health and Mental Health Services Research, 44, 293–307. https://doi.org/10.1007/s10488-016-0723-8 CrossRefGoogle ScholarPubMed
Bennett-Levy, J. (2006). Therapist skills: a cognitive model of their acquisition and refinement. Behavioural and Cognitive Psychotherapy, 34, 57–78. https://doi.org/10.1017/S1352465805002420 CrossRefGoogle Scholar
Bernard, J. M., & Goodyear, R. K. (2019). Fundamentals of Clinical Supervision (6th edn). Pearson.Google Scholar
Brown, E., Moller, N., & Ramsey-Wade, C. (2013). Recording therapy sessions: what do clients and therapists really think? Counselling & Psychotherapy Research, 13, 254–262. https://doi.org/10.1080/14733145.2013.768286 CrossRefGoogle Scholar
Carpenter, K. M., Cheng, W. Y., Smith, J. L., Brooks, A. C., Amrhein, P. C., Wain, R. M., & Nunes, E. V. (2012). ‘Old dogs’ and new skills: how clinician characteristics relate to motivational interviewing skills before, during, and after training. Journal of Consulting and Clinical Psychology, 80, 560–573. https://doi.org/10.1037/a0028362 CrossRefGoogle ScholarPubMed
Daniel, L., Borders, L. D., & Willse, J. (2015). The role of supervisors’ and supervisees’ mindfulness in clinical supervision. Counselor Education and Supervision, 54, 221–232. https://doi.org/10.1002/ceas.12015 CrossRefGoogle Scholar
Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*Power 3: a flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175–191. https://doi.org/10.3758/bf03193146 CrossRefGoogle Scholar
Foa, E. B., McLean, C. P., Brown, L. A., Zang, Y., Rosenfield, D., Zandberg, L. J., Ealey, W., Hanson, B. S., Hunter, L. R., Lillard, I. J., Patterson, T. J., Rosado, J., Scott, V., Weber, C., Wise, J. E., Zamora, C. D., Mintz, J., Young-McCaughan, S., & Peterson, A. L. (2020). The effects of a prolonged exposure workshop with and without consultation on provider and patient outcomes: a randomized implementation trial. Implementation Science, 15, article 1. https://doi.org/10.1186/s13012-020-01014-xCrossRefGoogle Scholar
Gonsalvez, C. J., Brockman, R., & Hill, H. R. M. (2016). Video feedback in CBT supervision: review and illustration of two specific techniques. the Cognitive Behaviour Therapist, 9. https://doi.org/10.1017/S1754470X1500029X CrossRefGoogle Scholar
Gossman, M., & Miller, J. H. (2012). ‘The third person in the room’: recording the counselling interview for the purpose of counsellor training – barrier to relationship building or effective tool for professional development? Counselling & Psychotherapy Research, 12, 25–34. https://doi.org/10.1080/14733145.2011.582649 CrossRefGoogle Scholar
Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough?: an experiment with data saturation and variability. Field Methods, 18, 59–82. https://doi.org/10.1177/1525822X05279903 CrossRefGoogle Scholar
Guillemin, F., Bombardier, C., & Beaton, D. (1993). Cross-cultural adaptation of health-related quality of life measures: literature review and proposed guidelines. Journal of Clinical Epidemiology, 46, 1417–1432. https://doi.org/10.1016/0895-4356(93)90142-n CrossRefGoogle ScholarPubMed
Haggerty, G., & Hilsenroth, M. J. (2011). The use of video in psychotherapy supervision. British Journal of Psychotherapy, 27, 193–210. https://doi.org/10.1111/j.1752-0118.2011.01232.x CrossRefGoogle Scholar
Hartmann, A., Leonhart, R., Hermann, S., Joos, A., Stiles, W. B., & Zeeck, A. (2013). Die Evaluation von Therapiesitzungen durch Patienten und Therapeuten: Faktorstruktur und Interpretation des SEQ-D [The evaluation of therapy sessions by patients and therapists: factor structure and interpretation of the SEQ-D]. Diagnostica, 59, 45–59. https://doi.org/10.1026/0012-1924/a000078 CrossRefGoogle Scholar
Henrich, D., Glombiewski, J. A., & Scholten, S. (2023). Systematic review of training in cognitive-behavioral therapy: summarizing effects, costs and techniques. Clinical Psychology Review, 102266. https://doi.org/10.1016/j.cpr.2023.102266 CrossRefGoogle ScholarPubMed
Henrich, D., Glombiewski, J. A., & Scholten, S. (2024). The use of video in supervision: is it all about social norm? Training and Education in Professional Psychology. https://doi.org/10.1037/tep0000491 CrossRefGoogle Scholar
Henrich, D., Scholten, S., & Glombiewski, J. A. (2020). The evaluation of structured video-feedback in psychotherapy supervision. https://aspredicted.org/blind.php?x=INF_LXE Google Scholar
Herzog, P., Kube, T., & Rubel, J. (2023). Why some psychotherapists benefit from feedback on treatment progress more than others: a belief updating perspective. Clinical Psychology: Science and Practice, 30. https://doi.org/10.1037/cps0000174 Google Scholar
Huhra, R. L., Yamokoski-Maynhart, C. A., & Prieto, L. R. (2008). Reviewing videotape in supervision: a developmental approach. Journal of Counseling & Development, 86, 412–418. https://doi.org/10.1002/j.1556-6678.2008.tb00529.x CrossRefGoogle Scholar
Kuckartz, U., & Rädiker, S. (2022). Die inhaltlich strukturierende qualitative Inhaltsanalyse [The structuring qualitative content analysis]. In Qualitative Inhaltsanalyse. Methoden, Praxis, Computerunterstützung (5th edn, pp. 129–155). Beltz.Google Scholar
Miller, W. R., Yahne, C. E., Moyers, T. B., Martinez, J., & Pirritano, M. (2004). A randomized trial of methods to help clinicians learn motivational interviewing. Journal of Consulting and Clinical Psychology, 72, 1050–1062. https://doi.org/10.1037/0022-006X.72.6.1050 CrossRefGoogle ScholarPubMed
Monson, C. M., Shields, N., Suvak, M. K., Lane, J. E. M., Shnaider, P., Landy, M. S. H., Wagner, A. C., Sijercic, I., Masina, T., Wanklyn, S. G., & Stirman, S. W. (2018). A randomized controlled effectiveness trial of training strategies in cognitive processing therapy for posttraumatic stress disorder: impact on patient outcomes. Behaviour Research and Therapy, 110, 31–40. https://doi.org/10.1016/j.brat.2018.08.007 CrossRefGoogle ScholarPubMed
O’Donovan, A., & Kavanagh, D. J. (2014). Measuring competence in supervisees and supervisors. In The Wiley International Handbook of Clinical Supervision (pp. 458–467). John Wiley & Sons. https://doi.org/10.1002/9781118846360.ch22 CrossRefGoogle Scholar
Reese, R. J., Usher, E. L., Bowman, D. C., Norsworthy, L. A., Halstead, J. L., Rowlands, S. R., & Chisholm, R. R. (2009). Using client feedback in psychotherapy training: an analysis of its influence on supervision and counselor self-efficacy. Training and Education in Professional Psychology, 3, 157–168. https://doi.org/10.1037/a0015673 CrossRefGoogle Scholar
Routon, M. (2016). A phenomenological inquiry of counseling trainees’ experiences of reviewing video-recorded psychotherapy sessions in supervision (Publication No. 2017-19722-091) [Doctoral Dissertation, Fielding Graduate University]. ProQuest Information & Learning.Google Scholar
Stiles, W. B. (1980). Measurement of the impact of psychotherapy sessions. Journal of Consulting and Clinical Psychology, 48, 176–185. https://doi.org/10.1037/0022-006X.48.2.176 CrossRefGoogle ScholarPubMed
Stiles, W., Reynolds, S., Hardy, G., Rees, A., Barkham, M., & Shapiro, D. (1994). Evaluation and description of psychotherapy sessions by clients using the session evaluation questionnaire and the session impacts scale. Journal of Counseling Psychology, 41, 175–185. https://doi.org/10.1037/0022-0167.41.2.175 CrossRefGoogle Scholar
Stirman, S. W., Pontoski, K., Creed, T., Xhezo, R., Evans, A. C., Beck, A. T., & Crits-Christoph, P. (2017). A non-randomized comparison of strategies for consultation in a community-academic training program to implement an evidence-based psychotherapy. Administration and Policy in Mental Health and Mental Health Services Research, 44, 55–66. https://doi.org/10.1007/s10488-015-0700-7 CrossRefGoogle Scholar
Stoltenberg, C. D., & McNeill, B. W. (1997). Clinical supervision from a developmental perspective: research and practice. In Handbook of Psychotherapy Supervision (pp. 184–202). Wiley.Google Scholar
Strozier, A. L., Kivlighan, D. M. Jr, & Thoreson, R. W. (1993). Supervisor intentions, supervisee reactions, and helpfulness: a case study of the process of supervision. Professional Psychology: Research and Practice, 24, 13–19. https://doi.org/10.1037/0735-7028.24.1.13 CrossRefGoogle Scholar
Sumerel, M. B., & Borders, L. D. (1996). Addressing personal issues in supervision: impact of counselors’ experience level on various aspects of the supervisory relationship. Counselor Education and Supervision, 35, 268–286.Google Scholar
Topor, D. R., AhnAllen, C. G., Mulligan, E. A., & Dickey, C. C. (2017). Using video recordings of psychotherapy sessions in supervision: strategies to reduce learner anxiety. Academic Psychiatry, 41, 40–43. https://doi.org/10.1007/s40596-016-0605-0 CrossRefGoogle ScholarPubMed
Wampold, B. E., & Owen, J. (2021). Therapist effects: history, methods, magnitude, and characteristics of effective therapists. In Bergin and Garfield’s Handbook of Psychotherapy and Behavior Change (7th edn, pp. 297–326). John Wiley & Sons, Inc.Google Scholar
Weck, F., Junga, Y. M., Kliegl, R., Hahn, D., Brucker, K., & Witthöft, M. (2021). Effects of competence feedback on therapist competence and patient outcome: a randomized controlled trial. Journal of Consulting and Clinical Psychology, 89, 885–897. https://doi.org/10.1037/ccp0000686 CrossRefGoogle ScholarPubMed
Weck, F., Kaufmann, Y. M., & Witthöft, M. (2017). Topics and techniques in clinical supervision in psychotherapy training. the Cognitive Behaviour Therapist, 10, 1–17. https://doi.org/10.1017/S1754470X17000046 CrossRefGoogle Scholar
Weck, F., Maaß, U., Paunov, T., Heinze, P. E., & Kühne, F. (2024). Clinical supervision based on video vs. verbal report: a randomized controlled trial. Cognitive Behaviour Therapy. https://doi.org/10.1080/16506073.2024.2434016 CrossRefGoogle ScholarPubMed
Wittenborn, A. K., Subramaniam, S., Morgan, P. C., & Tseng, C. (2022). Effects of adding video feedback to emotionally focused therapy supervision: a concurrent multiple-baseline across subjects design. Journal of Marital and Family Therapy. https://doi.org/10.1111/jmft.12586 CrossRefGoogle Scholar
Worthen, V. E., & Isakson, R. L. (2003). Enhancing supervisory relationships [Paper presentation]. American Psychological Association, 111th Annual Conference, Toronto, ON, Canada. https://eric.ed.gov/?id=ED479919 Google Scholar
Zarbock, G., Drews, M., Bodansky, A., & Dahme, B. (2009). The evaluation of supervision: construction of brief questionnaires for the supervisor and the supervisee. Psychotherapy Research, 19, 194–204. https://doi.org/10.1080/10503300802688478 CrossRefGoogle ScholarPubMed
Supplementary material: File

Henrich et al. supplementary material

Henrich et al. supplementary material
Download Henrich et al. supplementary material(File)
File 57.7 KB
Submit a response

Comments

No Comments have been published for this article.