Government policy, like evaluations of clinical practice, indicates the growing importance of supervision in fostering practitioner development and in improving the fidelity of therapies. However, instruments with which to measure competent supervision are often problematic, thereby hampering these key activities (e.g. they are rare, rely on self-ratings by participants, and psychometric data can be limited). To contribute to progress, this paper reviews the current options for measuring competent clinical supervision by means of direct observation, a favoured approach within cognitive behaviour therapy (CBT). We systematically reviewed 10 existing instruments that were designed to observe and quantify competent supervision, focusing on three broad criteria for sound measurement (i.e. an instrument's Design, Implementation, and Yield: DIY). Suggestions for future research on instruments that can fulfil the functions that are provided distinctively through direct observation are outlined.

Clinical supervision is an essential component of psychological work with clients. This article presents views of a group of primary-care mental-health workers on the introduction of clinical supervision. A focus group interview was analysed. The key themes extracted were: the supervisor's approach that provided an educative, safe, boundaried space that allowed exploration, support and validation; the advantages and disadvantages of group supervision; helpful and unhelpful ingredients of supervision; the governance and facilitative functions of supervision; and the dangers inherent in not having supervision for both client and worker. Key recommendations are made encompassing: training in supervision and a psychological approach; encouraging theory–practice consolidation; balancing competency with curiosity; and reviewing supervision regularly. Limitations of the study are also discussed.

The third wave of cognitive behavioural therapies has a developing evidence base and there is an increasing demand for specialist training. However, methods for training clinicians have not yet been evaluated in terms of effectiveness and usefulness. This evaluation seeks to assess: (1) the effectiveness of one-day introductory Acceptance and Commitment Therapy (ACT) workshops for clinicians in a NHS setting in terms of increasing knowledge of ACT; (2) the impact of experiential techniques as a method for delivering ACT training. A total of 73 participants took part in the workshops and completed questionnaires were administered pre-workshop and post-workshop; a further 29 participants completed follow-up questionnaire after 12 months. Participants demonstrated an increase in ACT knowledge, indicated that their interest had been stimulated, viewed the workshop positively and reported that their clinical work had been influenced by the workshop. In terms of the training process, experiential techniques are integral to ACT practice and training. Participants reported that their training experiences and engagement with the training group had not been aversive. Moreover, there was no evidence that participants’ own levels of experiential avoidance had affected training outcomes.