The authors defend the case of supervision, which has only been recently introduced in France although it is not part of initial or continuing education for psychologists, psychiatrists, or psychotherapists. The success of psychotherapy in general depends on the ability of the therapist; supervision is a key element in helping psychotherapists develop essential competences. Despite a high level of competency, all psychotherapists encounter difficulties, which they may qualify as failures in the psychotherapeutic process with patients. Understanding failures and attempting to overcome them can often advance a therapist's skills. Supervision provides a place for therapists to consider their practice and abilities, within the context of a safe and positive relationship with a competent supervisor. While there is no simple definition of supervision, considering the valued competencies of psychotherapists provides a sound basis for establishing a supervisory experience. Many argue that supervision in CBT has its own specificity; the authors suggest that the main aspect of this is the provision of a model, a vital element to the learning process, inherent to the approach in CBT. Training of supervisors thus follows a similar pattern to initial training in psychotherapy: fundamental skills developed through role-playing and careful observation of interactions. The French and Swiss CBT Associations (AFTCC and ASPCo) provide training for supervision. The Swiss have established a clearly defined process of supervision that plays a part in both initial and continuing education; the French are currently working on this. Measures exist in French to help evaluate therapists and their attitudes; essential to providing good supervision. The authors conclude in underlining the fact that supervision provides not only good practice guidelines and assistance in further developing competency, but also provides a good model for therapists in their approach to self-care and stress reduction.