Try Person-centred Supervision
I wish to create a nurturing environment based upon unconditional positive regard, warmth, safety and trust. These are the Person-centred conditions for transformative change.
I am outlining the Person-centred Supervision which I offer. It reflects my personal ethos and theory of my preferred model of counselling. I trust the supervisee’s resources for personal and professional growth. We are all in a process of evolving. The supervisee has the capacity to be self-directing and inherently growthful in their personal intention.
I believe that for Person-centred Supervision to be truly effective the supervisee needs to find themselves able to speak about their practice and themselves as a person and a practitioner in collaborative dialogue. I listen with respect and interest and curiosity to the other’s theoretical stance.
Uses of Person-centred Supervision
A primary purpose in any supervision is to focus on the therapeutic relationship with the client. To that end I offer an opportunity to explore and ‘enhance the therapeutic value of the counselling process’. This includes personal and professional development issues and any matters which help expand self-awareness
I also consider supervision an opportunity for appreciation of the person as well as the practice and the therapeutic relationship. Discussion will evaluate and share problem solving. I hope that we can both celebrate successes in counselling practice and be open to challenges in which growth can take place.
Working with Difference
Issues of power, gender, sex and sexuality in the therapeutic relationship are likely to (and I might say should) present themselves in our awareness. We are likely to explore understanding of cultural, racial and ethnic diversity and working with other differences. Depending on clients, we will investigate a range of psychopathology and how to respond in practice.
Also we may work with metaphor and embodied emotions.
Ethical Practice in Person-centred Supervision
We will consider the application of ethics in practice.
I would advise against creating dual relationships. Dual relationships cloud judgement and affect the integrity of the relationship and work. Therefore I too avoid doing this.
We have a shared responsibility to view therapeutic practice from a theoretical standpoint and professional, cultural and contextual perspective, including moral and legal standards.
Keeping confidentiality and anonymity with the information shared with me is paramount. However, there can be times when we may be called upon to disclose certain information. I have terms of service which outline the limits of this confidentiality. For example, where I would be breaking the law not to disclose knowledge of intent to harm others. I am also mindful that placements have policies to safeguard especially where the safety of children or vulnerable adults are concerned.
In my personal supervisory consultation I will be sharing anonymised information about my supervisees. It’s important that I remind you of this. Confidentiality in Counselling
Working with Counselling Trainees
I can support trainees on the Diploma in Counselling course or Batchelor of Counselling and Psychotherapy course. The process helps you to become a more reflective practitioner. It helps in evaluative reflection both with aspects of self and self-other interactions in counselling practice. You increase your ability to articulate your work.
A Developmental Process
For counselling trainees, I regard you as a practitioner in-the-making. Therefore, I am also mindful of issues of power in the relationship, recognising this imbalance is often present. Sometimes, for example, it might be necessary for me to encourage conversation which includes ethical thinking around the supervisee’s practice. I work to the B.a.c.p. Code of Ethics and the U.K.C.P. Ethical Framework. It is important for me to keep an overview of the work of any supervisee. This is for the wellbeing and emotional safety of the client. Finally, there will be a report to be written by the supervisor towards your course.
For Both Qualified Practitioners and Trainees
Overall, I will listen for the practitioner’s belief in the human capacity for growth (Humanistic belief in actualising tendency). This can be identified as the ‘individual’s ability to make healthy choices’.
Importantly I consider the client and if they are receiving “necessary and sufficient” (Rogers, C. 1957) therapeutic interventions. This does mean that I use a level of evaluation in my thinking as part of my supervisory presence. In doing that I am being mindful of the welfare of the client. This includes considering the client’s emotional and physical safety and listening for any elements of risk for the client and the trainee too.
We are likely to consider interpersonal phenomena and intrapersonal reactions as information for possible responses to clients.
Furthermore, I might be attentive to references to the development of psychological problems/difficulties. I might hear from a Person-centred perspective the concept of “conditions of worth” and how this affects the development of the self-concept and loss of contact with the organismic self.
All of the above is not a definitive list. I am limited by the nature of a website for marketing purposes.