Creating a Supervision Model that Works for Your Practice

1. Creating a Supervision Model that Works for Your Practice Karin Brauner Counsellor, Supervisor, Coach, Tutor, Content Creator Www.k-brauner-counselling.co.uk/smp www.kbraunercounselling.blog

2. Where did I get the idea for the model? • why I include the 5 theories I chose. • Each model complements the other • In summary, each theory brings something to my way of working • client-therapist dynamics • therapist-supervisor dynamics • client-supervisor dynamics • Being mindful of the trainee’s stage of development • Functions • Supportive • Ethics • CPD

3. Practical aspects • Contracting • Create a safe space • Review progress and issues arising • Ethical and responsibilities of the supervisor, supervisee and client • I believe that these happen naturally, but in theory there isn’t one theory that encompasses all of the qualities, nuances and interactions that make up the supervisory relationship.

4. Hawkins and Shohet - The Seven-Eyed Model of Supervision • My favourite – psychodynamic • Glimpse into the emotional, supportive and developmental side of supervision • Pays attention to the most relevant areas of the therapeutic and supervisory relationship • The other models focus on other aspects – administrative, functional • Most integrated and complete model • the other ones complement it, but the main base for my model is this theory

5. What did the therapist say or do in the session? What did the client say or do in the session? Parallel process: What went on between the client and the therapist in the session? What the therapist communicates about the client. • Direct interactions between client and therapist Hawkins and Shohet • Indirect interactions between the client and supervisor • Supervisor’s reflective practice adds insight to the above points • The therapist works through feelings and thoughts brought up in the session with the client • The way the therapist communicates about the client. • Direct interactions between therapist and supervisor • Context What is going on in the supervision sessions between therapist and supervisor? (parallel process, reviews) Acknowledging and working with the client’s context outside the therapy room, and the therapists working context.

6. Page and Wosket’s Cyclical Model • Used in many areas: for supervising counsellors, coaches, group facilitators, social workers, managers, nurses, educators, trainee supervisors. • 5 areas of focus • Contract – terms agreed between the supervisor and the supervisee/therapist • Focus – what the work is going to be about and howeach session is going to look • Space – reflective, exploratory and developmental work that takes place throughout the process of supervision • Bridge – the way the supervision session allows the supervisee to bring what has been worked on back to the sessions with his/her clients • Review – an opportunity to re-contract and talk about how the supervisory relationship is going, what is working well and what is lacking and needs re-formulating and work.

7. Original model 2000 update of the model • Supervisory Relationship – Contract and Review • Supervisee – Client Relationships (context/environment) – Focus and Bridge • Awareness and Intent of Supervision – The space that develops between these two pairs allows for deeper exploratory work.

8. 2015 update of the model • Pyramid  doesn’t mean that one is more important than the other. • They are all inter-dependent on one another for the supervision process to take place effectively, successfully and ethically. • Personally, I prefer the cyclical rather than the pyramid for this model. It seems to make more sense and encompass so much more.

9. IInskipp and proctor: A functional model • This model links well to Stoltenberg and Delworth’s model in that it assesses the supervisee’s work and development of knowledge and skills; and to Hawkins and Shohet’s model in that it deals with the more relational and personal aspects of the supervisee’s practice. Functions Restorative Normative/managerial Formative/educational

10. Scaife: On Responsibility  Scaife considers the client’s responsibilities as well as the supervisee/therapist and the supervisor.  Responsibility Supervisor client Therapist/Supervisee • To the client • To the supervisee • To the supervisory relationship • To the profession • Safeguarding • * link with the other models (contracting, fitness to practice, support) • The decision to change is with the client • to be motivated to change • to work hard to get to a better place in life • To the client • To themselves (personal development) • To the supervisory relationship • To the profession

11. Stoltenberg and Delworth: A developmental model of supervision • This model focuses on the trainee’s stages of development and how the supervisor can support the trainee at each stage. • This model of supervision is useful when assessing the supervisee’s pace and style of learning, and particularly when the supervisee’s level of development needs to be ascertained. • I feel it only works well if considered on side of other models • Development of awareness of self and clients Aims of supervision • Checking in on motivational levels • Supervisee’s ability to move towards autonomy

12. The aims of supervision are achieved by checking on each of these areas of development • Intervention • Individual differences • Skills competence • Theoretical orientation • Assessment techniques • Treatment goals and plans • Interpersonal assessment • Professional ethics • Client conceptualisation

13. 4 levels of development and support – in the context of supervision! • Beginner • Intermediate • Role of the supervisee – imitate, little experience, dependent on the supervisor; anxiety, insecurity, highly motivated, self-focussed awareness, performance anxiety, difficult to listen to and process information from the session • Role of the supervisor – demonstrate or model needed skills and behaviours, teacher role; safety, containment, support, structure, attentive listening, memory aid, unscheduled/emergency supervision contact, positive feedback, simplify concepts/theory, graded approach to client complexity • Master Counsellor • Advanced