Karen Hodgson UKCP Reg. Psychotherapist & EMDR Europe Consultant
I offer EMDR supervision and supervision for integrative orientations which reflect my approach as a therapist. These include:-
Marital/Relational and Psycho-sexual Therapy
I have a Diploma in Casework Supervision (2002) and I am an EMDR Europe Accredited Consultant.
My personal supervisory philosophy
- My belief is that supervisors: must be professionally credible, trusted and possess attitudes and skills that promote the professional development of the supervisee. A skilled supervisor does not necessarily need to be an expert in the Supervisee’s field.
- The supervisory relationship will require the supervisor to perform a number of different functions. These include the role of teacher, mentor, facilitator, reviewer, monitor, therapist, evaluator, trainer and professional representative.
I consider that the responsibilities of the supervisor are:-
- to receive their own supervision
- to prepare for the supervision session
- to be reliable and ensure protected time
- to maintain the boundaries of supervision
- to understand the principles, process and benefits of Supervision
- to treat practitioners with respect even when there are disagreements
- to be a skilled, experienced and updated practitioner in their field
- to be honest about own limitations and to know when to encourage specialist professional/personal help
- to be objective and clear about what is expected professionally
- to be honest and trustworthy
- to constructively chatllenge any behaviour or values which the Supervisee displays or talks about which gives concern about practice, development or use of supervision
- to respect and encourage the professional autonomy of the Supervisee
- to understand the process and challenge of changing practice
- to be able to make interventions with sensitivity and clarity
- to be able to describe and analyse the content of a Supervision session and
- to promote the maintenance of good standards of practice
- to keep records of the session content
I consider that the responsibilities of the supervisee include:
- asserting thenself in negotiating decisions regarding the selection of a Supervisor, and the content of the Supervision Contract.
- making adequate preparation for the supervision sessions by identifying issues for reflection
- accepting responsibility for outcomes in terms of personal development and for any actions taken in practice as a result of the sessions
- protecting time for supervision by giving the appointment a high priority, and turning up punctually.
- being open to challenge, not interpreting challenges as personal attacks or discriminatory practice.
- giving feedback to the supervisor re: their facilitation, i.e. what has been the most helpful, during the supervisory process or identifying gaps where they require additional help.
- to reflect upon their work with clients, become more aware of their reaction she and responses; understand how they and their clients are interacting; look st other ways of working.
- using the time to reflect in depth, and in detail regarding issues affecting professional and clinical practice and avoiding non-productive conversation.
- Paying for cancelled sessions in full without 48 hours prior notice under an circumstances.
Model of supervision
I adopt the components of the Inskipp and Proctor Model (1993). These components include:
Educative: focusing on development of skills and reflection of practice based experience.
Supportive: supporting personal wellbeing and self development by encouraging awareness, maintaining boundaries and emotional distance.
Professional: focusing on accountability and quality of care or activity practiced by the supervisee. Encouraging awareness of blind spots and prejudices and ensuring the highest professional standards are upheld.
I also consider Shulman’s (1994) key concepts to be relevant to the supervisory process. These concepts may include for example:-
- promoting the importance of contracting throughout the supervisory process. This composes of several skills such as sharing a sense of purpose with the supervisee and discussing mutual obligations and expectations relating to the supervisor’s authority.
- being able to ‘tune in’ and be empathic.
- using skillful intervention
- ensuring that the supervisee is aware that as supervisors and as clinicians we are not totally responsible for outcomes -just our contributions to the process-
Inskipp, F. Proctor, B. (1993) The Art, craft and tasks of Counselling supervision, making the most of supervision. Cascade Publications.
Shulman, L. (1994). Educational Function of Supervision. In Interactional Supervision (pp. 155-201). Washington DC: NASW Press.