Karen Hodgson UKCP Reg. Psychotherapist & EMDR Europe Consultant
I offer EMDR supervision and supervision. These include:-
I have a Diploma in Casework Supervision (2002).
I am an EMDR Europe Accredited Consultant, (Accredited 2012/Consultant 2016).
My personal supervisory philosophy:-
- My belief is that supervisors: must be professionally credible, trusted and possess attitudes and skills that promote the professional and personal development of the supervisee.
- The supervisory relationship will require the supervisor to perform a number of different functions. These include the role of mentor, facilitator, reviewer, monitor, evaluator, trainer, and professional representative. Supervision also needs to encourage therapeutic presence, connection and transparency, e.g. connecting to what I am experiencing in myself when listening and working with supervisees and their casework.
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.