Supervisor Karen Hodgson UKCP & BACP Psychotherapist EMDR Consultant

Karen Hodgson UKCP & BACP Psychotherapist EMDR Consultant

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Chorley
Lancashire
PR7

Penrith
Cumbria
CA10 3BJ

0759 5509 053

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I offer EMDR supervision and supervision for integrative orientations which reflect my approach as a therapist. These include:-

Person-centred Therapy
Psychodynamic Therapy
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.

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Maps & Directions

Chorley, PR7
Penrith, CA10 3BJ

Type of session

Online counselling: Yes
Telephone counselling: No
Face to face counselling: Yes
Home visits: No

Practical details

Sign language: No
Other languages: None

Accessibility

Accessibility information
Wheelchair access: Unspecified

Availability

Chorley:- Tues, Wed & Thurs 9 am to 6.30 pm. Morland near Penrith: Mondays

Types of client

Young people
Adults
Older adults
Couples
Families
Groups
Organisations
Employee Assistance Programme

Supervision & training

I offer EMDR supervision and supervision for integrative orientations which reflect my approach as a therapist.

Online supervision:Yes
Telephone supervision:Yes