I trained as Supervisor at Leeds University - where I received my Diploma in Clinical Supervision.
I belong to the network of Clinical Supervisors at Leeds University, Leeds Metropolitan University and York St. John University.
My practice Model for supervision is based on the Relational Dynamic Approach. It integrates insights from Existential and Humanistic Approaches mainly Person Centred and Psychodinamic, mainly objective relations and interpersonal theory. It focuses on Relationships, which are central to people to become fully functioning individuals. The premises underlying this model understand reltionships wth primary caregivers as fundamental to the development of self. Children internalize early interactions which lay down patterns of expectations and experiences not only for future relationships (interpersonal functioning) but also for the slef (intra-psychic functioning). This approach develops two fudamental concepts, unconscious and defences, both derive from the analytical traidtion. Yet, this approach differs from the analytical thinking in terms of the role of the practitioner or counsellor. Its conception of the therapeutic relationship is closer to the Humanistic and Existential counselling tradition. Ethical practice and critical reflexive questioning occupy a central position in this approach underpinned by the Intersubjectivity theory.
Another key element of my way of approaching the practice of supervision derives from Bordin’s concept of ‘working alliance”. (Bordin 1979, p.38). He describes eight core goals to be attained by the supervisee and facilitated by the supervisor. These are: mastery of specific skills, enlarging one’s understanding of clients, enlarging one’s awareness of process issues, increasing awareness of self and impact on process, overcoming personal and intellectual obstacles towards learning and mastery, deepening one’s understanding of concepts and theory, and providing an stimulus to research. Gilbert and Evans (2000) elaborate further the concept of the supervisory alliance as engagement and mutuality where the creation of meaning/s is acollaborative endeavour. In this way it is expected that the supervisee gain insight and awareness into his clinical work, which in turn becomes the facilitator of his own work with clients. Thus, I believe that this way of practicing supervision would meet sit adequately with different theoretical approaches and it would meet the needs of both experienced practitioners and trainees.
Reflections on applying the BACP Framework in Supervision
Confidentiality is paramount as it enables a trusting relationship between supervisor and supervisee. However it might be breached because of law related issues or other defensible breaches like in case of concern of client’s risk to the self or to others).
This Model advocates practice in accordance with the Ethical Framework of BACP and for reflective practice. As a supervisor I have to be critically aware of my internal process and identify the meanings of my own feelings, thoughts and behaviours in the reflective space of supervision. Supervision as well as clinical practice requires a deep understanding of both theory and the use of ‘self’ as a tool. To facilitate these processes, regular supervision of supervision is essential and CPD indispensable. Finally an awareness of issues of difference and equality in forms the way I think about and behave in relation to others and to myself. I strive to respect differences without prejudice in my practice.
There is a tension between an approach that aims to foster supervisee’s autonomic thinking and wielding the responsibilities of the supervisory role with its inherent power and authority. This tension in my view has to be acknowledged rather than resolved. Some factors contribute to facilitate or hinder the process derived from this tension, the practice setting, the experience of both parties, the client group, etc. In congruence with phenomenological principles, each relationship and individuals experience of it are unique; thus the role of the supervisor is in my view to foster a genuine relationship of mutual interaction with each individual supervisee, bearing in mind that ‘good supervision practice’ should encompass the three functions of supervision: formative, normative and restorative accordingly to the specific needs of the supervisee.
£50 per session with concessions available for students.