Regan Crum
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This professional is available for new clients.
This professional is available for new clients.
Supervision details
My theoretical foundations combine Contemporary Attachment Theory, Intersubjectivity, Embodied Imagination and Neuroscience. I also use phenomenological approaches with a freedom and openness to spirituality.
I have been working as a Supervisor within Senior Leadership in Education for many years. However, I completed the CSTD (Centre for Supervision Training and Development) and working as a Supervisor for 5 years. I Supervise Training Registered and Accredited Therapists. I Supervise (1-1 and in Groups) across the Mental Health Sector in Private Practice, Charities and NHS positions. In addition to this, I also have been in Special Education Leadership over a number of decades with Good and Outstanding Ofsted’s, both as a teacher and a Senior Leader. As such, I have been a SENCO (Special Educational Needs Coordinator) a DSL (Designated Safeguarding Lead). From this long history, I have a strong background in Children and Young People's Mental Health work and management. This has naturally supported my work as a Supervisor for Adults Mental Health Trainees, Counsellors Psychotherapists and also individuals work in The NHS and The Caring Professions for Children and Young People.
In terms of my Supervision Practice I use Peter Hawkins and Robin Shohet’s Supervision Model. This Seven-Eyed Model of supervision has a process-oriented approach which integrates the relational and systemic aspects of supervision. It focuses on the relationships between client, therapist and supervisor, and takes into consideration the interplay between each relationship and their context within the wider system. The model is called “seven eyed” because it addresses seven distinct aspects of the supervision process, as listed below:
- Client Situation
- Therapist Interventions
- Client Therapist Relationship
- Therapist Situation
- Therapist Supervisor Relationship
- Supervisor Situation
- Wider Context
In addition, I also use Davys & Beddoe’s Model for Supervision, as it offers a further Reflective Learning Model. This process emphasises the importance of reflection for responsive practice. The ability to reflect however is dependent on the practitioner’s level of competence and experience. The skills and interventions I use with a student are different from those I use with experienced practitioner. This model is a supervisory approach that emphasises learning, knowledge development, accountability and transformation in practice (Davys & Beddoe, 2020). Reflective supervision moves beyond a task-focussed structure and stimulates collaboration, analysis and emotional regulation. There are 4 stages for exploration as follows:
- Event
- Exploration
- Experimentation
- Evaluation
I very much look forward to working with you.
The UK Council for Psychotherapy (UKCP) is a leading professional body for the education, training and regulation of psychotherapists and psychotherapeutic counsellors. Its register is accredited by the government's Professional Standards Authority.
As part of its commitment to protect the public, it works to improve access to psychotherapy, to support and disseminate research, to improve standards and to respond effectively to complaints against its members.
UKCP standards cover the range of different psychotherapies. Registration is obtained by training or accrediting with one of its member organisations, or by holding a European Certificate in Psychotherapy. Accredited by the Professional Standards Authority.
BACP is one of the UK’s leading professional bodies for counselling and psychotherapy with around 60,000 members. The Association has several different categories of membership, including Student Member, Individual Member, Registered Member MBACP, Registered Accredited Member MBACP (Accred) and Senior Registered Accredited Member MBACP (Snr Acccred).
Registered and accredited members are listed on the BACP Register, which shows that they have demonstrated BACP’s recommended standards for training, proficiency and ethical practice. The BACP Register was the first register of psychological therapists to be accredited by the Professional Standards Authority (PSA).
Accredited and senior accredited membership are voluntary categories for members who choose to undertake a rigorous application and assessment process to demonstrate additional standards around practice, training and supervision.
Individual members will have completed an appropriate counselling or psychotherapy course and started to practise, but they won’t appear on the BACP Register until they've demonstrated that they meet the standards for registration. Student members are still in the process of completing their training.
All members are bound by the BACP Ethical Framework and a Professional Conduct Procedure.
Accredited register membership
The Accredited Register Scheme was set up in 2013 by the Department of Health (DoH) as a way to recognise organisations that hold voluntary registers which meet certain standards. These standards are set by the Professional Standards Authority (PSA).
This therapist has indicated that they belong to an Accredited Register.
