|What is supervision? The word has many meanings. It means to oversee and holds some connotations of authority and a hierarchical form of learning. It is used in counselling and psychotherapy, in the medical and nursing fields, in social work, and in aspects of teaching and general care of others. It implies a code of conduct and it carries an element of protection and safety in its overall application. Holloway 1992 says that supervision provides an opportunity for the student to capture the essence of the psychotherapeutic process as it is articulated and modelled by the supervisor thus recreating it in the counselling relationship.Lambert 1980 described supervision as part of an overall training of mental health professionals that deals with modifying their actual in-therapy behaviours.
In general, supervision may be seen as either training supervision or consultative supervision. Supervision is part of the overall training and educational needs of the health professional and there are many supervision model and styles to look at.
Here at the Institute we are offering a five-day course spread over a period of five modules.
We will look at the meaning of supervision as it applies in your field of work whether you work individually or in a group setting, in psychotherapy, counselling or in the areas of social work, nursing, clinical psychology or psychiatry or indeed any of the caring professions.
This module will explore the philosophical concepts of supervision, what it is in relation to the work you do. We will look at the goals and outcomes of the methods used and explore how it applies to each member of the group.
Here we will look at the ‘process model’ of supervision put forward by Hawkins and Shoet in their book on supervision called “Supervision in the helping profession” 1989. This is an excellent model for mapping out where you are in the supervisory process. You can also use this model as a Parallel process model.
In this module we will look at the different tasks of supervision and specifically the gate keeping process within supervision. We will also examine the notion of the Parallel process in supervision.
Here we will look at the developmental aspect of supervision.
We will look at the developmental models of Richard Erskine, Delworth, and Stoltenburg, as a guide to how we may approach the supervision process.
In this module we will bring together the various strands of what we have been looking at in the previous modules, and hopefully find an integrative view of supervision which will suit your own particular style.
Tutor : Bob Cooke TSTA
Times : 10.00am – 5.00pm
Venue : Manchester Institute for Psychotherapy
Cost Summer 2019 – £895.00
Cost Autumn 2019 onwards – £925
(please note that this can be paid in instalments over the 5 modules if need be)
(NON-REFUNDABLE DEPOSIT OF £150.00 – PAYABLE TO Manchester Trainings)
Bookable online (click the shop icon below the dates) or by card by telephoning the Institute on 0161-862 9456.
NEW May-July Supervision course (FRIDAYS) 5 days.
To book online click the shop
Please note: the summer course dates below are now full. (Hence the new Supervision course above).
Module 1 – Monday 13th May 2019
Module 2 – Monday 3rd June 2019
Module 3 – Monday 17th June 2019
Module 4 – Monday 1st July 2019
Module 5 – Monday 8th July 2019
Please note for Autumn 2019 we will run 2 parallel courses:-
Autumn 2019 – COURSE 1
Module 1 – Friday 20th September 2019
Module 2 – Friday 27th September 2019
Module 3 – Friday 25th October 2019
Module 4 – Friday 1st November 2019
Module 5 – Friday 22nd November 2019
To book online click the shop
Autumn 2019 – COURSE 2
Module 1 – Tuesday – 24th September 2019
Module 2 – Tuesday 8th October 2019
Module 3 – Tuesday 22nd October 2019
Module 4 – Tuesday 29th October 2019
Module 5 – Tuesday 19th November 2019
To book online click the shop
Module 1 – Friday 10th January 2020
Module 2 – Friday 17th January 2020
Module 3 – Friday 31st January 2020
Module 4 – Friday 7th February 2020
Module 5 – Friday 14th February 2020
To book online click the shop
There are many areas of Supervision; Clinical Supervision, Counselling Supervision, Organisational Supervision, Educational Supervision and indeed Coaching Supervision. On this site we will be providing articles, blogs etc., on all areas of Supervision, though specifically Psychotherapy and Counselling Supervision. Clinical Supervision, which covers both the Psychotherapy and Counselling worlds is a relatively new profession. If we look back at the 1950’s/1960’s we see that Clinical Supervision was mainly used in the area of Psychoanalysis and Psychodynamic World. By the 1970’s/1980’s the teaching and nursing professions started to explore the use of Supervision in their professional practices. Both of these professions use Supervision mainly as an educative discipline rather than an interpretive and analytical discipline. With the emergence of psychotherapy and counselling post 1950’s we see the proliferation of Supervision into these disciplines.
Also we saw in the 1980s the inclusion of Supervision into the Managerial and Occupational Sectors.
Clinical Supervision for Psychotherapy and Counselling has come of age in the 21st century and we see that there has been a huge number of books and articles written on the subject of Supervision within the last three decades.
A recent definition of Supervision which I like is “Supervision is a working alliance between two professionals where supervisees offer an account of their work, reflect on it, receive feedback, and receive guidance if appropriate. The object of this alliance is to enable the worker to gain in ethical competency, confidence and creativity as to give the best possible services to clients”. (Inskipp and Proctor, 2001,)
It is fair to say that the major players in any Clinical Supervision is:
- The Supervisor
- The Supervisee/Therapist
- The Client
Within this framework Supervision is primarily focused on the Supervisor helping the Supervisee/Therapist to develop their specific skills in the service of the client.
There are many models, tools, and techniques as well as information to help the Supervisor in this process.
Two specific models that are useful in this context are :
- The “Seven-eyed Model” sometimes called the Process Model. This model was developed by Peter Hawkins and Robin Shoet in their book “Supervision in the Helping Professions” (1989)
- The “IDM Model” which is a Professional Developmental model created and developed by Stoltenberg and Delworth 2001 and written extensively about in their book called an “Integrative Developmental Model” (2000).
The “Seven-eyed Model” or Process Model is specifically useful in providing a map for the Supervisor to know where they are, at any time, within the Supervisor relationship with the Supervisee.
What is also particularly useful when using this model is the focusing on the particular “Modes” that the Supervisor/Supervisee will visit.
Mode’s within this Model
Mode 1 – The Supervisor within this Mode will be focusing on helping the Supervisee sharpen their “Behavioural Observation” when working with the clients.
Mode 2 – The Supervisor, when focusing on “Mode 2” will be facilitating.
The Supervisee to look at the strategies, goals, contracts, and treatment plans – direction for the client. In this Mode there will be an emphasis on the nuts and bolts of interventions within the therapeutic relationship.
In other words “Why” the Supervisee/Therapist decided to use that specific intervention at that specific time within the therapy relationship.
Mode 3 – The Supervisor when focusing on “Mode 3” will be helping the Supervisee to concentrate on the “Dance” between the Supervisee and the Client in the therapy relationship.
In other words to look at the transference projections of the client on the therapist within the therapy relationship.
The use of metaphor and imagery are useful techniques for this particular stage.
Mode 4 – The Supervisor when focusing on “Mode 4” will be looking particularly at the counter-transference of the Supervisee/Therapist within the therapy relationship of themselves and the client.
Mode 5 – The Supervisor in “Mode 5” will be looking at the relationship between the Supervisor and Supervisee within the Supervisors Office.
Mode 6 – The Supervisor in “Mode 6” will be looking specifically at his own counter-transference within the Supervisor/Supervisee relationship.
Mode 6 and Mode 5 are useful Modes to look at the “Parallel Process” between the Supervisor/Supervisee and the Supervisee/Therapist and their client.
Mode 7 – The Supervisor in this Mode will help the Supervisee concentrate on the Organisational and wider Environmental restraints on the Supervision.
This “Seven-eyed Model” provides a comprehensive and systemic model for examining the process of Supervision. It will be useful for Supervisors and Supervisees alike.
Another Supervision Model which compliments this model is the “IDM Model”, first postulated, as said above, by Stoltenberg and Delworth (2000).
This Model is a Professional Developmental Model.
The authors of this Model put forward the case that for effective Supervision to take place, the Supervisor needs to be aware of the Professional Developmental needs of the Supervisee/Therapist.
Also the Supervisor needs to be aware of the use of “Parallel Process” as a major tool within Supervision.
If the Supervisor is aware of such concepts as parallel process and the two models mentioned above then I believe more effective Supervision is likely to take place.
Other models, such as the “Procedural Model” and the “Tasks of Supervision” are also useful in the art of Supervision.