Working ‘live’ – Relational Reflexivity in Action Towards transformative practice in therapy, supervision and education Kieran Vivian-Byrne and Billy Hardy The Family Institute University of South Wales © Kieran Vivian-Byrne & Billy Hardy Music – © Kieran Vivian-Byrne Film Produced by Roger Carruthers Introduction – Jeff Faris

The Family Institute University of South Wales Nearly 50 years of practice and learning. Psychotherapy and Consultation Services available to the Public and professionals. BSc (Hons) Systemic Counselling, Foundation and Intermediate training in Systemic Psychotherapy MSc Systemic Psychotherapy Supervision Training Multi-professional Richly and diversely experienced. Multi-cultural. Diverse sexual and spiritual orientations. The Family Institute University of South Wales

Let’s start with ourselves…a couple of oul’ lads Any relationship between two people is ‘couple-making’ – The couple operates as a whole system. A System refers to the relational patterns of communication in the context of this (‘dyadic’ or couple) system. This pattern includes the people in their relationship, their ideas, languages and interactions. It is both matter and essence. One experience of being in a dyad offers possibilities for all others.

…emerging dyadic narrative patterns – resources for exploration…

Exercise 1: Talk to the person beside you … tell each other something you appreciate or recognise within the complexity of a single relationship in your life (personal or professional). Notice how the web of complexity grows as your conversation builds. Offer feedback to the wider group about doing the exercise. (10 minutes talk 5 minutes feedback to plenary)

… a caution about ‘models’ All models are by definition ‘reductionist’ and while they can help us sometimes to see the richness of the full reality – they can also sometimes obscure it. We therefore offer a ‘muddle’ which focuses not on content but on process – this acts as a reminder to us of how to be on the complex territory.

‘Chasing Shadows’ – our muddle (model) Dialogic ‘WE’ Complex Reflexivity Working ‘Live’ Therapy Supervision and Learning

Therapy, supervision and Learning – isomorphism in practice Doing an ‘isomorphism’ means noticing how the reality in one world has a similar form to one in another. Isomorphism as analogical (it looks the same – similar features), experiential (it feels the same) and analytical (one helps us understand the other). Therapy, Super-vision and Educational conversations are about change, transformation and intimacy. Doing Isomorphism – means the attempt to utilise similar forms. This resists compartmentalisation – attunes us to metaphor and helps us to access more of the story resources of ourselves and others. Analogies – to sit upon ‘ana’ in relation to a word speech a reckoning. We can notice and bring into play analogous thinking. Experiential – Isomorphism occurs in our experience – e.g. ‘reflection processes’ transference and counter transference. I relate to someone in ways which are isomorphic with how I behave with my father. Analytical - Is

Dialogue construction of meaning through connected embodiment, coordination of ‘language’ interactions, a dance. one cannot not communicate – behaviour has no opposite. no ‘one’ version of meaning holds all the truth. all languages have multiplicities of meanings. meaning is continuously constructed in contexts – what contexts are privileged?

Complexity: Reflexivity – as awareness of relational circularity Self – relational – complex reflexivity What patterns do you notice which might be relevant to introduce, which encourage complex reflexivity? (pattern echoes). How do I choose which patterns from my experience to use and how do I experience myself in relation to them? In or through what ways might I consider using them ‘live’ in the process?

Working ‘live’ Working live means working without a pre-dominant pre- determined script; Working live means working with any of the many pre-determined scripts which are potentially emergent in the engagement. Working ‘live’ is a script-writing session in the here and now. Working with the Word of the other as it emerges

Exercise 2: Have a chat with one of those beside you … talk as colleagues … what other relationships of which you are, or have been a part, does this moment elicit for you? (Patterns may be based on gender, age, appearance, sense of humour etc.) Share it if you feel able? What insights or realisations might you bring into play in this moment from that pattern ‘echo’? How are you experiencing yourself in this moment with your colleague now? Who is present in you now? Share your experience of doing the exercise with the wider group. (10 minutes discussion, 5 minutes feedback to plenary)

Contexts of contexts Through noticing and being open to dialogue we work to identify the most essential context(s) within which any matter emerging in conversation might need to be considered. (The matter itself is a context – but not the only one).

Generativity: We appreciate the ongoing development of ever new edges to our embodied practice. This is formative in that it helps to make us ‘how we are and what we do’ as practitioners; it is informative in that it seeks to turn descriptions of data into meaning; and transformative in that it invites all participants to embrace the potential for therapy, supervision or training or social relationships to be invitations to be theatres of change.

Re-creativity: The ongoing attention to: Re-sources within ourselves Re-sources in the moment that come from interaction, Re-sources of relational ethics in addressing the highest contexts … will keep our ‘spirit’ of enquiry and curiosity alive – give us energy.

Exercise 3: Based on your conversations together so far – choose one thing that you hope for him/her, - write on a piece of paper and give it to them. (5 minutes to write, 5 minutes to read – 5 minutes to feedback to Plenary).

Reading and References: Aponte H (1994) How Personal can Training get? Journal of Marital and Family Therapy 20,1, 3-23  Behan C. (2003) Some ground to stand on: Narrative Supervision Journal of Systemic Therapies Winter Vol 22 Iss 4 pg 29-43 Crocket K., Pentecost M., Cresswell R., Plaice C., Tollestrup D., De Vries M. & Wolfe R. (2009) Informing supervision practice through research: A narrative inquiry Counselling and Psychotherapy Research June 2009 9(2): 101-107 Crockett K (2002) Introducing counsellor to collaborative supervision International Journal of Narrative Therapy and Community Work 4, 19-24 Fruggeri L. (2002) Different levels of analysis in the supervisory process. In Campbell D. and Draper R. (eds.) Perspectives on Supervision London Karnac Books Haber R. & Hawley L (2004) Family of Origin as a supervisory consultative resource Family Process Vol.43(3) 373-390 Jones E. (2003) Working with the ‘self’ of the therapist in consultation Human Systems: The Journal of Consultation and Management Vol No. 14 issue1 pp. 7-16 Lowe R. (2000) Supervising Self-supervision: Constructive Inquiry and Embedded Narratives in Case Consultation Journal of Marital and Family Therapy Oct 2000 Vol 26 No. 4 511-521

… more reading Murphy MJ & Wright DW (2005) Supervisee’s perspectives of power use in supervision Journal of Marital and Family Therapy 31, 283-295 Pare D., Audet, C. Bailey, J. Caputo, A, Hatch, K. Wong-Wylie, G. (2004) Courageous practice: tales from reflexive supervision Canadian Journal of Counselling Vol. 38(2) 118-130  Pare D, & Lysack M., (2006) Exploring inner dialogue in counsellor education Canadian Journal of Counselling Vol. 40(3) 131-144 Philp K., Guy G. and Lowe R. (2007) Social Constructionist Supervision or Supervision as Social Construction? Some Dilemmas Journal of Systemic Therapies Spring 2007 ; 26 No 1 pp51-62 Simon G. (2010) Self-supervision, surveillance and transgression The Journal of Family Therapy Vol 32. No3. Smythe E.A., MacCulloch T., and Charmley R. (2009) Professional supervision: trusting the wisdom that ‘comes’ British Journal of Guidance & Counselling, Vol. 37, No. 1, February 2009, 17-25 Todd T.C. (2002) Purposive Systemic Supervision Models. In Thomas C. Todd and Cheryl L. Storm (eds) The Complete Systemic Supervisor New York, Lincoln, Shanghai, Authors Choice Press Ungar (2006) Practicing as a post-modern supervisor Journal of Marital and Family Therapy 32, 59-71

…and still more Vivian-Byrne K & Hunt J. (2014) Ethical Decision Making – social metaphors towards ethical action Journal of Systemic Therapies Volume 33, Number 1, Spring 2014 Vivian-Byrne K. and Hardy B. (2014) Moving Beyond the Pale Thresholds of Change and Transformation in Training and Therapy Human Systems: The Journal of Therapy, Consultation & Training Vol 25 Issue 2 pp223-234   Vivian-Byrne K (Ed) Jones A, Huhnen M, Rogers S, & Ryan M (2015) Dysgu: Action Research Special Edition. The Family Institute Review, University of South Wales Vivian-Byrne K (2016) Nomadic Inquiry – all in the mind. Context 147 October 2016.