Creating a Supervision Model that Works for Your Practice Karin Brauner Counsellor, Supervisor, Coach, Tutor, Content Creator Www.k-brauner-counselling.co.uk/smp www.kbraunercounselling.blog

Where did I get the idea for the model? why I include the 5 theories I chose. Each model complements the other In summary, each theory brings something to my way of working client-therapist dynamics therapist-supervisor dynamics client-supervisor dynamics Being mindful of the trainee’s stage of development Functions Supportive Ethics CPD

Practical aspects Contracting Create a safe space Review progress and issues arising Ethical and responsibilities of the supervisor, supervisee and client I believe that these happen naturally, but in theory there isn’t one theory that encompasses all of the qualities, nuances and interactions that make up the supervisory relationship.

Hawkins and Shohet - The Seven-Eyed Model of Supervision My favourite – psychodynamic Glimpse into the emotional, supportive and developmental side of supervision Pays attention to the most relevant areas of the therapeutic and supervisory relationship The other models focus on other aspects – administrative, functional Most integrated and complete model the other ones complement it, but the main base for my model is this theory

What did the client say or do in the session? What did the therapist say or do in the session? Parallel process: What went on between the client and the therapist in the session? What the therapist communicates about the client. Direct interactions between client and therapist Hawkins and Shohet Indirect interactions between the client and supervisor Supervisor’s reflective practice adds insight to the above points The therapist works through feelings and thoughts brought up in the session with the client The way the therapist communicates about the client. Direct interactions between therapist and supervisor Context What is going on in the supervision sessions between therapist and supervisor? (parallel process, reviews) Acknowledging and working with the client’s context outside the therapy room, and the therapists working context.

Page and Wosket’s Cyclical Model Used in many areas: for supervising counsellors, coaches, group facilitators, social workers, managers, nurses, educators, trainee supervisors. 5 areas of focus Contract – terms agreed between the supervisor and the supervisee/therapist Focus – what the work is going to be about and how each session is going to look Space – reflective, exploratory and developmental work that takes place throughout the process of supervision Bridge – the way the supervision session allows the supervisee to bring what has been worked on back to the sessions with his/her clients Review – an opportunity to re-contract and talk about how the supervisory relationship is going, what is working well and what is lacking and needs re-formulating and work.

Original model 2000 update of the model Supervisory Relationship – Contract and Review Supervisee – Client Relationships (context/environment) – Focus and Bridge Awareness and Intent of Supervision – The space that develops between these two pairs allows for deeper exploratory work.

2015 update of the model Pyramid  doesn’t mean that one is more important than the other. They are all inter-dependent on one another for the supervision process to take place effectively, successfully and ethically. Personally, I prefer the cyclical rather than the pyramid for this model. It seems to make more sense and encompass so much more.

IInskipp and proctor: A functional model This model links well to Stoltenberg and Delworth’s model in that it assesses the supervisee’s work and development of knowledge and skills; and to Hawkins and Shohet’s model in that it deals with the more relational and personal aspects of the supervisee’s practice. Functions Restorative Normative/managerial Formative/educational

Scaife: On Responsibility  Scaife considers the client’s responsibilities as well as the supervisee/therapist and the supervisor.  Responsibility Supervisor client Therapist/Supervisee To the client To the supervisee To the supervisory relationship To the profession Safeguarding * link with the other models (contracting, fitness to practice, support) The decision to change is with the client to be motivated to change to work hard to get to a better place in life To the client To themselves (personal development) To the supervisory relationship To the profession

Stoltenberg and Delworth: A developmental model of supervision This model focuses on the trainee’s stages of development and how the supervisor can support the trainee at each stage. This model of supervision is useful when assessing the supervisee’s pace and style of learning, and particularly when the supervisee’s level of development needs to be ascertained. I feel it only works well if considered on side of other models Development of awareness of self and clients Aims of supervision Checking in on motivational levels Supervisee’s ability to move towards autonomy

The aims of supervision are achieved by checking on each of these areas of development Intervention Individual differences Skills competence Theoretical orientation Assessment techniques Treatment goals and plans Interpersonal assessment Professional ethics Client conceptualisation

4 levels of development and support – in the context of supervision! Beginner Intermediate Role of the supervisee – imitate, little experience, dependent on the supervisor; anxiety, insecurity, highly motivated, self-focussed awareness, performance anxiety, difficult to listen to and process information from the session Role of the supervisor – demonstrate or model needed skills and behaviours, teacher role; safety, containment, support, structure, attentive listening, memory aid, unscheduled/emergency supervision contact, positive feedback, simplify concepts/theory, graded approach to client complexity Master Counsellor Advanced