1. Creating a Supervision Model that Works for Your Practice
Karin Brauner
Counsellor, Supervisor, Coach,
Tutor, Content Creator

2. 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

3. 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.

4. 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

5. 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.

6. 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.

7. 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.

8. 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.

9. 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

10. 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

11. 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

12. 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

13. 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