Developing Counsellor Supervision

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More About This Textbook

Overview

Supervision is a professional and ethical necessity for all counsellors, providing them with consultative and supportive aid while protecting clients from potential abuse - yet relatively little has been written on the subject. This volume aims to redress that balance.

Encouraging, yet sensitive to the difficult issues that frequently arise in supervision, the book contains practical suggestions, plus useful appendices, to help practising and trainee supervisors develop and enhance the skills they need to be successful in their work. The authors cover such key areas as creating a supervisory alliance, fostering the supervisory relationship, the use of tape-recording, highlighting supervisees' strengths and weaknesses, and protecting the client and counsellor.

Addressed primarily to practitioners who have had some experience in the field, this book will also be of interest to counsellor trainees who want to know what is involved in supervision and to counsellors who are intending to train as supervisors.

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Product Details

  • ISBN-13: 9780803989382
  • Publisher: SAGE Publications
  • Publication date: 4/13/1994
  • Series: Developing Counselling Series , #2
  • Pages: 172
  • Product dimensions: 5.50 (w) x 8.50 (h) x 0.56 (d)

Table of Contents

Introduction
Acknowledgements
I Creating a Supervisory Alliance 1
1 Exchange views with supervisees on supervision and initiate a mutually acceptable contract 3
2 Discuss and explore the issues involved in the BAC Code of Ethics and Practice for the Supervision of Counsellors 6
3 Discuss and clarify the boundaries between supervision, personal therapy and training 9
4 Offer supervision that is congruent with supervisees' stages of development 14
5 Offer supervision that is reasonably congruent with supervisees' own theoretical orientations 18
6 Clarify any organizational, assessment, ethical and other responsibilities and boundaries 21
II Utilizing a Variety of Supervisory Foci and Methods 25
7 Invite supervisees to engage in detailed case discussion 27
8 Refer to parallel process issues when these are meaningful 30
9 Encourage the use of tape-recording 33
10 Focus on supervisees' specific strategies and interventions with each client 37
11 Encourage supervisees to brainstorm, role-play and use other catalytic aids to understand their clients 41
12 Consider the relative advantages and disadvantages of individual, group and peer supervision 45
III Fostering and Using the Supervisory Relationship 51
13 Monitor and address the relationship between you and your supervisees 53
14 Negotiate and implement evaluative review sessions 57
15 Allow supervisees to express and explore negative feelings about clients and about counselling in general 60
16 Offer constructive and clear feedback 63
17 Avoid an overly cosy and possibly collusive supervisory relationship 67
IV Using the Developmental Opportunities of Supervision 71
18 Focus on and challenge supervisees' grasp of theory and translation of theory into practice 73
19 Challenge supervisees on the possible limitations of their approach with particular clients 76
20 Be aware of research findings and professional developments and encourage supervisees to acquaint themselves with these when it is helpful to do so 79
21 Suggest that supervisees undertake further training, reading and personal development work as necessary 82
22 Share your own clinical and developmental experiences with supervisees when it is helpful to do so 85
V Highlighting Supervisees' Strengths and Weaknesses 89
23 Help supervisees to identify their best cases, best interventions and predominant strengths 91
24 Listen carefully for any recurring lacunae relating to supervisees' skills or conceptualizations 94
25 Identify and explicitly raise for discussion any obvious errors and avoidances in supervisees' work 98
26 Assist supervisees in identifying both helpful and unhelpful countertransference issues 102
VI Protecting the Client and the Counsellor 107
27 Be alert to counsellors taking on too many clients or exceptionally difficult clients, and intervene accordingly 109
28 Consider the range of possible abuses by counsellors and ensure supervisees are acquainted with these 112
29 Support the counsellor and encourage him or her to implement methods of self-nourishment and professional self-development 116
30 Maintain your own development as a supervisor, develop your own supervision skills in further training, and model professional commitment to supervisees 119
Epilogue 123
Appendices 125
1 Presenting a client for supervision 127
2 BAC Code of Ethics and Practice for the Supervision of Counsellors 130
3 Therapist intentions 138
4 Competencies of supervisors 140
5 BAC Recognition of Supervisors Details 146
References 149
Index 155
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