Models of Supervision

Topics: Psychotherapy, Systems psychology, Therapy Pages: 10 (2341 words) Published: June 14, 2013
QUT, Masters of Counselling|
PYN007 Assignment 2 Essay |
Models of Supervision|
|
Helena Bub|
6/13/2013|

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Marker: Glen Guy

When experienced practitioners define their approach, while some align predominantly with one, many identify multiple influences and accompanying techniques. Identifying a sole supervision approach as my only influence, resembles asking a chess champion to identify their greatest, singular move. Too many contributing factors require consideration, including personality and style of involved individuals and current circumstances, to identify any single orientation.

The seven-eyed model of Hawkins and Shohet (2012) provides a comprehensive scaffold to base supervision upon. Key features and strengths of various frameworks are included which yields it familiar to many supervisors. The model’s strengths include the explication of numerous levels of supervision issues, which are addressed in response to supervisee needs and its broad application across orientations. It also addresses relational and systemic aspects of supervision as emphases are placed on both the client-supervisee and supervisee-supervisor relationships, within the wider organisational system that includes client, supervisee and supervisor, as integral participants. Each mode provides a different focus for supervision as follows:

ModeFocus

m.1client and their presentation
m.2supervisee’s strategies, interventions
m.3client-supervisee relationship
m.4supervisee
m.5supervisory relationship
m.6supervisor’s process
m.7broader context
(See appendix for more detail.)

Frameworks from various psycho-therapeutic orientations and professions can be integrated into this model’s broad context. Supervisee developmental stage (m.4) is catered for as, with experience, progress from lower to higher levels is enabled, in response to their pressing concerns. Identification of supervisee strengths is facilitated, encouraging positive feedback and affirmation, conducive to the supervisee’s willingness to divulge both negative and positive aspects of their work and their commitment to continued development. Practice characteristics requiring attention are identified, thereby providing a focus for the supervisor’s interventions to encourage improvement and growth (m.4).

This guide is useful as it raises awareness of all pertinent levels. Other frameworks inherently place disproportionate emphases on certain modes with some completely ignored. This model promotes balanced supervision as each mode is weighted equally over time. The implied hierarchy relates to the supervisor’s responsibility to attend to all levels.

The supervisee provides the client’s primary care, but protection of rights and well-being is ultimately the supervisor’s responsibility (Helsel, 2012).This hierarchical responsibility is explicit (Hawkins and Shohet, 2002). To ensure quality care, the supervisee (m.4) acknowledges the importance of on-going enhancement of professional knowledge and competencies (Carroll & Gilbert, 2011). Reviewing the supervisee’s application of theory, by exploring techniques utilised (m.2), is one of the supervisor’s responsibilities to support the supervisee’s professional development ((Helsel, 2012).

Obtaining consent and ensuring confidentiality of personal information (consent documents, case notes and recordings) is mandatory (Helsel, 2012). To ensure transparency, an awareness of how the process functions and informed consent is necessary (Helsel, 2012). With the assurance of confidentiality, trust and enhancement of both therapeutic relationships may follow. Within the broader work context (m.7), it should also be established to whom the supervisor reports regarding the supervisee’s capabilities (Carroll & Gilbert, 2011).

Appropriate supervision documentation can facilitate professional growth and development of both supervisee and supervisor (Helsel,...

References: Axten, D (2002) Chapter 9: The Development of Supervision Ethics. In McMahon, Mary and Patton, Wendy (eds), Supervision in the helping professions: a practical approach, (pp.105-115). Frenchs Forest: Pearson Education
Carroll & Gilbert C
Diamond, J. and Jones, L. S. (2004) A Path made by walking: Process Work in Practice. Portland, Or. Lao Tse Press
Friedman, S, (1997)
Goodbread, J (1997) The dreambody toolkit: a practical introduction to the philosophy, goals, and practice of process-oriented psychology. Portland, Or. Lao Tse Press
Hawkins, Peter and Shohet, Robin, (2012)
Helsel, S (2012) Chapter 10 : Ethical Issues in Conducting Clinical Supervision. In Counselling Ethics : Philosophical and Professional Foundations. (pp. 217-241) New York: Springer Publishing Company
Nichols, M.(2011) The Essentials of Family Therapy
Richardson, A (2012) lecture notes (9/5/12; 16/5/12; 23/5/12 & 30/5/12)
Richardson, Alan and Hands, Peter, (2002)

The Seven-Eyed Model of Supervision (Hawkins and Shohet, 2012)
(Roger Lowe, lecture notes, 2013)
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