A safe space for counsellors to process their transference, counter-transference, and other feelings and thoughts clients might bring up for them
A safe space to “vent” and deal with difficult cases or difficult client stories.
A space to share with another counsellor (individual supervision) or counsellors (group supervision) – Private Practice can be an isolating experience, as the confidentiality and nature of the job prevents us from being able to talk to others about what we do.
An important space where the counsellor’s clients will be further looked after through professional and in-depth discussions about them and how best to help each individual client.
A space to reflect on and grow as a professional counsellor, through discovering blind spots and gaps in knowledge.
It can also be a space to grow and develop as a person, on-side the counsellor’s personal therapeutic process.
A tool for self-care, as the counsellor shares their issues, worries, concerns, triumphs and development in their career and private practice journey.
Please have a look at the diagram belowto gain further understanding of my perspective of Supervision.
Below you can also find an explanation of the diagram:
The paradigm I’ve created in the form of a diagram contains valuable information that I find important in the supervisory process. I’ve tried to integrate the most important parts of existing models,as well the functions and developmental stages in supervision, both from the supervisor, trainee and supervisory relationship perspective.
The base for the model is the Hawkins and Shohet (2006) model, in regards to what happens in both the client-therapist matrix and the supervisor-therapist matrix/relationship. In addition to this, I find it important to point out the stages of development that the trainee will go through (on the therapist side) as well as strategies the supervisor can use to support their supervisee to move through them. This was taken from Stoltenberg and Delworth’s model of supervision. In addition to these, the functions of supervision described by Inskipp and Proctor provide a good framework from which to support the supervisee and to keep a focus on the work at each stage of development. This then brings us to the use of Page and Wosket’s (1994) Cyclical model, which includes a focus for the supervisory relationship at each stage of development and progress with each client, but also focuses on the more practical aspects of the supervisory process, such as is contracting, creating a safe space for the supervisee to develop, as well as reviewing the supervisee’s progress and the relational issues that might arise, giving an opportunity as well to recontract. Finally, Scaife (2001) mentions some of the issues that can arise and affect the emotional state and development of the supervisee, such as work context and individual differences, which I thought important to point out as further responsibilities of the supervisor, along with others such as looking after the client’s best interest, and providing a learning space regarding codes of practice and ethics. Watkins (1993) is also mentioned as a compliment in regards to developmental stages, as they point towards the development of both the supervisee and the supervisor.