Clinical Supervision

Clinical supervision is a formal process of professional support and learning which enables individual practitioners to develop knowledge and competence, undertake responsibility for their own practice, and enhance client protection and safety of care in complex clinical situations.

Within the arena of psychotherapy and counselling clinical supervision is a continuous professional practice, used to develop and support the supervisee/therapist’s knowledge, ability and skills in order to provide best care for their clients (Jones & Dokter 2008). It is an integral part of therapeutic practice. 

Important for Professional Development

Supervision can provide an aerial view of the supervisee’s situation, thus enabling them to gain insight and understanding into their work situation and the clients they work with. Through insight and reflection the supervisee/therapist will be more equipped to find solutions/strategies to best support their clients. A greater in-depth understanding and increased awareness of the client’s situation can reduce the therapist/supervisee’s stress and improve the supervisee’s own well-being. By continuing to reflect on our practice we continue to learn and flourish. This ultimately enhances our well-being and work-life balance.

Clinical supervision is facilitated by an external supervisor. This differentiates it from line management meetings.

Dramatherapy Supervision

Supervision within the field of Dramatherapy is a formal and mutually agreed arrangement. The British Association of Dramatherapists recommends that Dramatherapists discuss their work regularly with someone who is an experienced and competent Dramatherapist and familiar with the process of Dramatherapy supervision. The task is to work together to ensure and develop the efficacy of the supervisee's Dramatherapy practice.

Dramatherapy supervision is a formal collaborative process intended to help supervisees maintain ethical and professional standards of practice and to enhance critical reflection and creativity.

Supervision in the Helping Professions

Clinical supervision is utilised in many frontline service professions such as nursing, social worker, emergency services and teaching.

Supervision within the helping professions facilitates a reflective space where practitioners can explore phenomena encountered in their relationships with their clients and their workplace within a non-biased structure. It addresses repeated cycles and blind spots through reflection that appear ingrained and expand techniques.

Blind spots are emotional responses and resonances within the supervisee that are stirred up by work with the clients/in the workplace as a result of previous experiences and relationships that the supervisee has had. Sometimes these responses can create dysfunction and stagnation which impede change and personal growth. Working through blind spots, in a non-judgemental setting away from the workplace, offers the possibility of change and self-development.

Creative Supervision

Dramatherapy utilises creative methods as a tool to gain insight and a deeper understanding of the situation. Creativity and the use of metaphor enable the supervisee and in this case the teacher to gain an aerial view of the situation they are exploring the situation. Creativity and the use of metaphor enable the supervisee to gain an aerial view of the situation they are exploring. The word metaphor in Greek means to ‘carry across’ indicating a transfer of meaning form one frame of reference to another. Examples of creative methods can include;

  • using objects to represent a situation
  • exploration of stories and myths
  • devising environmental metaphors
  • drawing activities
  • role exploration 

Teacher and Education Supervision

Teaching in modern times has evolved to become a role that requires counselling skills as result of being forced to adopt a ‘surrogate role’ (M.Wilshaw). Over 40% of teachers leave the profession after only five years. There are many reasons for low retention. One of the more prominent factors is the high levels of stress, burnout, and demands inherent in teaching. Children and young people flourish and learn when they feel secure. This security is embedded in their relationships at school. It there is a constant turnover of staff, the secure base becomes more tenuous.

Supervision within an educational setting offers staff the opportunity to make sense of the social and emotional aspects involved in teaching and learning that can impede children from reaching their potential. It provides a platform to understand behaviour that is difficult to manage in the classroom.

My aim is to facilitate and support teachers/teaching assistants/managers in accurately interpreting the underlying behaviour of students, class groups and staff groups so that they can respond proactively rather than reactively.

Supervision within education is an excellent medium to yield deeper learning, challenge the existing state of affairs and produce home grown, original practice in the workplace. 

A recent article in TES talks about my support strategy for teachers, it can be found here:  Tes Article

My philosophy of Supervision

My aim for supervision is to build a trusting relationship with the supervisee so that issues causing concern can be explored safely and openly. My ultimate objective is to support the supervisee in their work so that the supervisee can flourish in their career and support their clients in the best possible way.

I offer both 1:1 and group supervision to staff.