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Book Details
Abstract
Supervision is essential for counsellors and psychotherapists, but it can create emotional pressures and practical dilemmas. This
book offers a sympathetic introduction to supervision that helps the reader to think through these complex issues. Rooted in the psychodynamic tradition, this book provides the reader with a sophisticated understanding of theory whilst exploring the principles that underpin good practice. The text gives useful insights into the conflicts and possibilities offered by supervision to both supervisor and supervisee. Drawing on case studies taken directly from the author's own experience, the individual chapters consider issues in a variety of settings, from group supervision and supervising in institutions, to working with difference and supervising those with clients in crisis. Thought-provoking and enjoyable to read, this book encourages the reader to reflect on their own practice. It is an ideal text for those beginning to supervise as well as for experienced practitioners looking to refresh their knowledge and skills.
LIZ OMAND is a psychotherapist and supervisor in private practice with experience of working in a variety of settings. She is a tutor on the MSc in Psychodynamic Counselling at Birkbeck MA26, University of London, UK, and also co-ordinates the British Association of Psychotherapists' course on Developing Supervision Skills.
Drawing on the author's vast experience as a psychodynamic supervisor and supervisee, this book confronts the challenges and obstacles to supervision and offers positive solutions
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover | ||
| Contents | vii | ||
| Acknowledgements | x | ||
| 1 Introduction | 1 | ||
| What makes supervision so difficult? | 1 | ||
| Complexity of aims and purposes of supervision | 4 | ||
| The educational aspect of supervision | 8 | ||
| Monitoring and managing | 9 | ||
| Supervision versus therapy: supporting the supervisee | 9 | ||
| Some definitions and an outline of the contents of the book | 11 | ||
| Summary and conclusions | 15 | ||
| 2 Beginning Supervision | 16 | ||
| Introduction | 16 | ||
| New supervisees and some of their anxieties | 16 | ||
| The need to create a bounded setting for supervision | 19 | ||
| The tasks of supervision | 24 | ||
| The importance of the therapeutic setting | 29 | ||
| Summary and conclusions | 30 | ||
| 3 The Emotional Experience of Learning and Teaching in Supervision | 32 | ||
| Introduction | 32 | ||
| The experiential nature of supervision | 33 | ||
| Expectations relating to supervision | 35 | ||
| A difficult beginning | 36 | ||
| Attitudes to learning | 38 | ||
| Learning and educational institutions | 45 | ||
| Summary and conclusions | 47 | ||
| 4 Theory and Supervision | 49 | ||
| Introduction | 49 | ||
| Intra-psychic theories – focussing on the patient | 49 | ||
| Theories about supervision – the contribution of Harold Searles | 53 | ||
| The supervisor's influence – Robert Langs | 56 | ||
| Developmental models of supervision – focussing on the supervisee | 59 | ||
| Functions of theory in relation to supervision | 62 | ||
| Summary and conclusions | 65 | ||
| 5 The Process of Supervision | 67 | ||
| Introduction | 67 | ||
| Getting an account of the session with the client | 68 | ||
| Thoughts and feelings about the session – the supervisee's reaction to the client | 73 | ||
| Reflecting on what has gone on | 75 | ||
| Helping the supervisee think about the course of further work | 82 | ||
| Summary and conclusions | 85 | ||
| 6 Supervising Groups | 87 | ||
| Introduction | 87 | ||
| Theories about groups | 89 | ||
| Bion's contribution to thinking about groups | 90 | ||
| The work group | 90 | ||
| Basic assumption functioning | 91 | ||
| Bion's concept of valency | 97 | ||
| Parallel process and the work group | 98 | ||
| Practical aspects of group supervision | 101 | ||
| Setting up a group | 102 | ||
| Institutional influences on group functioning | 105 | ||
| Summary and conclusions | 106 | ||
| 7 Supervising Work in Institutions | 108 | ||
| Introduction | 108 | ||
| Understanding organisational dynamics: psychoanalytic and group relations perspectives | 110 | ||
| The organisation in the mind | 116 | ||
| The contribution of systems theory | 116 | ||
| Parallel processes at an institutional level | 118 | ||
| Common dynamics in supervising work in institutions | 121 | ||
| Summary and conclusions | 125 | ||
| 8 Working with Difference | 127 | ||
| Introduction | 127 | ||
| Perspectives on difference | 128 | ||
| Theories and examples relating to colour and race differences | 131 | ||
| Gender and sexuality | 137 | ||
| Age differences | 141 | ||
| Disability | 142 | ||
| Summary and conclusions | 145 | ||
| 9 Challenges and Dilemmas in Supervision | 147 | ||
| Introduction | 147 | ||
| Supervising work with patients in crisis: suicide and self harm | 148 | ||
| The role of the supervisor in setting limits | 153 | ||
| Working with more disturbed clients | 156 | ||
| Difficulties within the supervisory relationship | 160 | ||
| Different theoretical frameworks | 160 | ||
| Concerns about boundaries | 163 | ||
| Supporting supervisees and ourselves | 165 | ||
| Summary and conclusions | 165 | ||
| Conclusion | 168 | ||
| Appendix: Sources of Information on Supervision | 170 | ||
| References | 171 | ||
| Index | 177 | ||
| A | 177 | ||
| B | 177 | ||
| C | 177 | ||
| D | 177 | ||
| E | 177 | ||
| F | 177 | ||
| G | 178 | ||
| H | 178 | ||
| I | 178 | ||
| J | 178 | ||
| K | 178 | ||
| L | 178 | ||
| M | 178 | ||
| N | 178 | ||
| O | 178 | ||
| P | 178 | ||
| Q | 178 | ||
| R | 178 | ||
| S | 179 | ||
| T | 179 | ||
| W | 179 | ||
| Z | 179 |