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Supervision in Counselling and Psychotherapy

Supervision in Counselling and Psychotherapy

Ms Liz Omand


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Book Details


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