Relational Processes in Counselling and Psychotherapy Supervision (Palgrave Texts in Counselling and Psychotherapy)

This book is focused on relational processes in supervision for counselling and psychotherapy. The aim is first to introduce a relational theoretical stance, then to apply that stance to the process of supervision, and finally to offer practitioners immediately accessible resources for relational supervision. Within a relational perspective, supervisor and supervisees are viewed as partners who co-construct the supervisory process. Unlike other approaches to supervision where the emphasis is on specific techniques and strategies for supervision, the relational orientation of this book invites supervisor and supervisee into different understandings of the supervisory interaction. This orientation directs our attention to the importance of co-creating the therapeutic relation/alliance with special attention to the wellbeing of the the supervisee and the supervisor. Supervision, from this perspective, is focused on what participants are making together rather than on the individual abilities, strengths, and weaknesses of either the supervisor or the supervisee. Contents Notes on Contributors List of Figures 1 Introduction Introduction Organizing of the Book 2 Theoretical Foundations of Relational Processes in Supervision A Pluralist Stance Towards Supervision An Invitation to Plurality Supervision as Social Construction Constructing a World Theories as Discursive Options Pluralist Supervision Implications References 3 Constructing Supervision: Integrating the Professional and Personal into a Relational Self—An Invitation to Relational Integration Integration and Distinguishing: Towards a Concept of Relational Integration Significance for Supervision In the Beginning... Is the Personal Significance for Supervision Significance for Supervision Ethics of the Relationship Between Personal and Professional Significance for Supervision Reflexive Loop Between Personal and Professional and the Issue of Transferable Risk Significance for Supervision The Coordinated Management of Meaning Example (from Barbara). Mothers and Daughters Social/Personal GgRRAAAACCEEESSSS... An Exercise in Relational Integration: Creating a Conversation Between Your Personal and Professional Selves Ending with a Personal and Professional Conversation Finding a Place for Feelings: Some Final Thoughts About Our Conversation References 4 Relational Responsibility: Ethics and Power in Supervision Introduction Content or Process? Questioning the Tradition: From Stability to Fluidity of Ethics The Danger of Being Seduced by Traditional Ethics: Power and Authority Self-Reflexivity Cultivating Reflexivity: From Private to Public Relational Responsibility Everyday Ethics References 5 Making the Combination of Support and Social Control Work in Supervision Introduction The Core Dimensions of Supervision The Metaphors of Adding Versus Redeeming Words Are Not Neutral or Innocent Suggestions for the Social Worker–Supervisor Relationship Supervising on How to Handle Family Resistance An Explanation for the Referral The Imbalance of Power Suggestions for the Social Worker–Supervisor Relationship Coping with Conflicting Discourses Listening to the Voices of the Families Assessing Challenges and Resources To Confirm Intense Feelings Intrinsic Instead of Extrinsic Motivation Motivational Interviewing (MI) Suggestions for the Social Worker–Supervisor Relationship Externalizing the Referral and the Standard Set by the CPS Working/Therapeutic Alliance Suggestions for the Social Worker–Supervisor Relationship Attachment Theory and Supervision: Building Trust Supervisors as Secure Base and Safe Haven Suggestions for the Social Worker–Supervisor Relationship Concluding Remarks References 6 The Artistry of Stuck-Ness Introduction Being Stuck. What Is It? Vignette 1 Vignette 2 Vignette 3 Ending the Beginnings References 7 ‘The Difference that Makes a Difference? A Qualitative Study of Cultural Differences and Similarities in Supervision’ Interviews and Analysis Themes from Iranian Supervision Group Theme 1: Closeness/Distance in Intercultural/Intracultural Supervision Theme 2: Complexity of Intercultural Therapy/Supervision Themes from Interview with M Theme 1: Context Makes a Difference Theme 2: Experience and Theoretical Orientation Theme 3: Sharing a Culture Makes Communication Easier Theme 4: Aspects of the Supervisory Process Which Make for Good Intracultural Supervision Themes from Supervision Across Region Interview Theme 1: Language Difference as Barrier and Ways that This Is Mitigated Theme 2: Understanding Facilitated by Systemic Model Theme 3: Shared Experience Creates Understanding Theme 4: Trust in the Effectiveness of the Model and of the Competence of the Supervisor Helpful Discussion and Key Learning Points for Supervisors Appendix Interview Protocol Themes from Interview with Iranian Group Themes from Interview with M Themes from Interview with Bangladeshi Group References 8 A Child-Friendly Supervision: Inviting Children to Participate Introduction: Strengthening Children’s Position The Child’s Opinion Strengthening the Mentalization Skills in Talking to Children The Content of Hearing Children’s Voices Strengthening Children’s Self-Agency Learning Organizations An Inclusive Practice: To Keep Children in Mind Concluding Remarks References 9 Safety and Self-Care of the Supervisor Introduction Supervision and the Arousal of Anxiety Empathy and the Supervisory Alliance Attentiveness and Attunement Supervision and Therapy: ‘The Continuous Flow of Our Work...’ Conclusion References Index This book is focused on relational processes in supervision for counselling and psychotherapy. The aim is first to introduce a relational theoretical stance, then to apply that stance to the process of supervision, and finally to offer practitioners immediately accessible resources for relational supervision. Within a relational perspective, supervisor and supervisees are viewed as partners who co-construct the supervisory process. Unlike other approaches to supervision where the emphasis is on specific techniques and strategies for supervision, the relational orientation of this book invites supervisor and supervisee into different understandings of the supervisory interaction. This orientation directs our attention to the importance of co-creating the therapeutic relation/alliance with special attention to the wellbeing of the supervisee and the supervisor. Supervision, from this perspective, is focused on what participants are making together rather than on the individual abilities, strengths, and weaknesses of either the supervisor or the supervisee. Ottar Ness is Professor of Counselling at the Norwegian University of Science and Technology, Adjunct Professor at the program of family therapy and systemic practice at VID Scientific University in Norway, Senior Advisor at the National Competence Centre for Mental Health Care, Norway, and Taos Institute Associate, USA. Sheila McNamee is Professor of Communication at the University of New Hampshire and Vice President, Co-Founder, and Board member of The Taos Institute, USA. Øyvind Kvello is Professor of Special Education at the Norwegian University of Science and Technology, and Adjunct Professor at the Faculty of Health and Social Sciences at the University of South-Eastern Norway