Models of Supervision
QUT, Masters of Counselling
PYN007 Task 2 Article
Types of Supervision
Marker: Glen Guy
When experienced practitioners define their particular approach, while many align mainly with one, many recognize multiple impact on and enclosed techniques. Determining a sole supervision way as my only influence, resembles requesting a chess champion to identify their best, singular approach. Too many adding factors require consideration, including personality and style of involved individuals and current circumstances, to identify virtually any single positioning.
The seven-eyed model of Hawkins and Shohet (2012) provides a extensive scaffold to base direction upon. Key features and strengths of varied frameworks will be included which yields it familiar to a lot of supervisors. The model's strong points include the replique of numerous levels of supervision problems, which are dealt with in response to supervisee requires and its broad application throughout orientations. Additionally, it addresses relational and systemic aspects of oversight as comedie are placed on both the client-supervisee and supervisee-supervisor relationships, inside the wider organisational system that includes client, supervisee and boss, as crucial participants. Every mode provides a different focus for direction as follows:
m. 1client and their display
m. 2supervisee's strategies, concours
m. 3client-supervisee relationship
m. 5supervisory relationship
m. 6supervisor's method
m. 7broader context
(See appendix for further detail. )
Frameworks via various psycho-therapeutic orientations and professions may be integrated into this model's broad context. Supervisee developmental level (m. 4) is crafted for while, with experience, improvement from lower to higher amounts is allowed, in response to their pressing worries. Identification of supervisee strengths is facilitated, encouraging great feedback and affirmation, conducive to the supervisee's willingness to divulge the two negative and positive aspects of their work and the commitment to continued creation. Practice features requiring interest are determined, thereby providing a focus for the supervisor's interventions to encourage improvement and development (m. 4).
This guide is useful mainly because it raises awareness of all essential levels. Other frameworks innately place excessive emphases on certain settings with some entirely ignored. It promotes well-balanced supervision while each function is weighted equally as time passes. The intended hierarchy relates to the supervisor's responsibility to go to to all amounts.
The supervisee supplies the client's major care, yet protection of rights and well-being is ultimately the supervisor's responsibility (Helsel, 2012). This hierarchical responsibility is usually explicit (Hawkins and Shohet, 2002). To make certain quality treatment, the supervisee (m. 4) acknowledges the value of on-going enhancement of professional understanding and competencies (Carroll & Gilbert, 2011). Reviewing the supervisee's application of theory, by simply exploring approaches utilised (m. 2), is one of the supervisor's obligations to support the supervisee's professional development ((Helsel, 2012).
Obtaining consent and ensuring privacy of personal data (consent paperwork, case notes and recordings) is obligatory (Helsel, 2012). To ensure transparency, an awareness showing how the process capabilities and up to date consent is essential (Helsel, 2012). With the assurance of confidentiality, trust and enhancement of both beneficial relationships may possibly follow. Inside the broader work context (m. 7), it should also be founded to whom the supervisor reviews regarding the supervisee's capabilities (Carroll & Gilbert, 2011).
Ideal supervision documentation can aid professional growth and development of equally supervisee and supervisor (Helsel,...
References: Axten, D (2002) Chapter being unfaithful: The Development of Guidance Ethics. In McMahon, Martha and Patton, Wendy (eds), В Supervision in the helping professions: a practical approach, (pp. 105-115). Frenchs Forest: Pearson Education
Carroll & Gilbert C
Diamond, J. and Williams, L. H. (2004) A Path made by walking: Method Work in Practice. Portland, Or perhaps. Lao Tse Press
Friedman, S, (1997)
Goodbread, J (1997) The dreambodyВ toolkit: a practical introduction to the philosophy, desired goals, and practice of process-oriented psychology. Portland, Or. Lao Tse Press
Hawkins, Peter and Shohet, Robin, (2012)
Helsel, T (2012) Section 10: Moral Issues in Conducting Scientific Supervision. In Counselling Values: Philosophical and Professional Fundamentals. (pp. 217-241) New York: Springer Publishing Business
Nichols, Meters. (2011) The necessities of Friends and family Therapy
Richardson, A (2012) lecture notes (9/5/12; 16/5/12; 23/5/12 & 30/5/12)
Richardson, Joe and Hands, Peter, (2002)
The Seven-Eyed Model of Direction (Hawkins and Shohet, 2012)
(Roger Lowe, lecture notes, 2013)
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