Getting the Best Out of Supervision in Counselling & Psychotherapy

A Guide for the Supervisee

Mary Creaner, Author

• Publisher: SAGE Publications Ltd
• Year: 2013
• Print ISBN: 9780857029065, 9780857029058
• eBook ISBN: 9781446292679
• Edition: 1
• Topic: Psychology
• Subtopic: Psychotherapy Counselling
• Index: Psychology

Getting the Best Out of Supervision in Counselling & Psychotherapy does exactly what it says on the tin! Supervision is an essential part of counselling training and ensuring you know exactly how to get the very most out of supervision is important, whatever their level of study. Exploring how to begin, maintain and end a supervisory learning relationship in the context of existing theory and best practice guidelines, the author will introduce your trainees to:  

• Models and forms of supervision
• The skills informing good supervision
• What to expect from supervision
• Key professional issues in supervision

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Written in a lively and engaging style, this book will enable both supervisors and supervisees to get the best they can from the supervisory experience.

1

What is the Meaning and Purpose of Supervision?

This chapter provides an orientation to the landscape of supervision by providing an overview of its historical development within the counselling and psychotherapy tradition. It will also discuss the purpose and functions of supervision as articulated in a number of existing definitions.

What is Supervision?

Beginning trainees bring many questions to supervision, most notably: ‘What is supervision?’ ‘Why is it necessary?’ and ‘What happens in supervision?’ They are essential, reflective practice questions and, in many ways, remain a focus of enquiry throughout the career lifespan. As the supervision conversation continues to develop through practice and research, new ideas emerge and new ways of working are presented. As I have developed as a practitioner, the type of supervision I have sought has also developed from formative to consultative supervision as I focus on the broad context of my work. As suggested by Stoltenberg (2005: 858), ‘the path toward proficiency is developmental.’ Different learning needs emerge as supervisees gain knowledge and capability (Stoltenberg and McNeill, 1997). It may also be developmental for supervisors as they gain knowledge and clinical wisdom.

It is challenging to define supervision. It has different meanings in different contexts. For example, from a professional perspective, in counselling and therapy training it is an integral part of the training process and embedded in that context. It is supported by formal teaching and, frequently, personal therapy. In this context, it is most clearly evaluative, as trainee competence development is keenly monitored in client work. Post-training, as a counsellor or therapist works towards accreditation or registration, while there is more autonomy, supervision is still evaluative. Post-accreditation/registration, and as supervision is usually a career-long requirement, there is a shift towards more consultation and less evaluation. Nevertheless, the element of ‘overseeing’ is always present. However, to present supervision in these terms only does not do justice to the supervision phenomenon. It does not capture the essence of the interpersonal supervisory relationship. Nor does it speak to the experience of the learning process that is at the heart of supervision and how that occurs in relation to the vicissitudes of that experience. The following section demonstrates the complexity of the supervision endeavour and presents some of the attempts to capture the meaning and purpose of supervision.

In answer to the question ‘What is supervision?’ from a professional practice perspective, the British Association for Counselling and Psychotherapy (BACP, 2008) provides the following explanation:

Supervision is a formal arrangement for therapists to discuss their work regularly with someone who is experienced in both therapy and supervision. The task is to work together to ensure and develop the efficacy of the therapist/client relationship. The agenda will be the therapy and feeling about that work, together with the supervisor’s reactions, comments and challenges. Thus supervision is a process to maintain adequate standards of therapy and a method of consultancy to widen the horizons of an experienced practitioner.

The British Psychological Society (BPS) Division of Counselling Psychology, in their Guidelines for Supervision (BPS, 2007: 4), also provide a useful definition and frame to reflect on the complexities of supervision when they describe it as an ‘activity’, a ‘process’, a ‘relationship’ and a ‘practice’. As described by the BPS, it is a professional and ethical activity for reflection on the work that allows for ‘playful reflection’ for the purposes of future action and is distinct from therapy. Supervision is a process of ‘ongoing collaborative, experiential and transformational learning’ that draws on practice and research-based knowledge. It is a ‘flexible’ relationship of ‘mutual trust, respect and integrity’ that takes into account the learning needs of the supervisee. Finally, it is a practice that is bounded by an explicit contract and draws on ‘shared and explicit models of supervision’ (BPS, 2007: 40).

The meaning of supervision and how it is implemented in counselling and psychotherapy have evolved significantly over many decades, but the key purpose has remained relatively constant. In essence, supervision exists to facilitate the professional development of the supervisee at whatever their level of experience with a view to enhancing therapy outcomes with their clients (Ellis and Ladany, 1997). To understand the meaning and purpose of supervision, it is necessary to consider how it has evolved historically in the field and to review the dominant definitions that have developed in an attempt to elucidate the meaning and purpose of supervision in counselling and psychotherapy.

Historical Overview of Supervision

The concept of supervision has existed almost as long as the therapy profession itself. The development of supervision within psychotherapy can be more or less charted against developments in psychotherapy theory and practice (Leddick and Bernard, 1980). With its roots in the apprenticeship model, wherein the master passed on their knowledge and skill to the apprentice, as soon as therapists began to provide training to other therapists, supervision frameworks began to emerge within therapy traditions (Leddick, 1994). The development of supervision is chronicled by Carroll (2007: 34), who highlights three stages in the development of supervision occurring broadly within three timeframes, namely: (1) the 1920s and the foundations of the psychoanalytic tradition; (2) the 1950s and the emergence of the humanistic/existential and cognitive-behavioural schools; and (3) the 1970s when supervision began to emerge as a learning activity rather than a counselling activity.

The foundation of the Berlin Institute in the 1920s heralded the emergence of supervision in this context (Leddick and Bernard, 1980; Bernard, 2006; Carroll, 2007). Freud has been acknowledged as the ‘first supervisor’ (Frawley-O’Dea and Sarnat, 2001: 17) within psychotherapy, a point contested by Milne (2009), who suggests that the apprenticeship model has been in existence for centuries and that the origins of supervision may perhaps be traced back to the ancient Greeks – at the very least! As psychoanalytic training developed, so too did the concept of supervision, or ‘control analysis’ as it was termed, which sought to maintain the purity of the approach (Moncayo, 2006). It was in the 1930s that the ‘teach or treat’ controversy arose, and it remains a point of discussion to this day. Bernard and Goodyear (2009: 82) identify Ekstein and Wallerstein (1958) as the first proponents of a psychodynamic supervision model that ‘portrayed supervision as a teaching and learning process’ which placed emphasis on the teaching rather than the analytic treatment of the supervisee.

Against a backdrop of social, cultural, economic and political events, the 1950s were a fertile time in the development of the psychotherapy profession and, consequently, saw the second stage of the development of supervision. The most notable development that culminated during this period was the emergence of the humanistic, existential and cognitive behavioural schools, most evidently captured in the iconic film Three Approaches to Psychotherapy (1965), more affectionately referred to as the ‘Gloria’ film, produced by E.L. Shostrom, which demonstrated the respective therapeutic approaches of Carl Rogers (person-centred therapy), Albert Ellis (rational emotive behavioural therapy) and Fritz Perls (Gestalt). Carroll (2007: 34) refers to supervision during this period as being ‘counselling-bound or psychotherapy-bound’ supervision wherein the principles of the therapeutic approach are applied to the practice of supervision. By the mid-1960s, according to Leddick and Bernard (1980: 190), ‘the field of supervision had three major models: dynamic, facilitative, and behavioural.’ Family therapy had also made the valuable contribution of a systems perspective to therapy and also to supervision. With its foundations firmly established in the therapy tradition, influenced by a variety of cross-theoretical concepts, supervision in therapy began to develop its own unique identity. The 1970s saw a further shift away from a counselling conceptualisation of supervision to one that focused more on supervision as ‘an educational process’ with social roles models that focused on practice (Carroll, 2007: 34). The development of supervision is continuing, theory is slowly developing and supervision is beginning, though not without its challenges, to establish its own knowledge base.

Definitions of Supervision in Counselling and Psychotherapy

A myriad of terms has been applied to supervision, and confusion is frequently compounded by misunderstandings regarding the nature of supervision. In the literature, we hear of counselling supervision, clinical supervision, training supervision, consultancy, professional supervision, peer, group and individual supervision and so forth. In addition, supervision may mean different things in different contexts, all of which may have a bearing on where emphasis is placed and how supervision is effected. In the vernacular, supervision is often negatively connoted with line management supervision – literally, ‘overseeing’ – with the managerial agenda of performance review for promotion purposes and career development. However, there are an increasing number of definitions available and the following are an example, though by no means exhaustive, of those currently in use. Some will be relevant to particular supervisee developmental levels more than others. Each definition has its own nuances, emphasis and applicability to a range of contexts in the helping professions, though few are empirically based (Milne, 2009).

Two of the most frequently provided definitions in counselling and psychotherapy are those of Inskipp and Proctor (2001) in the UK context and Bernard and Goodyear (2009) in the US. Inskipp and Proctor (2001: 1) proposed that supervision is:

A working alliance between the supervisor and counsellor in which the counsellor can offer an account or recording of her work; reflect on it; receive feedback and where appropriate, guidance. The object of this alliance is to enable the counsellor to gain in ethical competence, confidence, compassion and creativity in order to give her best possible service to the client.

Clearly, the emphasis here is on the working alliance in counselling, a concept first proposed by Bordin (1979, 1983) which refers to collaborative goal and task setting in the context of an emotional bond between the relevant parties, in this case the supervisor and supervisee (see Chapter 2 for further discussion). Within the working alliance, which is a central tenet in this definition, the work is reflected upon and feedback is provided in the interest of the professional development of the supervisee and client welfare. While not explicit, the inclusion of ‘guidance’ intimates an educative dimension to supervision. The language of ‘compassion’ and ‘creativity’ attests to the art of supervision (Hewson, 2001).

Aligned to Inskipp and Proctor’s (2001) definition are the three functions of supervision offered by Proctor (1987) which have been widely drawn upon as a framework in practice in counselling, therapy and nursing supervision (Bowles and Young, 1999). It is a particularly useful framework for considering the purpose of supervision. Drawing on Kadushin’s (1992) framework (given in parenthesis), Proctor’s (1987) three functions relate to the following domains:

1. Formative (Educative) relates to supervisee learning, skills development and professional identity development.

2. Normative (Managerial) refers to accountability, developing best practice principles, ethical and legal considerations, compliance with agency and organisational procedures and professional standards for the well-being of clients.

3. Restorative (Supportive) considers the impact of the work on the supervisee and the necessary psychological support and scaffolding required to offer professional support to the supervisee. This function can help mitigate the stresses and impacts of the work and promote practitioner well-being.

With reference to the US context, where supervision has predominantly been conceptualised in a counselling education and training context, Bernard and Goodyear (2009: 7) posit that:

Supervision is an intervention that is provided by a more senior member of a profession to a more junior member or members of that same profession. This relationship is evaluative, extends over time, and has the simultaneous purposes of enhancing the professional functioning of the junior person(s), monitoring the quality of professional services offered to the clients she, he, or they see, and serving as a gatekeeper for those who are to enter the particular profession.

Within this definition, a threefold perspective is provided wherein professional development, client welfare and gatekeeping are emphasised in the context of training. This definition highlights the hierarchical nature of the supervisory relationship which develops over time, monitors and evaluates the supervisee in their provision of therapy. The context of training is also reflected in the assumption that the supervisor is a more senior member within the same profession. The task of teaching is implicit with the ‘idiosyncratic nature’ of the supervisees’ learning needs as the guiding agenda (Bernard and Goodyear, 2009: 9).

Relevant to post-training supervision, Scaife (2001) emphasises a formally contracted supervisory arrangement to reflect on one’s practice for the purpose of client welfare and the professional development of the supervisee. Scaife (2001: 4) offers the definition that supervision is ‘what happens when people who work in the helping professions make a formal arrangement to think with another or others about their work with a view to providing the best possible service to clients, and enhancing their own personal and professional development’. A more specific definition from a competency-based perspective is provided by Falender and Shafranske (2004: 3), who acknowledge that supervision is a distinct intervention and activity when they state:

Supervision is a distinct professional activity in which education and training aimed at developing science-informed practice are facilitated through a collaborative interpersonal process. It involves observation, evaluation, feedback, the facilitation of supervisee self-assessment, and the acquisition of knowledge, and skills by instruction, modelling and mutual problem solving. In addition, by building on the recognition of the strengths and talents of the supervisee, supervision encourages self-efficacy. Supervision ensures that clinical consultation is conducted in a competent manner in which ethical standards, legal prescriptions, and professional practices are used to promote and protect the welfare of the client, the profession and society at large.

This comprehensive definition emphasises a strengths-based and collaborative view of the supervisory relationship which is focused on education and training for the purposes, again, of professional development and client protection. It uniquely refers to science-based practice development, and highlights some of the key tasks and strategies employed in supervision. It further evokes a systems perspective.

Emphasising the educative dimension of supervision, Bradley and colleagues (2010: 3) define supervision as follows:

Counselor supervision is a didactic and interpersonal activity whereby the supervisor facilitates the provision of feedback to one or more supervisees. This feedback can pertain to the work in supervision, the supervisees’ clients, or the supervisor, and can positively or negatively influence supervisee counselor competence and client outcome.

Interestingly, this is one of the few definitions that suggest that supervision may negatively influence supervisee development or outcomes for clients.

With an emphasis placed on the educational aspects of supervision and reflective practice, Hart (1982: 12) offers the following definition of supervision as ‘an ongoing educational process in which one person in the role of the supervisor helps another person in the role of the supervisee acquire appropriate professional behavior through an examination of the supervisee’s professional activities’. More recently, Watkins (2012: 193), echoing Hart’s (1982) emphasis on the educational process, proposes that supervision is ‘an educative process by which and through which we as supervisors strive to embrace, empower, and emancipate the therapeutic potential of the supervisees with whom we have the privilege to work’ (emphasis in original). Evocative of Freire’s (1970) concepts of empowerment and emancipation achieved through edu...

Table of contents

• Cover Page
• Halftitle
• Sage Publications
• Title
• Copyright
• Dedication
• Contents
• List of Figures and Tables
• About the Author
• Acknowledgements
• About the Book
• Introduction
• 1 What is the Meaning and Purpose of Supervision?
• 2 The Supervisory Relationship: A Relationship with a Purpose
• 3 Supervision across the Career Lifespan
• 4 The Learning Landscape: Lifelong Learning in Supervision
• 5 Models and Frameworks of Supervision
• 6 Forms and Formats of Supervision
• 7 Beginning the Learning Relationship
• 8 How to Prepare for a Supervision Session
• 9 Ethical and Legal Considerations in Supervision
• 10 Good and Not So Good Supervision
• 11 Professional Considerations in Supervision
• 12 Feedback and Evaluation in Supervision
• 13 Endings in the Learning Relationship and the Opportunities Ahead
• 14 Developing the Art and Science of Supervision
• Appendices
• References
• Index