Notes on the authors |
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xvi | |
Preface to the second edition |
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xvii | |
Acknowledgements |
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xx | |
Part One: The supervisee's perspective |
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1 | (36) |
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`Good enough' supervision |
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3 | (5) |
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8 | (8) |
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8 | (1) |
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9 | (1) |
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Exploring our motivations |
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10 | (1) |
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11 | (2) |
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13 | (2) |
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15 | (1) |
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15 | (1) |
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Getting the support and supervision you need |
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16 | (21) |
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16 | (1) |
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Mapping your support system |
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17 | (1) |
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18 | (3) |
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21 | (1) |
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22 | (1) |
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Arranging appropriate supervision |
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22 | (1) |
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Blocks to getting supervision |
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23 | (4) |
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Previous experiences of supervision |
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23 | (1) |
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Personal inhibition and defensive routines |
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23 | (2) |
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Difficulties with authority |
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25 | (1) |
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25 | (1) |
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26 | (1) |
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Difficulty in receiving support |
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26 | (1) |
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27 | (1) |
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Overcoming blocks: Geraldine's story |
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27 | (3) |
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30 | (1) |
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Being proactive within supervision |
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31 | (3) |
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31 | (1) |
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Evaluating your supervisor |
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32 | (1) |
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Taking appropriate responsibility as a supervisee |
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33 | (1) |
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33 | (1) |
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34 | (1) |
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34 | (3) |
Part Two: Becoming a supervisor and the process of supervision |
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37 | (88) |
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39 | (10) |
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39 | (1) |
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39 | (2) |
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41 | (1) |
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Qualities needed to be a good supervisor |
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42 | (2) |
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44 | (2) |
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Taking appropriate authority and power |
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46 | (1) |
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47 | (1) |
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48 | (1) |
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Maps and models of supervision |
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49 | (18) |
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49 | (1) |
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50 | (1) |
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50 | (2) |
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52 | (1) |
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53 | (1) |
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53 | (1) |
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53 | (1) |
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53 | (1) |
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53 | (1) |
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54 | (1) |
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54 | (2) |
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56 | (1) |
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56 | (1) |
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Organizational and professional context |
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56 | (1) |
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57 | (1) |
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57 | (2) |
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59 | (1) |
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A developmental approach to supervision |
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60 | (1) |
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60 | (1) |
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61 | (1) |
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62 | (1) |
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process in context centred |
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63 | (1) |
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Reviewing the developmental approach |
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64 | (1) |
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Conclusion: choosing your framework |
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65 | (2) |
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A process model of supervision |
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67 | (21) |
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67 | (1) |
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The double matrix or seven-eyed supervisor model |
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68 | (1) |
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The therapy session is reported and reflected upon in the supervision |
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69 | (1) |
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Reflection on the content of the therapy session |
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69 | (1) |
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Exploration of the strategies and interventions used by the therapist |
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70 | (1) |
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Exploration of the therapy process and relationship |
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70 | (1) |
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Focus on the therapy process as it is reflected in the supervision process |
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70 | (1) |
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Focus on the therapist's countertransference |
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70 | (1) |
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Focus on the here-and-now process as a mirror or parallel of the there-and-then process |
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70 | (1) |
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Focus on the supervisor's countertransference |
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70 | (1) |
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Focus on the wider context |
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71 | (1) |
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the content of the supervision session |
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71 | (2) |
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focusing on strategies and interventions |
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73 | (2) |
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focusing on the therapy relationship |
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75 | (1) |
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Attending to the client's transference |
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76 | (1) |
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Learning from the patient |
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76 | (2) |
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focusing on the therapist's process |
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78 | (2) |
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focusing on the supervisory relationship |
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80 | (2) |
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focusing on the supervisor's own process |
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82 | (2) |
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the supervisor--client relationship |
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84 | (1) |
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focusing on the wider context |
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84 | (1) |
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85 | (1) |
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Linking the model to the developmental process |
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86 | (1) |
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87 | (1) |
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Working with difference: transcultural supervision |
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88 | (18) |
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88 | (2) |
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90 | (2) |
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Awareness of cultural and other differences in supervision |
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92 | (2) |
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94 | (2) |
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96 | (1) |
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Difference and the seven modes |
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97 | (1) |
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97 | (1) |
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98 | (1) |
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99 | (1) |
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99 | (1) |
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100 | (1) |
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101 | (1) |
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102 | (1) |
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Developing transcultural supervision |
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102 | (2) |
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104 | (2) |
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Supervisor training and development |
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106 | (19) |
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106 | (1) |
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Assessing your learning needs |
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106 | (1) |
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Setting up training courses |
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107 | (5) |
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Core supervision course (for new supervisors) |
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112 | (1) |
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Supervisory feedback skills |
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113 | (2) |
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114 | (1) |
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114 | (1) |
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Supervisory intervention skills |
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115 | (1) |
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116 | (1) |
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Core supervision course (for practice and student supervisors) |
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117 | (2) |
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Team and group supervision course |
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119 | (1) |
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Therapeutic supervision course |
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120 | (1) |
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Advanced supervision course |
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120 | (1) |
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Training in ethical dilemmas |
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121 | (1) |
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Training in transcultural competence |
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121 | (2) |
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Evaluation and accreditation |
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123 | (1) |
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124 | (1) |
Part Three: Supervising groups, teams and networks |
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125 | (40) |
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Group, team and peer-group supervision |
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127 | (16) |
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127 | (1) |
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128 | (1) |
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128 | (2) |
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130 | (1) |
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Selection of group members |
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131 | (1) |
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131 | (1) |
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132 | (1) |
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Acknowledging the group dynamic |
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132 | (1) |
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133 | (1) |
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133 | (2) |
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135 | (2) |
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137 | (3) |
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How to form a peer supervision group |
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140 | (1) |
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Organizing a peer supervision meeting |
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141 | (1) |
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142 | (1) |
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Exploring the dynamics of groups, teams and peer groups |
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143 | (10) |
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143 | (1) |
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143 | (1) |
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144 | (2) |
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Facilitating group or team reviews |
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146 | (1) |
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147 | (1) |
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147 | (1) |
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147 | (1) |
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Exploring the group dynamics |
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148 | (1) |
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148 | (1) |
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Exploring the wider context |
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149 | (2) |
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151 | (2) |
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153 | (12) |
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153 | (1) |
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The bucket theory of containment and displacement |
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153 | (2) |
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The story of Andrew and his multiple therapeutic agencies |
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155 | (1) |
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The story of Brenda and spreading anxiety |
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156 | (2) |
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The story of Carol and sexual abuse |
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158 | (3) |
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The story of sexual abuse in Cleveland |
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161 | (1) |
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162 | (3) |
Part Four: The organizational context |
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165 | (31) |
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Towards a learning culture |
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167 | (15) |
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167 | (1) |
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167 | (2) |
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169 | (1) |
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Cultural dynamics that lead to degenerate supervision |
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170 | (1) |
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Hunt the personal pathology |
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170 | (1) |
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Strive for bureaucratic efficiency |
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171 | (1) |
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172 | (1) |
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173 | (1) |
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The addictive organization |
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174 | (1) |
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Shifting the cultural dynamic |
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175 | (1) |
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Creating a learning developmental culture |
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176 | (2) |
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Supervision, the learning organization and the learning profession |
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178 | (2) |
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180 | (2) |
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Developing supervision policy and practice in organizations |
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182 | (9) |
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182 | (1) |
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create an appreciative inquiry into what supervision is already happening |
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183 | (1) |
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awaken the interest in developing supervision practice and policy |
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183 | (2) |
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initiate some experiments |
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185 | (1) |
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deal with resistance to change |
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185 | (2) |
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develop supervision policies |
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187 | (1) |
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develop ongoing learning and development processes for supervisors and supervisees |
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188 | (1) |
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have an ongoing audit and review process |
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189 | (1) |
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190 | (1) |
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Conclusion: the wounded helper |
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191 | (5) |
Appendix 1: BAC Code of Ethics and Practice |
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196 | (7) |
Appendix 2: Criteria for BAC counselling supervisor accreditation |
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203 | (3) |
Key terms |
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206 | (4) |
Resources |
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210 | (2) |
Bibliography |
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212 | (10) |
Index |
|
222 | (8) |
Feedback request |
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230 | |