Supervision in the Helping Professions : Individual, Group and Organizational Approach

by
Edition: 2nd
Format: Paperback
Pub. Date: 2000-10-01
Publisher(s): Open University Press
List Price: $43.95

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Summary

Praise for the first edition of Supervision in the Helping Professions: "The authors of this book really do know their subject well and have organised the presentation in a clear, systematic, readable style, refreshingly devoid of trans-atlantic jargon. It deals with all aspects of supervision and most importantly provides a meaningful blueprint about how useful and effective supervision can be. Let me recommend this book to you without reservation." - Journal of the British Psychodrama Association "The one really powerful book in this area, a book that fundamentally changed the way in which people think about supervision and training." - Professor John McLeod, University of Abertay, Dundee, Scotland "A very readable book which is of immense help to anyone in a mentoring or supervisory relationship. It will appeal equally to educators, managers and students. All nurses will benefit from reading it. It is reasonably priced and well presented. Buy it." - Philip Burnard, Nursing Times "This timely book offers the reader a comprehensive and practical guide to the complex issues inherent in the supervision of health and social services personnel, from the student on field-work placement to the most experienced therapist." - British Journal of Occupational Therapy This is an essential book for supervisors across all the helping professions which explores the purposes, models and different forms of supervision. It also addresses the needs of staff and examines how they can become more able in getting the support and supervision that they need. The first edition was a ground breaking book in the development of supervision and supervisor training. This second edition retains the models for supervising in individual, group, team and organizational settings but in addition adds new material, including: an up to date review of the new literature, practice and training in the field; a chapter on supervising across different cultures; new models on supervising in groups; and ways of introducing better supervision into organizations.

Table of Contents

Notes on the authors xvi
Preface to the second edition xvii
Acknowledgements xx
Part One: The supervisee's perspective 1(36)
`Good enough' supervision
3(5)
Why be a helper?
8(8)
Introduction
8(1)
Facing our shadow
9(1)
Exploring our motivations
10(1)
The lust for power
11(2)
Meeting our own needs
13(2)
The wish to heal
15(1)
Conclusion
15(1)
Getting the support and supervision you need
16(21)
Introduction
16(1)
Mapping your support system
17(1)
Stress
18(3)
Burnout
21(1)
Post-traumatic stress
22(1)
Arranging appropriate supervision
22(1)
Blocks to getting supervision
23(4)
Previous experiences of supervision
23(1)
Personal inhibition and defensive routines
23(2)
Difficulties with authority
25(1)
Conflict of roles
25(1)
Practical blocks
26(1)
Difficulty in receiving support
26(1)
Organizational blocks
27(1)
Overcoming blocks: Geraldine's story
27(3)
Self-supervision
30(1)
Being proactive within supervision
31(3)
Contracting
31(1)
Evaluating your supervisor
32(1)
Taking appropriate responsibility as a supervisee
33(1)
Self-reflection
33(1)
When supervision fails
34(1)
Conclusion
34(3)
Part Two: Becoming a supervisor and the process of supervision 37(88)
Becoming a supervisor
39(10)
Introduction
39(1)
Why be a supervisor?
39(2)
Getting started
41(1)
Qualities needed to be a good supervisor
42(2)
Supervisor roles
44(2)
Taking appropriate authority and power
46(1)
Ethics
47(1)
Conclusion
48(1)
Maps and models of supervision
49(18)
Introduction
49(1)
What is supervision?
50(1)
Supervision functions
50(2)
Types of supervision
52(1)
Tutorial supervision
53(1)
Training supervision
53(1)
Managerial supervision
53(1)
Consultancy supervision
53(1)
Forming the contract
53(1)
Practicalities
54(1)
Boundaries
54(2)
Working alliance
56(1)
Session format
56(1)
Organizational and professional context
56(1)
Negotiating the contract
57(1)
Supervision arrangements
57(2)
Supervisory styles
59(1)
A developmental approach to supervision
60(1)
self-centred
60(1)
client centred
61(1)
process centred
62(1)
process in context centred
63(1)
Reviewing the developmental approach
64(1)
Conclusion: choosing your framework
65(2)
A process model of supervision
67(21)
Introduction
67(1)
The double matrix or seven-eyed supervisor model
68(1)
The therapy session is reported and reflected upon in the supervision
69(1)
Reflection on the content of the therapy session
69(1)
Exploration of the strategies and interventions used by the therapist
70(1)
Exploration of the therapy process and relationship
70(1)
Focus on the therapy process as it is reflected in the supervision process
70(1)
Focus on the therapist's countertransference
70(1)
Focus on the here-and-now process as a mirror or parallel of the there-and-then process
70(1)
Focus on the supervisor's countertransference
70(1)
Focus on the wider context
71(1)
the content of the supervision session
71(2)
focusing on strategies and interventions
73(2)
focusing on the therapy relationship
75(1)
Attending to the client's transference
76(1)
Learning from the patient
76(2)
focusing on the therapist's process
78(2)
focusing on the supervisory relationship
80(2)
focusing on the supervisor's own process
82(2)
the supervisor--client relationship
84(1)
focusing on the wider context
84(1)
Integrating the modes
85(1)
Linking the model to the developmental process
86(1)
Conclusion
87(1)
Working with difference: transcultural supervision
88(18)
Introduction
88(2)
Understanding culture
90(2)
Awareness of cultural and other differences in supervision
92(2)
Power and difference
94(2)
Anti-oppressive practice
96(1)
Difference and the seven modes
97(1)
Mode 1
97(1)
Mode 2
98(1)
Mode 3
99(1)
Mode 4
99(1)
Mode 5
100(1)
Mode 6
101(1)
Mode 7
102(1)
Developing transcultural supervision
102(2)
Conclusion
104(2)
Supervisor training and development
106(19)
Introduction
106(1)
Assessing your learning needs
106(1)
Setting up training courses
107(5)
Core supervision course (for new supervisors)
112(1)
Supervisory feedback skills
113(2)
Giving feedback
114(1)
Receiving feedback
114(1)
Supervisory intervention skills
115(1)
Mapping supervision
116(1)
Core supervision course (for practice and student supervisors)
117(2)
Team and group supervision course
119(1)
Therapeutic supervision course
120(1)
Advanced supervision course
120(1)
Training in ethical dilemmas
121(1)
Training in transcultural competence
121(2)
Evaluation and accreditation
123(1)
Conclusion
124(1)
Part Three: Supervising groups, teams and networks 125(40)
Group, team and peer-group supervision
127(16)
Introduction
127(1)
Group supervision
128(1)
Advantages
128(2)
Disadvantages
130(1)
Selection of group members
131(1)
Contracting
131(1)
Setting the climate
132(1)
Acknowledging the group dynamic
132(1)
Structuring the group
133(1)
Supervision style
133(2)
Team supervision
135(2)
Peer supervision
137(3)
How to form a peer supervision group
140(1)
Organizing a peer supervision meeting
141(1)
Conclusion
142(1)
Exploring the dynamics of groups, teams and peer groups
143(10)
Introduction
143(1)
Group stages
143(1)
Group dynamics
144(2)
Facilitating group or team reviews
146(1)
Contracting
147(1)
Giving feedback
147(1)
Estrangement exercise
147(1)
Exploring the group dynamics
148(1)
Sculpting the group
148(1)
Exploring the wider context
149(2)
Conclusion
151(2)
Supervising networks
153(12)
Introduction
153(1)
The bucket theory of containment and displacement
153(2)
The story of Andrew and his multiple therapeutic agencies
155(1)
The story of Brenda and spreading anxiety
156(2)
The story of Carol and sexual abuse
158(3)
The story of sexual abuse in Cleveland
161(1)
Conclusion
162(3)
Part Four: The organizational context 165(31)
Towards a learning culture
167(15)
Introduction
167(1)
What is culture?
167(2)
Levels of culture
169(1)
Cultural dynamics that lead to degenerate supervision
170(1)
Hunt the personal pathology
170(1)
Strive for bureaucratic efficiency
171(1)
Watch your back
172(1)
Driven by crisis
173(1)
The addictive organization
174(1)
Shifting the cultural dynamic
175(1)
Creating a learning developmental culture
176(2)
Supervision, the learning organization and the learning profession
178(2)
Conclusion
180(2)
Developing supervision policy and practice in organizations
182(9)
Introduction
182(1)
create an appreciative inquiry into what supervision is already happening
183(1)
awaken the interest in developing supervision practice and policy
183(2)
initiate some experiments
185(1)
deal with resistance to change
185(2)
develop supervision policies
187(1)
develop ongoing learning and development processes for supervisors and supervisees
188(1)
have an ongoing audit and review process
189(1)
Conclusion
190(1)
Conclusion: the wounded helper
191(5)
Appendix 1: BAC Code of Ethics and Practice 196(7)
Appendix 2: Criteria for BAC counselling supervisor accreditation 203(3)
Key terms 206(4)
Resources 210(2)
Bibliography 212(10)
Index 222(8)
Feedback request 230

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