Training Topics:  Super-vision and Consultation

If your organisation is interested in approaching me for teaching on super-vision, please review the descriptions below of the one or two day presentation topics. You might prefer to use a combination of these workshops or presentations in order to meet the particular needs of your group.

Getting the most out of Super-vision

A two day workshop for practitioners.
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This 2 day workshop will assist you to get the most out of the super-vision relationship you are in. From my perspective this is more likely to occur when you feel able to take an active part in shaping the super-vision process and relationship.
 
We will be exploring the following questions in this two day workshop:
  • What is super-vision?
  • What is the difference between super-vision and therapy?
  • How do I prepare for super-vision?
  • How do I decide what to bring to super-vision?
  • What do I do with the feelings or experiences I notice in counselling, therapy or in super-vision?
  • What do I expect from the person providing me with super-vision?
  • How do I advance my clinical practise through super-vision?
  • What do I do if I experience a difficulty in the super-vision  relationship?
  • What are the common pitfalls for super-vision participants?
  • What is the balance between support and clinical extension?
  • How do I develop a self reflective practise?

Developing the Reflective Practitioner through Super-vision 

A one day workshop for practitioners wanting to create more fluidity in their enquiry process.
Most people when asked, 'Are you a reflective practitioner?' will respond, 'Yes I try to be'. 

Most people when asked, 'Are you aware of the influence of gender and cultural differences on super-vision and therapeutic conversations will respond, 'Yes'.

Most people when asked, 'Do you direct conversations toward known psychological categories and knowledges?' will respond, 'Yes sometimes but only in a useful way'.

This workshop will move you beyond the binary of 'right/wrong answers'  by offering you the practical skills to engage with these questions during and after therapeutic and super-vision meetings.  Using these skills you will generate dynamic conversations particular to each situation, be it within a therapeutic of supervision relationship.

Vital Reflection:  developing skills for self and peer super-vision 

A two day workshop for all practitioners.
Clinicians often comment that there is never enough time in super-vision for all the dilemmas, struggles and joys they've encountered in therapeutic work. The common lament, 'I don't have enough time to reflect on my work,' attests to many lost opportunities to reflect on both, what's working and what's not. 

In this workshop, you will learn how to use the new and practical super-vision tool that I've developed. This portable resource incorporates the sun-dial like questioning wheels (the 'I' and 'You' wheels) that will enable you to generate new perspectives that are essential for self super-vision and peer super-vision. This vital reflection tool will also assist you to review the presuppositions that are shaping therapeutic or super- vision conversations while at the same time liberating new directions for enquiry.

Applied Super-vision 

A workshop for people who have experience facilitating, supervising, managing other workers and practitioners. 
The super-vision relationship requires participants to negotiate the sometimes complex balance between the professional and the personal, affirmation and extension, support and challenge, theoretical ideas and the technical and practical application of these ideas.  This workshop will focus on how we achieve this balance.

Throughout the workshop I will discuss and demonstrate this relational perspective by reviewing:
  • A super-vision agreement that clarifies the responsibilities held by all participants in the relationship.
  • A review of the common restraints to participation in the super-vision relationship.
  • The use of Prismatic dialogue to reveal limiting truth positions and extend technical skills.
  • Ways to negotiate accountability within a power relation.
  • The use of imaginative abilities to support new therapeutic directions.
  • Ethical review through a conversational process.
  • Ways to navigate the tensions of accusation, shame, anger and defensiveness.

I hope the ideas and practices presented here will assist people to facilitate environments where there is an emphasis on the development of a reflective practitioner.