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Individual differences |
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There are many different ways of developing professional supervision skills which can be helpful to the clinician or practitioner in their work. Specific models or approaches to both counselling supervision and clinical supervision come from different historical strands of thinking and beliefs about relationships between people. A few examples from a very wide range of approaches are given below.
Two psychotherapists, P. Hawkins and R. Shohet (2003), developed a humanistic process model which springs from “ourselves as wounded helpers” (p7). S.Page and V. Wosket describe a cyclical structure.
F. Inskipp and B. Proctor (1993, 1995) developed an approach based on the normative, formative and restorative elements of the relationship between supervisor and supervisee. The Brief Therapy practice teaches a solution focused approach based on the work of Steve de Shazer and Insoo Kim Berg which uses the concepts of respectful curiosity, the preferred future, recognition of strengths and resources, and the use of scaling to assist the practitioner to progress (described in )
Counselling or clinical supervisors will be experienced in their discipline and normally then have further training in any of the above-mentioned approaches, or others.
- C Waskett. The SF Journey, in Therapy Today', March 2006, Vol 17, No 2, pp 40-42
- P Hawkins, R Shohet. Supervision in the Helping Professions: an organisational, group and organisational approach; Open University Press, Maidenhead, 2nd ed 2003
- S Page, V Wosket. Supervising the Counsellor: a cyclical model; Routledge, London & New York, 1995
- F Inskipp, B Proctor. The Art, craft and tasks of Counselling supervision, Part 1 – making the most of supervision, Cascade Publications 1993, and Part 2 – becoming a supervisor, 1995
- C Waskett. The pluses of solution-focused supervision, in Healthcare Counselling and Psychotherapy Journal, Vol 6, No 1.