Energising the Process of Supervision
How Differentiation is Encouraged in the Supervision Relationship
"The goal for the instructor (supervisor) is to be in contact with the thinking of the learner without responding emotionally (reactively) to it. The goal for the learner (supervisee) is to move towards greater differentiation of self. In this process, both parties are in fact learning. Each challenges the other to think for him- or herself."
Papero D. Bowen Family Systems theory. 1990.
Regular clinical supervision is considered by Professional membership bodies in the mental health professions to be essential in maintaining standards of practice. It is often the case however that supervision gets minimal planning attention compared to the conduct of a clinical session. Supervisees often complain that supervision falls flat because of too many unrelated questions from the supervisor or too much direction from the supervisor without an effort to understand the work of the supervisee. Supervisors on the other hand often speak of their frustration of supervisees being unprepared with little clarity about what they want help with.
This workshop addresses these challenges by proposing a systems model for supervision that pays attention to the reciprocity of the supervisor and supervisee relationship. An approach to supervision will be presented that engages the supervisor and supervisee in a collaborative effort of research into emotional systems. The goal is for each to take responsibility for their thinking, feeling and behaviour while maintaining a meaningful connection through collaborative learning. This is the essence of Bowen’s concept of differentiation.
This workshop is for both experienced supervisors wishing to expand their approach and those preparing to begin supervising.
Program
Part 1
What is Differentiation and how does it apply to Supervision? Inviting the supervisee to articulate their model of practice.
Demonstration of common supervision interactions. What are the circular/reciprocal patterns evident in these vignettes?
Dealing with case presentations effectively. How much to focus on the case material? How to move from content of case to process? How to expand into thinking about therapist-client process?
An overview of family systems process with particular attention to how the therapist can be triangled into the client emotional system.
Workshopping supervision questions that invite the supervisee to reflect on how they are being invited into the client’s system.
What does a collaborative approach look like? What is the thinking behind it?
Video of question time with Betty Carter. How does she present her expertise in a way that makes room for the questioner to hold onto their own knowledge? (Betty Carter is a renowned Family Therapist who has added a life cycle and feminist framework to Bowen’s theory. She set up the Family Institute of Westchester in 1977.)
Part 2
Exploring significant contributions to models of supervision: i.e. Barry Mason’s "Safe Uncertainty" to Narrative approaches. How do these ideas promote differentiation in supervision?
Case example: How to raise issues of concern about client duty of care?
Case example: How are boundaries determined between a focus on clinical work and the therapist’s family of origin and personal issues?
Reviewing tools of supervision. i.e. written preparation forms. Reviewing videos. Opportunities for live supervision. Therapist evaluation forms.
How the Supervisor deals with the invitation to be the expert? Video of Betty Carter discussing her approach to a live consultation.
Wrap up | 
