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Tables of Contents for Supervision in the Helping Professions
Chapter/Section Title
Page #
Page Count
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