Understanding and Developing Relationships
Critically evaluate how the supervisory relationship evolves, advances and how it can be sustained, through a greater understanding of our strengths and opportunities in the developing relationship?
JacquieSan
Introduction
Clinical Supervision has been evolving for over a century in many forms and within that time has developed significantly. This assignment aims to critically evaluate how the supervisory relationship evolves, advances and how it can be sustained through a greater understanding of our strengths and opportunities in the developing relationship.
A relationship is normally viewed as a connection between people and comprises two or more individuals. Relationships usually involve some level of interdependence and those involved in the relationship tend to influence each other, share their thoughts and feelings, and engage in activities together. Because of this interdependence, most things that change or impact one member of the relationship will have some level of impact on the other member (Bersheid & Pepau, L.A. (1983)
By exploring and reflecting upon our own belief systems, values, ethics and levels of knowledge and experience, reinforced by continuous learning, self-challenge and the use of feedback loops (from a wide range of sources), there is strong evidence to suggest that relationships can be sustained by recognising one’s own strengths and opportunities as well as those of our supervisee(s) to optimise and get the most out of each relationship.
History and Development of Clinical Supervision
Clinical supervision began initially in the late 19th Century within psychoanalytic spheres, where there was evidence that small groups gathered to evaluate each other’s client work ‘informally’. Freud (1902) first termed supervision:
"as a number of young doctors gathered around me with the express intention of learning, practising and spreading the knowledge of psychoanalysis".
As a result of an International
JacquieSan
Introduction
Clinical Supervision has been evolving for over a century in many forms and within that time has developed significantly. This assignment aims to critically evaluate how the supervisory relationship evolves, advances and how it can be sustained through a greater understanding of our strengths and opportunities in the developing relationship.
A relationship is normally viewed as a connection between people and comprises two or more individuals. Relationships usually involve some level of interdependence and those involved in the relationship tend to influence each other, share their thoughts and feelings, and engage in activities together. Because of this interdependence, most things that change or impact one member of the relationship will have some level of impact on the other member (Bersheid & Pepau, L.A. (1983)
By exploring and reflecting upon our own belief systems, values, ethics and levels of knowledge and experience, reinforced by continuous learning, self-challenge and the use of feedback loops (from a wide range of sources), there is strong evidence to suggest that relationships can be sustained by recognising one’s own strengths and opportunities as well as those of our supervisee(s) to optimise and get the most out of each relationship.
History and Development of Clinical Supervision
Clinical supervision began initially in the late 19th Century within psychoanalytic spheres, where there was evidence that small groups gathered to evaluate each other’s client work ‘informally’. Freud (1902) first termed supervision:
"as a number of young doctors gathered around me with the express intention of learning, practising and spreading the knowledge of psychoanalysis".
As a result of an International
References: Bernard, J.M. and Goodyear, R.K. (1998) Fundamentals of clinical supervision. 2nd ed. MA: Allyn and Bacon. Carroll, M. (1996) Counselling supervision: theory skills and practice. London: Cassell. Division of Counselling Psychology (2007) Guidelines for supervision. Leicester: British Psychological Society Freud (1902) cited by UDO December 2012 Driscoll (2000) Hawkins, P Cornforth, S. (2011) Registering counselling’s commitment to partnership, doing no harm and eco-social justice. In K. Tudor (Ed.), Registration. Huia Press. Holloway, E.L. (1995) Clinical Supervision a systems approach. Thousand Oaks: California. Health Professions Council (2008) Standards of conduct, performance and ethics. http://www.hpc‐uk.org/assets/documents/10002367FINALcopyofSCPEJuly2008.pdf [accessed 12thNovember 2012]. Ladany, N. (2004). Psychotherapy supervision: what lies beneath? Psychotherapy Research, 14: 1‐19 Ladany, N., Ellis, M.V Webb, A. and Wheeler, S. (1998) How honest do counsellors dare to be in the supervisory relationship?: an exploratory study. British Journal of Guidance and Counselling,26 (4):509‐524 Wosket, V Zorga, S. (2002) Supervision: the process of life‐long learning in social and educational professions. Journal of Inter‐professional Care, 16: 265‐276 Scaife, J.M Scaife, J.M (2009) Supervision in clinical practice: A practitioners guide. 2nd ed. East Sussex: Routledge. Social Care Institute for Excellence (2007). SCIE Practice guide 1: managing practice – supervision and team leadership (online). http://www.scie.org.uk/publications/guides/guide01/definitions.asp [accessed 15 December 2012. Stoltenberg, C.D. and Delworth, U. (1987) Supervising counsellors and therapists. San Francisco: Jossey‐Bass Peter Hawkins and Nick Smith (Supervision and Development 2006 OU) Kilminster, S. M., & Jolly, B.C. (2000). Effective supervision in clinical practice settings: A literature review. Medical Education, 34, 827-840. Powell, D. (1993). Clinical supervision in alcohol and drug abuse counselling. San Francisco: Jossey-Bass . Proctor, B Learning Skills Centre, Newcastle University, 2004