Awaken School

Supervision Service

Supervision can be provided one to one or in groups.

Style of Supervision

My supervisory style is one of exploration and facilitation. I have a flexible style that builds on the current state, syntax, beliefs, attitudes and identity of the supervisee as they present themselves and their work for supervision. I hold within my own construct an attitude of always being only ½ step ahead of the supervisee, working with their current and immediate desired future practice. I combine the roles of teacher, leader, visionary, support, counsellor, mentor, guardian, advocate and colleague according to the needs of each individual supervisee. In most instances I view supervision as a long term process held within a developing relationship. There are exceptions to this when supervisees are seeking supervision for a specific aim or task such as accreditation.

Approach to Supervision

My approach is one of openness to the supervisee and case material that they present; support to the supervisee, for their work and for their clients; intrigue and interest in who they are as a person and what and why they work in the way that they do; learning and willingness to learn about different approaches to clients, different models and theories and ways of working; a meta-perspective on my own work, my own internal process and how this may parallel my supervision and the work of the supervisee.

My Understanding of Supervision

I view supervision as a lifelong developmental process for the individual practitioner. Supervision can be divided into as many phases and processes as there are individuals and clients, and for the purposes of this document, I have summarised the phases as Initial, Developing and Mature.

The initial phase of supervision is formal with the relationship defined and developed through discussions regarding contracting, ways of working, expectations, ground rules, reporting, assessing, monitoring and evaluation requirements. As the relationship develops and within the skills, competence and confidence of the supervisee, the process moves towards a Developing relationship.

The Developing phase moves the supervisee to more mature ways of working where they are encouraged to develop a more self reflexive style to their work. Challenges can often be made and addressed during the developing phase of supervision, and the process extends beyond that of the ‘here and now’ practice of therapy into a wider understanding and reflection by the supervisee on themselves, their own process and their own development.

The Mature phase of supervision enables the opportunity for confronting personal blocks to growth and development; the wider and more holistic perspective of the practitioner; and, the supervisor/supervisee relationship.

Each phase of supervision is equally rewarding and challenging and my growth at this stage as an Expert supervisor is to facilitate others towards a maturity in their own growth as a supervisor.




Get in Touch