The use of Counselling Supervision is another way in which counsellors reflect upon practice. Although Counselling Supervision has become a professional requirement it is welcomed by many counsellors as a rich source of support, learning, understanding and space for reflection and evaluation (Carroll, 1996). For the purposes of this article emphasis is placed on the processes of counsellor reflection and evaluation. Trust is an integral part of the supervisory process to gain maximum benefit the counsellor needs to share aspects of personal difficulty as well as success with the supervisor. The most effective use of counselling supervision is made when the counsellor prepares for the supervision session (Feltham, Dryden, 1994).
Such preparation includes the asking of such questions as: If I could risk telling my supervisor what really concerns me in my counselling work, what would that be?, What is my particular difficulty or problem in working with this client?, Is there anything I want to celebrate or feed back to my supervisor? (Page, Wosket, 1994). Exploration of the work undertaken with clients enables the counsellor to explore their practice, identify their strengths, weaknesses, personal blocks, skills deficits and areas of expertise.
Apart from discussing the work the supervisee is undertaking the supervisor may use a variety of techniques to help the supervisee reflect upon their work. For example, listening to tapes of client work so that interventions can be evaluated at the micro-skills level, using adaptations of the IPR method mentioned above, asking the supervisee to ‘role-play’ particular situations that they may be finding difficult.
Some counselling supervisors encourage their supervisees to write a case study as part of on-going professional development (Parker, 1995). Writing a case study provides the counsellor with an opportunity to view their work in a more formal way focusing on aspects of the work the counsellor found difficult, what learning took place, the counsellor’s internal world and what skills expertise or deficit were highlighted. The use of case-series studies may also be employed. Here, the counsellor combines into one case study several clients with common clinically relevant features. For example, a counsellor may wish to consider their approach to working with clients who share the characteristics of excessive or unhealthy emotional dependency, resistence or anger.
Previous posts in this series:
Reflective Practice and Self-Evaluation
Keeping a Professional Development Log
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Carroll, M (1996), Counselling Supervision – Theory, Skills and Practice, London: Cassell
Feltham, C, Dryden, W (1994), Developing Counsellor Supervision, Dryden, W (ed) Developing Counselling Series, London: Sage
Page, S, Wosket, V (1994) Supervising The Counsellor – a cyclical model, London: Routledge
Parker, M (1995) ‘Practical Approaches : Case Study Writing’ in Counselling, p19-21, Volume 6, No 1, Rugby: British Association for Counselling.
Reflective Summary of Clinical Supervision Model Essay
2023 WordsAug 6th, 20139 Pages
Summary of Clinical Supervision Cycle
The clinical supervision model for conducting observations has been used in the education field for decades. Clinical supervision involves a teacher receiving information from an administrator, colleague, peer coach, or mentor, who has observed the teacher's performance and who serves as both a mirror and a sounding board to aid the teacher in critical examination of a specific aspect of their instruction and possibly alter his or her own professional practice. Clinical supervision is an instruction improving tool in which a high degree of mutual trust and commitment to growth is required on the part of the teacher and observer. The structure of a clinical observation cycle includes…show more content…
The pre-conference gave us both a feeling of preparedness for the observation and eased any tension there may been.
Step 2: Observation
The observation is the follow-through on the pre-conference. The teacher should teach the lesson as well as possible and the supervisor should record events during the lesson as accurately as possible according the methods agreed upon during the preconference.
During the observation I used the back of Form F for general observation notes as well as a two form sheet that I created to quickly record information we specifically discussed in the pre-conference. The first half of the form listed the names of each student in the class, and provided space to tally and calculate the frequency in which Mrs. J called on each student. The second half of the form included a checklist of teaching components. It was too difficult to use Form G during the observation itself because there are so many components and pages. It would have been a distraction to the teacher.
Having the smaller forms to use was a major benefit to me. If I had tried to observe and record the specifics we discussed without having the specialized forms it would have been even more difficult to keep up with than it was. I feel like the observation step was the hardest for me because the time flew by so fast and I was responsible for collecting evidence to help Mrs. J improve her teaching. In order to make a