This page contains a Flash digital edition of a book.
Therapy Training and Supervision. New York: Guildford Press. Kolb, D. (1984) Experiential Learning. New Jersey: Prentice Hall. Nicholls, G. (2002) Developing Teaching and Learning in Higher Education. London: Routledge Farmer. Liddle, H.A. (1991) Training and supervision in family therapy: A comprehensive and critical analysis. In A.S. Gurman & D.P. Kniskern (eds) Handbook of Family Therapy. Vol. II (2nd edition) New York: Brunner/Mazel. Nel, P.W. (2006) Trainee perspectives on their family therapy training. Journal of Family Therapy, 28: 307-328. Rober, P. (2008) AFT workshop, ‘About Positioning and dialectics’. Robinson, G. (2008) AFT National Conference workshop. Salmon, G. & Farris, J. (2006) Multi-agency collaboration, multiple levels of meaning: Social constructionism and the CMM model as tools to further our understanding. Journal of Family Therapy, 28: 272-292. Schön, D.A. (1987) Educating the Refl ective Practitioner. San Francisco, C.A.: Jossey-Bass. Scroggins, J. & Winter, R. (1999) The patchwork text: A coursework format for education as critical understanding. Teaching in Higher Education, 4: 485-499. Skovholt, T.M. & Ronnestad, M.H. (1992) The Evolving Professional Self: Stages and Themes in Therapist and Counsellor Development. Chichester: Wiley & Sons. Street, E. (1988) Family therapy training research: systems model and review. Journal of Family Therapy, 10: 383-402. Street, E. (1997) Family therapy training research: An updating review. Journal of Family Therapy, 19: 89-111. Tomm, K. (1988) Interventive Interviewing: Part III, Family Process, 27: 1, 1-15. Wrate, R. & Forbat, L. (2008) Introducing research methods and refl exivity into family therapy training. Journal of Family Therapy, 30: 517-528.


Supervision, a place to learn a profession: Psychotherapy


Olga Rochkovski


the unexpected, for it is diffi cult to fi nd and puzzling when you fi nd it





In searching for the truth be ready for Heraclitus.


Introduction When I started thinking about this subject, I


became aware that in my life, fi rst as a student of psychotherapy and then as a professional, supervision has always been a central point.


Super-vision? I would rather use the words another


vision because we are not referring to a vision that is superior, but to another vision of the therapeutic work, of the psychotherapist, of certain issues and the strategies of cooperation with patients. It is an experience between two or more


people interested in studying human behavior from a theoretic, clinical and methodological perspective. In the process of supervision, both the therapeutic process and the development of human lives are involved. Supervision entails a dynamic fi eld in


which there are a number of interrelated facts between the individuals involved in the process and their multiple relationships. Supervision is a task of co-construction of


the supervisor and the psychotherapist. It includes conceptual aspects regarding


Alison is a consultant systemic and family psychotherapist working for Cumbria Partnership NHS Foundation Trust. Her clinical work is within the CAMH Service. She is the professional lead for systemic psychotherapy across the Trust. Alison also works as a trainer for the Scottish Institute of Human Relations Family Therapy Group; she has co-provided the foundation course for the last thirteen years with her training partner, Bill Ness. Alison can be contacted at alison.burgess@cumbria.nhs.uk


Context February 2012


the subject under supervision. It may be necessary to focus on the therapist, on his or her resources for clinical care (taking into account that it is not the therapeutic space), and to focus on the system receiving care, the family, on the specifi c setting and on the main complaint, as well as on other complexities of the case in question. Usually, the supervisor is a person with


more experience than the supervisee, but nobody is experienced in all the fi elds, and all of us have black holes, i.e. aspects that we miss, that we don’t see that we don’t see and we all make mistakes. It is inevitable.


The Milan team (Palazzoli et al.) proposes


in its book Paradox and Counterparadox, that more can be learnt from mistakes than from success. Perhaps, because the person who makes mistakes has no option but to review, rethink the situation and, even after putting the foot into it, he can learn and move on.





Some characteristics of the supervision process and the problems that may arise in the process:


1. The material to be supervised • The set of variables that the story and/or the transcription of the session include. • Admission interview. Admission itself. • The outcome of the fi rst phone call. • The sayings and behavior of the patient. • The speech of each member of the family and/or partner.


• The said and the unsaid; the body language; the sayings through actions;


• The impressions regarding the account; the aesthetic, ideological, appraisive impressions, the lateral and parallel ideas related to the account regarding each family member and/or partner.


• The strategies and interventions of the supervisee.


• Extra-session contact with parents, relatives, psychiatrists, etc.


2. The supervisee • The commitment of the therapist to the clinic, his or her worries, anxieties, and concerns.


• The therapist’s ideology. • Hindrances; blind spots. • Therapist’s dreams related to the patient.


13


Supervision, a place to learn a profession: Psychotherapy


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