This page contains a Flash digital edition of a book.
faculty.londondeanery.ac.uk/supervision-skills- for-clinical-teachers Lupton, D. (1994) Power relations and the medical encounter (Ch. 5) Medicine as Culture: Illness Disease and the Body in Western Societies. London: Sage. Mason, B. (1993) Towards positions of safe uncertainty. Human Systems: The Journal of Systemic Consultation and Management, 4: 189- 200. Mason, B. (2005) Relational risk-taking and the training of supervisors. Journal of Family Therapy, 27: 298-301. MMC. (2010) Modernising Medical Careers. www. mmc.nhs.uk Neighbour, R. (2005) The Inner Apprentice, 2nd ed. Oxford & San Francisco: Radcliff e. Palazzoli, M.S., Boscolo, L., Cecchin, G. & Prata, G. (1980) Hypothesizing-circularity-neutrality. Family Process, 19: 3-12. Pearce, B. (2007) Making Social Worlds. Oxford: Blackwell. Postgraduate Medical Education Training Board (2007) Modernising Medical Careers (MMC) inquiry. Postgraduate Medical Education Training Board (2010) Recommendations and Options for the Future Regulation of Education and Training. http://ebookbrowse.com/recommendations- and-options-for-the-future-regulation-of- education-and-training-fi nal-pdf-31524263-pdf- 34560875-pdf-d48042798 Stewart, K., Valentine, L. & Amundson, J. (1991) The battle for defi nition: The problem with (the problem). Journal of Strategic and Stystemic Therapies, 10(2): 21-31. Swanwick, T. (2009) Teaching the teachers: No longer an optional extra. British Journal of Hosptial Medicine, 70(3): 126-127. Tomm, K. (1987) Interventive interviewing: Part II. Refl exive questioning as a means to enable self-healing. Family Process, 26: 167-183. Tomm, K. (1988) Interventive interviewing: Part III. Intending to ask lineal, circular, strategic or refl exive questions. Family Process, 27: 1-15. Whiting, J. (2007) Authors, artists and social constructionism: A case study of narrative supervision. The American Journal of Family Therapy, 35: 139-150.


So you’re thinking of


doing an MSc? Helen Atkins & Christopher MacGovern


An MSc in family and systemic


psychotherapy is the fi nal two years of a four-year training. It is run as an accredited course for the United Kingdom Council for Psychotherapy (UKCP). It builds on from the two-year diploma course by providing students with an experience of research and live supervision as part of a therapeutic team. Here, group processes are explored as a learning experience. A key idea from systemic thinking is that change occurs through relationships and context, and therefore provides the therapeutic experience needed for a psychotherapy qualifi cation as group experience. One of the formats, provided by the Institute of Family Therapy where we did our masters qualifi cation, consists of a supervision group where four students and a supervisor get together for four hours a week. In this time, using the team and screen model, families are seen and the students are challenged about the approaches and ideas they use; how the therapist’s role in the system changes the system, and how these ideas fi t with their own beliefs and values. There are many components to the


MSc including, research, essay writing, tutor groups, learning diaries, lectures, logging 200 hours of systemic practice, and thinking about the application of systemic ideas in our work places. This article is about us – two recently qualifi ed systemic therapists, talking about our experience of one aspect of our training; being part of the same supervision group at the Institute. For us, this was a new type of team experience and something we both felt led to the development of our therapeutic skills and of ourselves as therapists.


About us


Lisa is a partner in an inner city GP practice. She also works as a trainer in supervision skills for the London Deanery.


Context February 2012


Helen: I’m Helen: favorite clothes are jeans; favorite drink is cider; favorite place is sitting on a sea wall eating fi sh and chips, and I am number three of four siblings. Since qualifying as a mental health nurse over ten years ago, I have always worked for


child and adolescent mental health services within the NHS, though in a number of diff erent roles and contexts. Christopher: I’m Chris: favorite drink, Belgian beers; favorite place, a good coff ee shop; favourite secret reading, Viz magazine. I often joke that I am from a family whose enthusiastic support of mental health services has reassured me I’ve made the right career decision. I seem to change career every ten years and, prior to this, I worked for a decade in the software business.


Before the course


Helen: I believe that my interest in thinking systemically stems, in part, from being part of a large family and, as a third child, often playing the role of peace maker in my family of origin. Growing up, my experience of problems was very connected to context and relationships. I also fi nd I think best in slightly chaotic, lively, busy, energetic environments and I fi nd family work often provides this. This refl ects my own short attention-span and need to be constantly on the go. I completed the four-year psychotherapy


training whilst working full time, and I did it over six years at three diff erent institutions. The immediate trigger for signing up for the MSc (the fi nal two years) was watching A boy called Alex, a documentary about 17-year-old Alex Stobbs, who was determined to fulfi ll his musical dreams, despite having cystic fi brosis. His story encouraged me to focus on my strengths and not to carry around a problem-laden story about myself, an approach that I feel fi ts well with the systemic model. Looking back, I wonder what else


motivated me to give up two years worth of Thursday evenings, sacrifi ce weekends, travel to London once a week, make a huge dint in my bank balance and subject myself to endless scrutiny? Besides the course providing the chance to meet up with my brother regularly, as he lives in London, it also provided brain ache, adrenaline, focus,


19


So you’re thinking of doing an MSc?


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