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Mud pools and daisies: Using the CMM Daisy to aid decision making in

live-training supervision Mary Morris

Live supervision in a systemic-training context is a complex activity operating within many layers of contexts. This article explores the use of the CMM ‘daisy model’ as a tool to help the supervisor remain aware of, and make decisions relating to, some of the contexts.

Many years ago, I visited the mud pools in Rotorua, New

Zealand. T e image of hot, seemingly randomly exploding bubbles of viscous mud returned to me recently when I was discussing with a colleague1

the practice of off ering live supervision in a training

clinic; it operates at many diff erent contextual levels. At any given moment, as supervisor, I have to make decisions and choices about which context to pay at ention to, and act upon. When I act, I am not necessarily addressing only one layer of context; I may be addressing several, deliberately, or unconsciously. Sometimes, it feels like I am watching a mud pool, not always knowing which ‘plop’ will draw my at ention, but always knowing there will be another very soon, and sometimes more than one will simultaneously demand at ention. I have been working in T e Family Institute, Cardiff

(University of Glamorgan) for over four years, during which I have supervised groups of clinical associates on the MSc systemic psychotherapy in their fi nal two years of clinical training. I still

consider myself fairly new to this role, which is demanding and exhilarating; I enjoy the mud pool, hot though it gets at times. I hope to share some of my thoughts about the practice of live- training supervision, as I seek to articulate the role in greater depth. Many will know of T e Family Institute, and the approach

taken to both teaching and therapy. However, it is worth emphasising that current practice sits broadly within a social constructionist frame, where knowledge is constructed through language, and learning happens within a relational frame. T is allows us to create an environment with our students where they can infl uence and engage with their own learning, identifying a position for themselves within the broad spectrum of theoretical positions that constitute the fi eld. T e clinical training takes place in two-day cycles: four therapy sessions are preceded by a theoretical seminar, and succeeded by peer and retrospective supervision and a personal development slot. T e eight clinical

Team members

Agency contexts



Stage of learning


Agency contexts

Diversity themes Admin Family members Clinical

respons- ibility

Supervisor Supervisor

Other trainees

Admin Therapy Live training supervision Training D

Diversity themes

Professional bodies


Contextual infl uences on live-training supervision 22

Context February 2012

Mud pools and daisies: Using the CMM Daisy to aid decision making in live-training supervision

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