Joining in a training/teaching context
I feel grateful to be part of the teaching team at the Institute of Family Therapy. When starting teaching, I try to coordinate meanings by ‘attending to the group process’; in this way, we explore how we are going to manage and monitor how voices are heard or not heard and this is an acknowledgement from me about how I may privilege voices in the room. This includes a ‘check-in’ to explore the needs of the group and how we will negotiate; how we will all attend to this. The link between theory and practice is always presented by modelling systemic ideas and the encouragement of systemic language and systemic theory alongside interventions used by the students in their agency contexts. This conversation is influenced by
attending to how, as a group of students, we develop a “culture of contribution” (Mason, 2013). I join in this way by facilitating a conversation so all the group feel they can contribute to the process and all feel their experiences and comments are valued and important in the learning context. As Mason (2013) points out, this is also for the supervisor to “give one’s own thoughts, ideas and suggestions: their knowledge”. Within this training context, I am part of the culture of contribution and facilitate this conversation to establish how the group will all feel their contributions are valued as well as the acceptance that I, as facilitator and tutor, will guide and share from my experience and knowledge for what I think will be the benefit of the students in a collaborative way.
Although my grandfather and I were
unable to have certain conversations, I always knew that he was there to talk to and, most importantly, to listen. I grew up joining with a very kind, very patient and loving man and it is through this wonderful man’s example that I continue to work with those around me, always ready to talk, but only once I’ve listened. Thank you to the families, couples,
supervisees and students that I am privileged to work with.
References Boston, P. (2010) The three faces of supervision: Individual learning, group learning and supervisor accountability. In: C. Burck & G. Daniel (eds.) Mirrors and Reflections: Processes of Systemic Supervision. London: Karnac. Boyd, E. (2010) ‘Voice entitlement’ narratives in supervision: Cultural and gendered influences on speaking and dilemmas in practice. In: C. Burck & G. Daniel (eds.) Mirrors and Reflections: Processes of Systemic Supervision. London: Karnac. Brown, B. (2013) Daring Greatly: How the Courage to be Vulnerable Transforms the Way We Live, Love, Parent and Lead. London: Penguin. Burnham, J., Palma, D.A. & Whitehouse, L. (2008) Learning as a context for differences and differences as a context for learning. The Journal of Family Therapy, 30: 529-542. Lang, P., Little, M. & Cronen, V (1990) The systemic professional: Domains of action and the question of neutrality. Human Systems: The Journal of Systemic Consultation and Management, 2: 39-56. Mason, B (2005) Relational risk taking and the therapeutic relationship. In: C. Flaskas, B. Mason & A. Perlesz (eds.) The Space Between: Experience, Context, and Process in the Therapeutic Relationship. London: Karnac. Mason, B (2013) Towards a culture of contribution supervision practice: Some thoughts about the position of the supervisor. In: S. Barratt & C. Burck (eds.) Positions and Polarities in Contemporary Systemic Practice. London: Karnac.
McGoldrick, M., Carter, B. & Garcia-Preto, N. (2013) The Expanded Family Life Cycle (4th Ed). London: Pearson. Pearce, W.B. & Cronen, V.E. (1980) Communication, Action, and Meaning: The Creation of Social Realities. New York: Praeger. Sells, J., Goodyear R.K., Polkinghorne, D.E. & Lichtenberg, J. (1997) Relationship of supervisor and trainee gender to session impact, ratings or trainee’s and in session verbal behaviour. Journal of Counselling Psychology, 44: 406-412. Todd, M. (2018) Straight Jacket: Overcoming Societies Legacy of Gay Shame. London: Transworld.
John Cavanagh is a systemic and family psychotherapist and mental health nurse. He is embedded in Brighton’s adolescent and children’s services. He also has a private practice for teaching, training, supervision and seeing families and couples. John is also a committee member of the Sussex branch of AFT. Email:
john@therapyinbrighton.com
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Context 169, June 2020
Refl ections of joining from boy to man to therapist: Infl uenced by a Joiner
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