My supervision training is based around a Transactional Analysis view of supervision that builds on the Hawkins and Shohet model. I use an integrative approach that incorporates the cyclical supervision model of Page and Wosket. I believe that, as with good therapy, good supervision demands a quality of relationship where the real challenges of client work can be explored in their full depth.

 

 

The British association for counselling and psychotherapy (BACP) and National counselling and psychotherapy society (NCPS) have defined a set of core compentencies in relation to supervising therapeutic work with children and young people. They recommend that supervisors hold their own experience of working with this client group. I meet all these criteria and am senior accredited by BACP for therapeutic work with children and young people in addition to the supervision of individuals. I am also an NCPS accredited CYP therapist and Senior Accredited adult therapist.

My experience includes over 15 years in private practice, many years working as a school therapist in both primary and secondary education. I have built up thousands of hours working therapeutically with children, young people and adults. I have managed a school counselling service, and work privately with children and young people if requested. I have been a clinical lead for young peoples services, and am experienced in managing risk and complexity within therapeutic work.

My supervision style is integrative and is based on an extensive humanistic, person centred, relational and creative approach that underpins all my work. My supervision training was centred around the approaches of Page and Wosket, and Hawkins and Shohet to incorporate a cyclical and wide ranging view model for client work discussions which lends itself well to humanistic, relational and integrative therapy and training.

I build strong relational connections with supervisees where they feel able to discuss their client work, their training and personal development to create a holistic approach to supervision. Feedback indicates repeatedly that I am easy to talk to, and trainees find that I can adapt to their supervision needs as they develop through their training, placement, qualifying and beyond.

I hold a strong ethical view that part of my role in supervising trainee therapists is to support them to find a strong theoretical and practical view of their client work and to support them to develop into the best therapist they can be during and after training.

I welcome any initial discussions around supervision to assess and discuss whether I can be of supervisory support. My supervision also includes support if needed outside of supervision sessions and all reports and references as required.