Optimising Supervision for the Supervisee

For the supervisee, learning how to approach supervision, to understand how supervision can be used, and to use supervision well in order to gain the most from the supervisory experience are skills acquired over time. Without doubt we get better at being supervisees over the course of our professional lives.

The supervisee’s ability to make the most of supervisory experiences will involve a number of important considerations:

The nature of the supervisory relationship. The value of supervisor attributes such as warmth, positive regard, sensitivity, and authenticity cannot be overstated as the basis for an enduring and productive supervision experience. Indeed, the quality of the supervisor/supervisee relationship is identified as the most important element in the effectiveness of supervision. The ideal supervisory space is one which is supportive, shame sensitive, and containing. The optimum supervisory relationship is a benevolent and collegial relationship where the supervisor and supervisee are collaborative partners in learning. Evidence shows that supervisees benefit most from validation and encouragement rather than from critical (shaming) and corrective experiences. The true measure of supervision is how clinical errors are responded to and whether the supervisee grows from their difficult clinical experiences brought to supervision or feels diminished.

In general terms the stance of the supervisor is collegial rather than didactic, although it is recognised that supervisors working with trainee or novice practitioners will probably be more directive than compared with the more collaborative engagement they will have with experienced supervisees.

Clear boundaries and protocols. Clear boundaries help avoid problems arising in the supervisory relationship, as well as provide potent positive role-modelling for the supervisee. A formal written supervisory contract established in the early phase of the supervision relationship and reviewed annually will assist in keeping the supervision relevant and on track. A helpful supervisory contract is one which is comprehensive and negotiated, and open to re-negotiation over time.

Frequency according to supervisee needs. Regular supervision is regarded as a necessary ongoing requirement for professional practice. Professional associations have accordingly determined minimum annual supervision requirements as part of their membership standards. Organisations too generally lean towards minimum requirements for economic reasons. It is important to remember that many supervisee factors may necessitate seeking supervision above the baseline level set by associations. Such factors include the level of development and experience of the supervisee; familiarity with the clinical area; caseload intensity and complexity; how much professional support supervisees have in their workplace, etc. A good rule of thumb is that if there generally doesn’t seem to be enough time within the supervisory hour for the supervisee’s material, more frequent sessions are indicated.

How to approach supervision. The careful choice of supervisor to align with the specific needs of the supervisee, as well as self-selection of the supervisor by the supervisee are important, but not essential, factors. Organisational or rural settings, for example, do not readily support supervisor/supervisee matching and self-selection. A productive supervisory alliance can grow despite these limitations through mutual goodwill and endeavour.

Group supervision arrangements raise further issues regarding choices and outcomes. Mutual selection of fellow supervisees, as well as of the group supervisor – particularly for more experienced practitioners – seem most beneficial to group supervisee satisfaction.

Part of the work of supervision is encouraging the development of a ‘supervisee stance’ which supports the supervisee to make the most of the supervisory experience. This stance includes such attitudes as openness to building a learning alliance together; appreciation that trust within the relationship will take time to develop to its fullest potential; readiness to be transparent about clinical errors and gaps in knowledge; and recognition that mistakes can be rich sources of learning and professional growth.

Issues liable to arise within the supervision experience – and which need careful attention by both supervisor and supervisee – include discerning between supervision and therapy (a delicate balance at times) and when personal issues require taking to therapy; addressing problems within the supervision about the supervision; and positive endings that support the supervisee to move on when timely to new supervisory relationships.

What is brought to supervision. Encourage supervisees to bring successes as well as problem areas and failures; to bring the ‘slow to change’ or ‘’under the radar’ client as well as the most intriguing. There can be valuable learning and enhancement of the clinical work from all of these supervisory scenarios. It is especially critical to bring traumatic material that needs debriefing for the wellbeing of the practitioner.

Experiment with different styles of supervision – the ongoing review of one client over a long period or different clients each session; varying transcripts or recordings with verbal accounts of case notes. Let the focus vary – presentation of casework or of a clinical issue that may be manifesting as a theme in the supervisee’s practice. It is also legitimate to discuss organisational or private practice matters that impact the supervisee......all are grist for the supervisory mill.

What to expect as a supervisee. Skillful supervision encompasses many components which, when blended together in the right proportions for each supervisee, promote optimal professional learning and growth. These include enquiry about, and regard for, the supervisee’s own experience, skills and understandings; reflecting together about the client, or the supervisee’s specific capacities or practice issues; clinical knowledge, concrete interventions and professional wisdom offered by the supervisor – leading to further reflection together; and the availability of supervisor support in client emergencies.

Over the course of the supervisory relationship, markers to professional growth include increased supervisee competence, confidence, and professional identity. The ultimate measure is the delivery of increasingly optimal ethical and effective treatment by supervisees to their clients.

“Supervision is a working alliance between a supervisor and a counsellor...in which the counsellor can offer an account......of her work; reflect on it; receive feedback and, where appropriate, guidance. The object of the alliance is to enable the counsellor to gain in ethical competence, confidence and creativity so as to give her best possible service to her clients.” (Inskipp & Proctor, 1994)

Maggie Down

Reference:
Art, Craft and Tasks of Counselling Supervision: Making the Most of Supervision Pt 1: Professional Development for Counsellors, Psychotherapists, Supervisors and Trainees, F. Inskipp & B. Proctor, Cascade Publications (1994)