Being Supervised: A Guide for Supervisees

✍ Scribed by Erik de Haan, Willemine Regouin-van Leeuwen

• Publisher: Routledge
• Year: 2022
• Tongue: English
• Leaves: 144
• Edition: 2
• Category: Library

✦ Synopsis

Being Supervised: A Guide for Supervisees provides a complete introduction to help supervisees and supervisors to get the most out of supervision and reap its unique and substantial benefits.

De Haan and Regouin-van Leeuwen present a didactic method that enables professionals in the helping professions to convert insights and experiences into greater professional competence. Presented in three parts, the book approaches theory, methods, and practice from the supervisee's perspective, answering questions such as: What is supervision? How does it work? What's the benefit? Part I provides a concise exploration which introduces supervision to future supervisees, Part II is addressed to novice supervisees and examines the supervisory process based on its three main stages, and Part III is focused mainly on advanced supervisees. This fully updated and revised edition includes practical exercises that supervisees and supervisors can use in the preparation of their supervisory journey, taking into account extensive feedback from teachers and supervisors who regularly work with the book, and updates to Ashridge's Code of Conduct for Supervisors.

Being Supervised will be essential reading for any helping professional beginning supervision or looking to understand more about the process, and for supervisors. It will be particularly relevant for psychotherapists, counsellors, coaches, and psychoanalysts in training.

✦ Table of Contents

Cover
Endorsement Page
Half Title
Title Page
Copyright Page
Table of Contents
Introduction
Part I Starting the supervisory journey
Chapter 1 Why supervision?
1.1 Training
1.2 Practice
1.3 Supervision
1.3.1 Professional identity
1.3.2 Definition
Chapter 2 Contracting: The way to monitor your progress
2.1 Contracting with the organisational sponsor
2.1.1 Supervision commissioned by a training or qualifying institution
2.1.2 Supervision commissioned by a professional care institution, clinic, or consultancy
2.1.3 Supervision commissioned by the supervisee
2.2 Contracting between supervisor and supervisee
2.2.1 Conditions
2.2.2 Objectives
2.3 Dealing with disappointment and mustering courage
2.3.1 Conflicts related to theoretical orientation
2.3.2 Conflicts related to supervision style
2.3.3 Conflicts due to disruption in the relationship and personality clashes
Notes
Chapter 3 Learning in supervision
3.1 How do people learn in supervision?
3.1.1 Insight
3.1.2 Learning
3.1.3 Action
3.2 What should be learned in supervision?
3.2.1 Reflecting
3.2.2 Making experiences explicit
3.2.3 Problematising
3.2.4 Generalising
3.2.5 Finding learning objectives
3.2.6 Evaluating
3.3 Learning material in supervision
3.3.1 Reporting
Note
Chapter 4 Reflective assignment
4.1 First focus on the kind of person you are
4.2 Focus on what you want to achieve through supervision
4.3 Focus on the broader outcomes of your supervision
Part II Being on the supervisory journey
Chapter 5 The initial stage
5.1 Who are you both and how can you relate to each other?
5.1.1 Functional relationships
5.1.2 Getting to know each other
5.1.3 Boundaries
5.2 Who are you both and what can you do together?
5.2.1 Complications
5.2.2 Aligning expectations
5.3 What can you achieve and how?
5.3.1 Learning objectives
5.3.2 Methods
Note
Chapter 6 The middle stage
6.1 Work in progress
6.1.1 Integration at the level of the person
6.1.2 Integration at the level of the profession
6.1.3 The supervisory relationship
6.1.4 Working together
6.1.5 The second account
6.2 The midterm review
6.2.1 Evaluation report
6.2.2 Evaluation session
6.3 Heading towards the end
6.3.1 Reflecting and the importance of language
6.3.2 Writing
Chapter 7 The final stage
7.1 We’re nearly there
7.1.1 Supervision and practice
7.1.2 What the supervisee should be able to do
7.2 Final evaluation and optional assessment
7.2.1 Assessment
7.2.2 Value judgements
7.2.3 Evaluation and assessment in supervision
7.2.4 Perspective into the future
7.3 How do we go our separate ways?
7.3.1 Saying goodbye
Chapter 8 The importance of writing in supervision
Work contributions are individually determined
8.1 Writing is essential in the helping professions
8.1.1 Note-taking during and after sessions
8.1.2 Contract and problem statement
8.1.3 Supervision reports and written opinions
8.2 Writing assignment
8.3 Example of a writing problem
Conclusion
Note
Part III Understanding the supervisory journey
Chapter 9 The person
9.1 Thinking and knowing
9.1.1 Autonomy thinking
9.1.2 Heteronomy thinking
9.1.3 What is knowing and how do we acquire knowledge?
9.1.4 Logical thinking and reasoning
9.1.5 Sensible reasoning and argumentation
9.1.6 Critical attitude
9.2 Feeling, longing, and relating
9.2.1 Feelings
9.2.2 Motivation
9.2.3 Professional stance
9.2.4 Professional identity
9.2.5 Conclusion
9.3 Actions and skills
9.3.1 Actions and behaviour are not the same
9.3.2 The profession and professional requirements
9.3.3 Communication skills
9.3.4 Verbal communication: Questions and answers
9.3.5 Problematising work issues
Note
Chapter 10 The profession
10.1 Professional theory: Thinking about the profession
10.1.1 Interaction between profession and training
10.1.2 Direction-setting views
10.1.3 Thinking about our place in society
10.1.4 Rationalism
10.1.5 Humanism
10.1.6 Crisis
10.1.7 Objectification
10.1.8 Diversity as an alternative?
10.1.9 A compromise
10.1.10 Conclusion
10.2 Professional practice: Working in the profession
10.2.1 Supervision and observation
10.2.2 Conceptualisation
10.2.3 Conceptualisation through language
10.2.4 The usefulness of conceptualising
10.2.5 Using a relationship
10.2.6 Helping relationships
10.2.7 Power and authority
10.3 A professional stance in the here and now
Chapter 11 Links between person and profession
11.1 Professional socialisation
11.1.1 Forms of socialisation
11.1.2 Self-knowledge
11.2 Learning and facilitation of learning
11.2.1 Forms of learning
11.2.2 Concepts of learning
11.2.3 Autonomy learning
11.2.4 Heteronomy learning
11.2.5 Learning in supervision
11.2.6 Facilitated learning
11.2.7 Learning conditions and learning styles
11.3 Working and work support
11.3.1 Continuing professional development (CPD)
11.3.2 Peer consultation or action learning
11.3.3 Work support and learning
11.3.4 Practice supervision
11.3.5 Work supervision
11.3.6 Consultation
Chapter 12 The importance of understanding in supervision
12.1 Self-understanding: A reflective assignment
12.2 Understanding yourself in your practice
12.3 Learning from the “here and now”
Glossary of terms
References
Appendix A: Structure of a supervision contract
Appendix B: Ashridge’s Code of Conduct for supervisors
Index