Ljubljana, 24.3.2016
Supervision supporting
guidance counsellors
Barbara Gogala
Bratislava, 15.4.2010
Bratislava, 15.4.2010
Supervision is…
• a method of professional reflection offering
education and support to practitioners in helping
professions
• process oriented form of counseling, mostly
dealing with professional issues in the
organizational contexts
• supervision improves personal and professional
performance and organizational role of the
professionals
Bratislava, 15.4.2010
Stress in the workplace (Hawkins, Shohet, 1992)
Non-work
features:
home
personal
relationships
Job features:
roles and
relationships
clients
elusiveness of
success
organizational
influence
training
The
counsellor:
Images of self
Personality
Coping skills
Support:
Within the
organization
Beyond the
organization
Stress
responses:
Anxiety
Illness
Burnout
Bratislava, 15.4.2010
As support, supervision is offering:
a. validation of a profesional as a person and as a
worker
b. space to explore and express personal distress
that may be brought up at work;
c. better planning and use of personal and
professional resources
d. getting in touch with own emotions and their
impact on counselling relationships
Bratislava, 15.4.2010
Educational function of supervision:
a. reflection upon the content and process of their
work and
b. development of the understanding and skills
within the work;
c. exchange of information and another
perspective concerning his/her work;
d. fastening the transformation of theoretical
knowledge into practice.
Bratislava, 15.4.2010
The developmental and educational model is
based on
• experiential learning from John Kolb,
• humanistic approach to counseling – Rogerian
approach,
• group dynamic theories and
• theories of communication.
Bratislava, 15.4.2010
Experiental learning
experience
action
reflection
abstraction
Ljubljana, 24.3.2016
Material for supervision
• any issues bothering the professional
• any unsolved problems
• tentions in counselling relationships or in
organization
• successfuly solved problems
• good practices
• searching for support, resources, solving
dilemmas
Bratislava, 15.4.2010
Description of experience
• to be as detailed as possible
• supervisor follows the description with attention,
stimulates the narration
• focuses on the information „between the lines“
(tone of speech, things that are being left out,
changes in behavior, etc)
Bratislava, 15.4.2010
Reflection
• The core in supervision
• Involves cognitive and abstract processes as
well as emotions, intuitions, sensations and
bodily experiences.
• We need to step back and pose hard questions
like: Why are things done this way? How could I
do it differently?
• The ability to think about the past; in the present;
for the future.
Bratislava, 15.4.2010
Abstraction - insight
•
•
•
•
when everything suddenly “fits together”
deeper understanding
easy to recognize (laughter)
needs to be verbalized
Bratislava, 15.4.2010
Transfer into action
•
•
•
•
possible solutions
brain storming
role playing
…
Bratislava, 15.4.2010
The importance of “here and now”
• Emotions appearing in the supervision group can
reflect the emotions from the workplace
situation. Even the hidden ones.
• Analysing ang getting in touch with the emotions
and body sensations in the supervision situation
gives important information about the problem
presented in supervision session.
Bratislava, 15.4.2010
Methods - interventions
1. empathic listening with non verbal signs for
attention,
2. underlying important themes,
3. questioning,
4. mirroring,
5. paraphrasing,
6. active listening and active understanding,
7. confronting,
8. summarizing.
Bratislava, 15.4.2010
Four levels of reflection (Michael Carroll)
Takes the professional deeper and
deeper into reflection and wider
understanding of the situation. At every
level the supervisee can go back, which
in some cases is the sign of the
resistance to reflection.
Bratislava, 15.4.2010
Level ONE
Level one is a non reflective stance. It finds it
difficult to go internal and look at wider
pictures. Typical statement: This client is
resistant, he is a problem.
Bratislava, 15.4.2010
Level TWO
Level two allows some distance from the event
and begins to take an observer`s point of view.
There is an acknowledgement of feelings and
some empathy into the other person`s
perspective and context. Typical statement: I
can understand why he does that, but it does
not excuse it.
Bratislava, 15.4.2010
Level THREE
Level three brings the awareness that both
parts are responsible for the relationships and
that both bring their history into the
relationships. In opens more systemic way of
looking at experiences. Typical statements:
Let`s talk about that. How can I see it from
multiple perspectives?
Bratislava, 15.4.2010
Level FOUR
Level four is the self transcendent position that
means I begin to look at me and how am I
setting up these situations I am in. Typical
statement: What are my contributions to this?
Bratislava, 15.4.2010
Intervision – peer supervision, advantages
• members are taking roles as supervisors and/or
supervisees, so they can practice skills in both
roles;
• colleagues can be very emphatic, because they
are facing similar problems;
• they have to learn to communicate efficiently,
otherwise the group hardly works;
• we learn from other people`s experiences, we
learn from the interaction in the intervision group;
Bratislava, 15.4.2010
Traps in intervision
• a clear and strong structure is needed to avoid
competitiveness between members;
• a good balance between task and social level in
the group has to be established.
Bratislava, 15.4.2010
ANSE – Association of National Organizations for
Supervision in Europe – is…
• the association of national Organization for
Supervision and Coaching in Europe.
• representing more than 8.000 qualified supervisors
and coaches in the field of consulting in 22 European
countries and more than 80 training institutions.
• taking care of professional interests on international
level.
• in contact with professional organizations for
supervision and coaching world-wide.
Bratislava, 15.4.2010
ANSE Activities
1. Conferences
2. Summer Universities
3. International intervision groups
4. Grundtvig learning partnerships: Counselling in a
Multicultural Europe – A Key Competence within
Life Long Learning?
5. partner in EUROCADRES project: Professional
and Managerial Staff taking the responsibility to
develop competences and attitudes for
innovation
Bratislava, 15.4.2010
Members (blue – full members, green –
associate members, red – network)