Why I Want to Be a Supervisor: Essay

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My Philosophy of Supervision is having clear goals of supervision, which is based on the following:

My Values and beliefs of being a Therapist:

As part of my training, I had very little opportunity to observe senior practitioners at work, apart from a few role-plays and watching Gloria films. The transition from the classroom-based didactic nature of learning to the actual application of knowledge and techniques causes a sense of achievement and anxiety. When I first started my training I didn`t know that I would be doing bilingual multilingual counseling and has now become a regular practice where I continue to offer therapy in the client`s native language with the organizations I work for. I believe one of my strengths is that I am able to create a strong therapeutic relationship where I am able to connect with my clients and by creating a safe space for my clients to be vulnerable. The supervisor defined me, as an effective therapist would be based on my clinical thinking and clinical judgment whether it`s systematic and planned or open-ended. The empathic understanding of the client, curiosity, sensitivity to differences, and tolerance for ambiguity? And flexibility

Role of the supervisee:

I have had the opportunity to work with many supervisors in individual and group sessions during my journey over the last 6 years. My past supervisory experiences impact my view of my own supervision. There are aspects that I really enjoyed and some I did not enjoy. I had not so good experience very early on in my training phase in one of my group supervision at a placement where I didn`t feel safe as a visible minority. This experience would leave me feeling anxious going into supervision and felt helpless as the supervisor was making stereotypical assumptions. This was one of the reasons for my being hesitant to ask for help and discuss my concerns. I have seen the stronger the supervisory working alliance over the years the less anxious I have been the higher my willingness to disclose in supervision.

When the supervisor established the relationship as the container or holding environment (Winnicott, 1975), by creating a safe space for me, I have been more alert to and mindful visually and mentally with the supervisor. What does my supervisor say in supervision and why? How is being said? What insights were provided? Checking why that would be important to consider at that moment and also clarifying I am not sure I understand why? Can you help me see why?

As a bilingual practitioner, I had not received any formal training and was lacking supervisors who are bi-lingual and knowledgeable of pertinent cultural issues. Although I did enjoy a few group supervision, I personally preferred individual supervision.

Nilsson and Anderson (2004) suggested that the establishment of a strong supervisory working alliance is a critical step in helping ICS manage possible cultural and language barriers.

The role of the supervisor:

As counselors and supervisors, we are trained to ensure that the ethical values of Beneficence and non-maleficence are maintained for all clients. My role as a supervisor is hierarchical or collaborative depending on the level of training of the supervisee. Just as counselors go through stages of development, so do supervisors, as a trainee supervisor myself, supervising trainee supervisees I was overly anxious about supervisees jeopardizing or harming their client`s well-being when I started. Being able to address this issue in my supervision of supervision, I was able to find a balance without being overly protective and limiting the supervisee’s learning experience and allowing them to develop and provide appropriate services. I use a humanistic stance of supervision with a primary focus on the client’s issues and how the supervisee experiences client issues. Also, enable the supervisee to attend to her own personal emotional reactions to client issues as I work with bilingual supervisees in one of the groups I supervisee who speak to their clients in their native language who have experienced trauma and are mindful of the vicarious trauma. Recognizing the parallel process in the therapeutic dyad and supervisory relationship and helping them identify and explore the supervisee`s feelings when it occurs.

I started by reinforcing the positive interventions they made and helping them gain confidence in their work so they set their own goals to be achieved in supervision. By providing enough direction and clarity and at the same time leaving enough space for them to learn new interventions and techniques. When the supervisee is reflecting and looking back at the session with the client my role is to help them become aware of the things that they had not noticed during the session and help them link theory to practice. When I first started supervising one of my supervisees seeing her first client my role as the supervisor was more directive and has become more collaborative over the last few sessions. The hierarchical relationship was to ensure the treatment plan, progress notes, and other documentation is accurately completed as required by the organization.

When a supervisory relationship begins, the initial task is devoted to developing a supervisory alliance, getting to know the supervisee, clarifying the roles and expectations of supervision, and reviewing agency protocols and procedures. A supportive supervisory relationship is important at all levels and I am mindful of the power differential between supervisor and supervisee, which can occur in many forms. Being rigid, overly critical, displaying a lack of respect, and not respecting differences can lead to negative experiences in supervisor working alliances.

As a supervisor trainee, I am able to look back to where I was 3 months ago, and what expectations I have for myself as a supervisor. What are my immediate and ultimate goals? With the help of my own supervision of supervision, I have been able to structure and define the supervisory relationship with my supervisees and deal with counter-transferences and parallel processes. The experiential component of the training, the instructor modeling, and role-play have helped me gain more knowledge and understanding of the supervisory process. Regular feedback and review after three months with my supervisees have helped me reflect on my work so far and I am aware that I need to further develop my understanding and responses.

I move between the modes of the seven-eyed model, I tend to concentrate more and weave into my work Eye 2 Interventions the Counsellor is Using, Eye 3 The ClientCounsellor Relationship, and, Eye 5 The SupervisorSupervisee Relationship.

Purpose of Supervision and My Beliefs about Supervision and What would I want in Supervision

Key tasks of supervision

Supervisees differ in developmental level throughout their career, as a supervisor I would be providing different levels of supervision for supervisees in accordance with a developmental supervision model. I am currently providing supervision to two groups of trainee counselors and an individual qualified counselor. Supervisees look to us to help them develop their professional skills. Supervising others requires me to be aware of my own values and beliefs regarding supervision. There`s no one size fits all approach to supervision, my philosophy is built on the way I would want to have a relationship with my supervisees and what relationship I would want. The ethical issues I would encounter whilst supervise my supervisees

My supervision is based on the needs of the supervisee, asking supervisees about their conceptualization process according to their theoretical orientation and skills and techniques used. Supporting supervisees through their development and providing a model and secure base that strengthens supervisees’ sense of self. When a secure base and safety are provided it helps the supervisees be vulnerable and take risks in discussions. If they don`t feel safe they may choose not to disclose some of their feelings, which could have an impact on their professional development as I have had a similar experience of not feeling safe discussing religious beliefs and values for fear of being stereotyped.

Recognizing the unconscious process when they occur in the supervisory relationship and being aware of the feelings. Knowing when to ask if counter-transference, transference, or parallel processes may be happening is a crucial step. Promoting supervisee competence working with a religiously committed client without pathologizing because of hisher religious belief.

A supervisee may have mastered the assessment and intervention skills but may be functioning at a developmental stage with regard to professional ethical needs moving from working in counseling services to working on their own in private practice. My role as the supervisor is to structure the supervisory environment to the unique developmental needs of the supervisee

What would I see as being good supervision?

The supervisory relationship is the crucial component; I believe a supervisee who is in hisher beginning stage of development requires structure and directness to provide a sense of safety and competence that can become internalized. As a supervisor trainee supervision gave me opportunities to explore and experiment with matters of style, strategy, technique, and theory.

The main focus in professional supervision is how to assist the supervisee to reflect on their practice so that they are able to best support the client. It`s the supervisor`s role to assist the supervisees to engage in each other`s supervision in group supervision. The feedback and reflection that supervision provides are considered essential to trainees acquiring and developing skills, which would not occur through exposure to clinical work alone.

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