Post Graduate Certificate in Professional Studies (Supervision)

Transcription

1 Post Graduate Certificate in Professional Studies (Supervision) This programme fits with the framework of the Post Graduate Certificate (Continuing Professional Development) within the Institute of Lifelong Learning. Students who successfully complete this programme may progress to the MA Professional Studies in Counselling and Psychotherapy. The aims of this programme: To provide a continuing professional development learning experience for qualified and experienced counsellors and psychotherapists that will enable them to take on the role of supervisor for other practising counsellors therapists. To provide the required training and developmental experience that will enable candidates to apply for Supervisor Accreditation with the British Association of Counselling and Psychotherapy (BACP) Learning Outcomes: By the end of the three modules addressing supervision for counsellors and psychotherapists, participants will be able to: Demonstrate an understanding of the roles and responsibilities of supervisor Negotiate a working agreement with a potential supervisee Make decisions about complex ethical issues, based on firm understanding of the BACP Ethical Framework Discuss a range of models of supervision and be able to articulate the model that they choose to use Recognise the complexities of supervising and assessing a trainee therapist Critically evaluate the impact of organisations on the supervisory relationship Demonstrate competence in developing the supervisory relationship and in using appropriate supervisory skills Negotiate a working agreement with a supervision group, based on a broad understanding of group dynamics and the use of supervision groups Identify their own strengths and weaknesses as a supervisor and develop a strategy for continuing their professional development Recognise ways in which diversity influences the supervisory relationship and demonstrate appropriate insight, understanding and skills for working with a diverse client group

2 Integrate research evidence that impacts on the practice of supervision into their work Demonstrate an ability to interpret data, as appropriate to the study of supervision Work collaboratively with others, particularly with respect giving and receiving feedback. Entry Requirements Candidates for the Certificate will need to have a first degree or equivalent, and to have BACP accreditation, UKCP registration, chartered psychologist status or be eligible for a similar level of professional recognition. They should have a minimum of 3 years substantial experience as a therapist. Credits The Certificate carries 60 credits at level M. Delivery The Certificate will be delivered in 6x 2 day blocks, each block involving 15 hours of teaching. Sequence The three modules that comprise the Certificate will usually be taken in sequence: The Relationship The Process Organisational Issues

3 Masters Level Module Specification Title: Supervising counsellors and psychotherapists (The relationship) Contact: 30 hours, 2x2 days per term Credits: The module carries 20 credits at level M. Assessment arrangements: Formative assessment including feedback from tutors Learning Journal of 1000 words Essay of 3000 words Lectures and workshops: 30 hours Private study: 119 hours Personal tutorial: 1 hour Total hours: 150 hours Aims: this module aims to prepare supervisors for conducting a supervisory relationship with another counsellor or therapist. Learning Outcomes: at the end of the module students will be able to: Demonstrate an understanding of the roles and responsibilities of supervisor Negotiate a working agreement with a potential supervisee Make decisions about complex ethical issues, based on firm understanding of the BACP Ethical Framework Discuss a range of models of supervision and be able to articulate the model that they choose to use Demonstrate competence in developing the supervisory relationship and in using appropriate supervisory skills Recognise ways in which diversity influences the supervisory relationship and demonstrate appropriate insight, understanding and skills for working with a diverse client group Integrate research evidence that impacts on the practice of supervision into their work Demonstrate an ability to interpret data, as appropriate to the study of supervision

4 Work collaboratively with others, particularly with respect to giving and receiving feedback. Subject Knowledge: the syllabus will include: Roles and responsibilities of the supervisor The working agreement Ethical practice The process model of supervision The Holloway model of supervision Diversity and the supervisory relationship Research into the supervisory relationship Collecting data on the supervisory relationship Supervision skills Methods: lectures, seminars, video presentations, student led seminars, experiential exercises, Journal keeping and observation, self and peer assessment Assessment: 3000 words essay, example: The supervisory relationship is the most important component that affects the outcome of supervision. Critically evaluate this statement with reference to relevant research literature, models of supervision and your own personal experience words learning Journal statement, to include evidence of self and peer assessment gained during the module. Skills: Aims: this module aims to enable participants to develop communication skills, as they are relevant to the supervisory relationship and to working in an organisational context. It also aims to enable participants to critically evaluate research material, and to develop skills in problem solving and as well as managing and reflecting on their own learning. Learning outcomes: by the end of the module participants will be able to: Develop arguments that demonstrate a depth of understanding of supervision issues, communicate ideas effectively with others

5 Reading List Manage their own learning Be reflective practitioners. Work co-operatively with others BACP (2001). Ethical Framework for Good Practice in Counselling and Psychotherapy. Rugby, BACP. BERNARD, J. M. &GOODYEAR, R.K. (1998). Fundamentals of clinical supervision (2nd ed.). Boston, MA USA: Allyn & Bacon Inc. BOND T (2000) Standards and Ethics for Counselling in Action, 2 nd London Edition Sage, BRAMLEY, W (1996) The Supervision Couple in Broad Spectrum Psychotherapy, London, Free Association Books CARROLL, M. & HOLLOWAY, E (1999). Training Counselling Supervisors. London, Sage. CARROLL M (1996) Counselling Supervision. Theory, Skills and Practice. Cassell, London CARROLL M (1998) Training Supervisors, London, Sage CASEMENT P (1985) On Learning from the Patient, Tavistock, Routledge CASEMENT P (1990) Further Learning from the Patient: The Analytic Space and Process. Tavistock, Routlege CASEMORE, R. (2001). Surviving Complaints against counsellors and psychotherapists. Ross-on-Wye, PCCS Books. CLARKSON, P (1997) Supervision in Counselling Psychology and Psychotherapy. Whurr, London CLARKSON, P. Et al (Eds) (1998) Supervision: Psychoanalytic and Jungian Perspectives, London, Whurr CLARKSON, P (1999) Ethics: Working with Ethical and Moral Dilemmas in Psychotherapy. London, Whurr FEASEY, D. (2002). Good Practice in Supervision with Psychotherapists and Counsellors. London, Whurr. HAWKINS, P. & SHOHET, R (2000). Supervision in the Helping Professions. Buckingham, Open University Press.

6 HOLLOWAY, E. L. (1995). Clinical supervision: A systems approach. Thousand Oaks: Sage INSKIPP, F., & PROCTOR, B (2000). Becoming a Supervisor. Twickenham,, CASCADE. JENKINS, P (1997) Counselling and the Law. London: Sage PALMER-BARNES, F (1998) Complaints and Grievances in Psychotherapy, A Handbook of Ethical Practice, London, Routledge STOLTENBERG C D & DELWORTH U (1987) Supervising Counsellors and Therapists: A Developmental Approach. London Jossey-Bass WHEELER, S. & KING, D. (2001). Supervising Counsellors: Issues of responsibility. London, Sage.

7 Masters Level Module Specification Title: Supervising counsellors and psychotherapists (The process) Contact: 30 hours, 2x2 days per term Credits: The module carries 20 credits at level M. Assessment arrangements: Formative assessment including feedback from tutors Learning Journal of 1000 words 30 minute tape-recording of supervision session, that is transcribed and subjected to a process analysis Lectures and workshops: 30 hours Private study: 119 hours Personal tutorial: 1 hour Total hours: 150 hours Aims: This module aims to prepare supervisors to develop their skills as reflective practitioners particularly as it relates to their roles as supervisors. Learning Outcomes: at the end of the module students will be able to: Demonstrate an understanding of the process of supervision including use of the parallel process Demonstrate reflective practitioners skills Discuss the complexities of supervising a trainee counsellor and be able to evaluate the impact of the assessment process on the supervisory relationship Appraise the impact of power differences on the supervisory process. Use critical evaluation skills to analyse the process of supervision. Demonstrate competence in recognising and influencing the supervision process, by using appropriate supervisory skills Recognise ways in which diversity influences the supervisory process and demonstrate appropriate insight, understanding and skills for working with a diverse client group

8 Syllabus Skills: Integrate research evidence that impacts on the practice of supervision into their work Demonstrate an ability to interpret data, as appropriate to the study of supervision Work collaboratively with others, particularly with respect to giving and receiving feedback. Dynamics of supervision and Parallel process, Risk assessment Games people play in supervision Supervising and assessing trainees The influence of gender on the process of supervision Supervision across theoretical orientation Process research in supervision Power and difference in supervision Self and peer assessment Supervision skills development Assessment: Learning Journal of 1000 words 30 minute tape-recording of a supervision session, that is transcribed and subjected to a process analysis (4000 word equivalent) Aims: this module aims to enable participants to develop communication skills, as they are relevant to the process of supervision and to working in an organisational context. It also aims to enable participants to critically evaluate research material, and to develop skills in problem solving and as well as managing and reflecting on their own learning. Learning outcomes: by the end of the module participants will be able to: Develop arguments that demonstrate a depth of understanding of the supervisory process, communicate ideas effectively with others Manage their own learning Be reflective practitioners. Work co-operatively with others Reading List HAWTHORNE L (1975) Games Supervisors play, Social Work (London) 20 May KADUSHIN A. (1968) Games people play in supervision. Social Work USA

9 July 1968, KADUSHIN A (1985) Supervision and Social Work. Columbia University Press. KLUGER. P (Ed) (1997) Jungian Perspectives in Clinical Supervision,London, Damien Press LANGS R (1979) The Supervisory Experience. New York: Jason Aronson. LAWTON, B. & Feltham, C. (2000) Taking Supervision Forward: Enquiries and Trends in Counselling and Psychotherapy. London, Sage MATTINSON J (1975) The Reflection Process in Casework Supervision, Institute of Marital Studies, Tavistock, London: SEARLES H F (1955) Collected papers of Schizophrenia and other related subjects. Hogarth Press, London SCHÖN D A (1987) Educating the Reflective Practitioner Jossey Bass Publishers, San Francisco SHIPTON G (1997) Supervision of Psychotherapy and Counselling, Open University Press, Buckingham

10 Masters Level Module Specification Title: Supervising counsellors and psychotherapists (The organisational context) Contact: 30 hours, 2x2 days per term Credits: The module carries 20 credits at level M. Assessment arrangements: Formative assessment including feedback from tutors Learning Journal of 1000 words Essay of 3000 words Lectures and workshops: 30 hours Private study: 119 hours Personal tutorial: 1 hour Total hours: 150 hours Aims: this module aims to prepare supervisors to work in an organisational context. Learning Outcomes: at the end of the module students will be able to: Demonstrate an understanding or organisational dynamics as they impact on the supervisory relationship and process Demonstrate competence in negotiating a working agreement with an organisation Negotiate a working agreement with a supervision group, based on a broad understanding of group dynamics and the use of supervision groups Identify their own strengths and weaknesses as a supervisor and develop a strategy for continuing their professional development Recognise ways in which diversity influences the organisation of supervision and demonstrate appropriate insight, understanding and skills for organising work with a diverse client group Integrate research evidence that relates to the organisational dimension of supervision. Demonstrate an ability to interpret data, as appropriate to the study of supervision

11 Work collaboratively with others, particularly with respect giving and receiving feedback. Demonstrate an understanding of the consultancy process of supervision Organisational dynamics Group dynamics Group supervision Supervision practice settings: primary care, education, industry, and the church Telephone supervision Contracts with groups and organisations Supervision skills Consultancy Managing diversity in organisational contexts Equal opportunities: legislative framework Research relating to organisational context of supervision Methods: lectures, seminars, student presentations, video material, experiential exercises, Journal keeping, private study, self and peer assessment sessions Assessment: Learning Journal statement to include self and peer assessment report words Case study: Choose a scenario that involves supervision in an organisational setting. Describe the organisational context, and discuss the impact of the working arrangement with the organisation on the supervisory relationship and process. With reference to research evidence, critically evaluate ways in which the relationship between supervisor and organisation works well or can be improved words Skills: Aims: this module aims to enable participants to develop communication skills, as they are relevant to working in an organisational context as a clinical supervisor. It also aims to enable participants to critically evaluate research material, and to develop skills in problem solving and as well as managing and reflecting on their own learning. Learning outcomes: by the end of the module participants will be able to: Develop arguments that demonstrate a depth of understanding of supervision issues, particularly in an organisational context Communicate ideas effectively with others Lead a supervision group Manage their own learning Be reflective practitioners. Work co-operatively with others

12 Reading list BOND M (1998) Skills of Clinical Supervision for Nurses, Buckingham, Open University Press COPELAND, S. (1998).Counselling Supervision in Organisational Contexts: New Challenges and Perspectives. British Journal of Guidance & Counselling 26(3): CARROLL M & HOLLOWAY E (1998) Clinical Supervision in Context, London, Sage CARROLL M (1996)Counselling in Organisations, London, Sage CUTCLIFFE, J. R., BUTTERWORTH, T. & PROCTOR, B. (2001). Fundamental Themes in Clinical Supervision. London, Routledge. FELTHAM C & DRYDEN W (1994) Developing Counsellor Supervision, Sage, London FOSKETT J & LYALL D (1988) Helping the Helpers. Supervision and Pastoral Care. SPCK HESS A K (1987) Psychotherapy supervision: Stages, Buber and a theory of relationship. Professional Psychology: Research and Practice 18(3):251-9 HESS A K (Ed) (1980) Psychotherapy Supervision: Theory Research and Practice, New York, Wiley HOLLOWAY, E(1995) Clinical Supervision, A Systems Approach. Sage: London HOUSTON, G (1995) Supervision and Counselling, London, Rochester Foundation IZZARD, S. BARDEN, N. (2001). Rethinking Gender and Therapy: The Changing identities of Women. Buckingham, Open University Press. LAGO. C. & THOMPSON, J. (1996). Race, Culture and Counselling. Buckingham, Open University Press. PAGE S. & WOSKET V. (1994) Supervising the Counsellor, Routledge, London PROCTOR, B. (2000). Group Supervision: a Guide to Creative Practice. London, Sage. TUCKWELL, G. (2002). Racial Identity, white counsellors and therapists. Buckingham, Open University Press. WATKINS, C.E.W. (1997) Handbook of Psychotherapy Supervision, NEW YORK, WILEY