Enhanced descriptions from Syndetics:

This book presents an integrative relational model for psychotherapy supervision. The focus is on the primacy of the relationship both in psychotherapy and in supervision. It provides an integrative relational model of supervision drawing on developmental theory that is applicable to the field of psychotherapy, counselling, and clinical and counselling psychology.

Table of contents provided by Syndetics

• List of figures (p. ix)
• Series editors' preface (p. xi)
• Preface (p. xiii)
• Acknowledgements (p. xv)
• 1 Introduction (p. 1)
• What is supervision? (p. 1)
• The intention informing this book (p. 2)
• Supervision: a space to reflect (p. 2)
• Training and consultative supervision (p. 3)
• Possible applications of the model (p. 4)
• Overview of contents (p. 5)
• 2 An integrative relational model of supervision (p. 6)
• A relationally-based model of supervision in context (p. 6)
• Supervision from a meta-systems perspective (p. 7)
• Participant-observation as a core concept (p. 9)
• The centrality of Martin Buber's concept of 'inclusion' (p. 10)
• The 'third person perspective' (p. 12)
• An integrative relational approach to supervision (p. 14)
• The co-creation of relationship and the co-construction of meaning (p. 16)
• Relationship stances and psychological distance/closeness (p. 18)
• Dimensions of relationship in psychotherapy and supervision (p. 20)
• Developing a reliable 'internal supervisor' (p. 21)
• Transference and countertransference: an intersubjective perspective (p. 22)
• In conclusion (p. 24)
• Questions for further reflection (p. 24)
• 3 The model in practice (p. 25)
• Objectives of the model in practice (p. 25)
• Supervision vignette 1 Security: emergent phase (p. 28)
• Supervision vignette 2 Identity: core phase (p. 34)
• Supervision vignette 3 Contact: intersubjective phase (p. 38)
• Supervision vignette 4 Communication: verbal phase (p. 42)
• Educating the internal supervisor (p. 47)
• Questions for further reflection (p. 48)
• 4 Creating an effective learning environment (p. 50)
• The importance of the supervisory alliance (p. 50)
• 'Thinking therapy' is at the heart of good practice (p. 51)
• The 'research mind set' fosters a focus on effective outcomes (p. 52)
• 'Change moments' in psychotherapy and supervision (p. 53)
• Counteracting the effects of shame (p. 55)
• Individual learning needs in supervision (p. 57)
• Kolb et al. provide another perspective on styles of optimal learning (p. 61)
• Stages of development in the evolution of the supervisee (p. 63)
• Selfobject needs manifest in supervision (p. 64)
• Mature selfobject needs continue to find expression in supervision (p. 66)
• Questions for further reflection (p. 67)
• 5 The supervision frame: contracting and boundaries in supervision; styles and modes of psychotherapy supervision (p. 68)
• Good contracting forms a basis for effective supervision (p. 68)
• Renegotiation and recontracting (p. 70)
• Process contracts support a healthy supervisory alliance (p. 71)
• The contractual process as a key to good relating (p. 72)
• The three-cornered contract: working in organizations (p. 73)
• Adding the concept of psychological distance and power (p. 73)
• The supervisor contracts too ... (p. 76)
• Two different traditions influence presentation in supervision (p. 76)
• Individual, group and peer supervision all have their place (p. 79)
• What is on the supervision menu? (p. 81)
• The containment of anxiety in supervision (p. 82)
• Questions for further reflection (p. 82)
• 6 Theoretical and research foundations for an integrative relational approach to supervision (p. 83)
• Why an integrative relationship-based model of supervision? (p. 83)
• The relationship as a vehicle for therapeutic change (p. 85)
• Research into the supervisory alliance (p. 88)
• Conflict resolution in supervision: a central issue (p. 89)
• Research findings in developmental theory support our model (p. 91)
• The importance of contextual factors (p. 96)
• The constructivist theory of memory underpins our model (p. 100)
• Questions for further reflection (p. 101)
• 7 Assessment, accreditation and evaluation in supervision practice (p. 102)
• Evaluation as a crucial supervisory responsibility (p. 102)
• Criteria for evaluating competence at the point of accreditation (p. 103)
• Giving the 'good' and the 'bad' news (p. 104)
• Evaluation of supervision sessions and outcomes over time (p. 105)
• The effective psychotherapy supervisor (p. 105)
• An important place for supervised supervision (p. 106)
• 'Supertransference': a challenge to supervisor narcissism (p. 108)
• Quis custodiat ipsos custodes? (p. 109)
• Supervisor accreditation (p. 110)
• Questions for further reflection (p. 111)
• 8 Developing personal style as a supervisor (p. 112)
• Factors contributing to personal style (p. 112)
• The importance of clear, direct feedback (p. 114)
• The tasks of supervision as a method for measuring individual style (p. 115)
• The choice of focus as an indicator of individual style (p. 117)
• Self-disclosure as an indicator of personal style (p. 119)
• A focus on countertransference as part of the supervisor's personal style (p. 122)
• Does psychotherapy have a place in supervision? (p. 126)
• The importance of humour as a supervisor's friend (p. 129)
• Questions for further reflection (p. 129)
• 9 Ethical decision making in supervision (p. 130)
• Vignette 5 Confidentiality (p. 138)
• Vignette 6 Conduct of colleagues (p. 140)
• Vignette 7 Sexual abuse (p. 141)
• Vignette 8 Dual relationships (p. 143)
• Reflection on the four vignettes (p. 144)
• Complaints procedures: balance of probability or beyond all reasonable doubt? (p. 144)
• Questions for further reflection (p. 146)
• 10 Multicultural aspects and anti-oppressive practice in supervision and in psychotherapy (p. 147)
• A definition of culture (p. 147)
• Recent developments in the United Kingdom (p. 148)
• The perpetuation of anti-oppressive practice (p. 149)
• Models of mental health and oppression (p. 150)
• The effects of oppression (p. 151)
• Philosophical support for a new perspective (p. 152)
• Reform in psychotherapy training organizations (p. 154)
• Anti-oppression audit (p. 157)
• 11 Psychotherapy and supervision in the UK, in Europe and in the wider context (p. 158)
• Psychotherapy and supervision in the United Kingdom (p. 158)
• Psychotherapy and supervision in the European context (p. 161)
• The World Council for Psychotherapy (WCP) (p. 162)
• 12 Resources for the supervisor (p. 163)
• References (p. 170)
• Index (p. 176)