An Integrative Approach to Therapy and Supervision: A by Mary Harris

By Mary Harris

This identify is acceptable for skilled, newly-qualified and trainee counsellors and psychotherapists and people accountable for their education and improvement. "An Integrative method of Psychotherapy and Supervision" provides an cutting edge and versatile version for psychotherapy and supervision perform. The version attracts on principles from the mental traditions of Transactional research, Gestalt concept and Cognitive Behavioural remedy to increase an built-in method of operating with consumers and to constructing a supervisor-supervisee courting that may be tailored to fit the wishes of person personalities and events. The authors lay out the idea underlying the version, the way it pertains to present types of supervision, and display how the version works in perform utilizing case fabric to demonstrate the diversity of methods that may be utilized in a given state of affairs. This publication is vital analyzing for either new and skilled supervisors, in addition to these liable for the learning and improvement of supervisors in counselling and psychotherapy.

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Extra resources for An Integrative Approach to Therapy and Supervision: A Practical Guide For Counsellors and Psychotherapists

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The FIT Model 29 awareness of the supervisor’s and supervisee’s functioning, as well as the client’s functioning, as reported by the supervisee. Working with the FIT model, both supervisor and supervisee become increasingly adept at moving back and forth among the various domains to work with the emerging dynamics and issues. FIT and reflective practice This section describes how the FIT model supports reflective practice in supervision. The overall approach in FIT supervision is primarily person-centred in order to offer supervisees potential learning in all three domains, but particularly the affective or emotional domain.

In order to recognise all three domains, a basic understanding of the theory is needed and the client will need to have a clear, working understanding of TA theory and practice, so that they are able to apply it to themselves. TA theory contributes to the FIT model’s integrative approach by encouraging both client and therapist to understand their own functioning in the realms of feelings, behaviours and thoughts, and to facilitate their interactions by utilising the Adult ego state. TA is useful in encouraging awareness of and functioning in the three domains by fostering the free expression of feelings from the Child ego state, recognising and choosing more effective behaviours from the Adult ego state and encouraging the formation of healthier self-beliefs and thought patterns to replace Critical Parent messages contained within the Parent ego state.

In addition, it provides a framework for supervision occurring within a single session or over ongoing sessions. It is based on the process of person-centred reflective dialogue, which includes structured time, space, clear boundaries, tolerance of uncertainty and competence in dealing with emotional material. This process is known to promote a powerful learning relationship between supervisor and supervisee, with the potential for transformational learning (Brockbank and McGill 2007). While the FIT model offers intention, stance, awareness and modelling, a supervision environment which nurtures connected learning, single and double loop learning and provides for supervisees to reflect on their learning demands high level skills in their supervisors.

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