Creative Arts Clinical Supervision

Creative Arts Clinical Supervision.

I can work with individuals and groups. I offer supervision for both unqualified and qualified therapists. (PTUK and BACP) and other professionals in schools.

So, what is supervision?

“Supervision is a joint endeavour in which a practitioner with the help of the supervisor, attends to their clients, themselves as part of the client practitioner relationships and the wider systemic context and by doing so improves the quality of their work, transforms their client relationships, continuously develops themselves, their practice and the wider profession.” (P.60, Hawkins and Shohet).
I feel the function of supervision is to provide a regular safe and contained space. Where a collaborative approach can be taken to support a process of learning, development and reflection and offer the potential of a wider perspective.

I feel it is important to take time to establish a relationship. Where openness and honesty can develop. The space may then become a place of mutual respect, and a reciprocal process can unfold.
When using creative exploration, it allows both supervisee and supervisor to journey together, gently following and exploring all the nuances of their client work, its many twists and turns, and explore ‘non-logical’ thinking which can be shared as a ‘forgotten language’ to deepen incite and strengthen relationships.

“At the most basic level, therefore, secure attachments in both childhood and adulthood are established by two individuals’ sharing a nonverbal focus on the energy flow (emotional states) and a verbal focus on the information-processing aspects (representational processes of memory and narrative) of mental life. The matter of the mind matters for secure attachments.” (P.412. Siegel).

Why Have Supervision?

Supervision is of course an essential part of working therapeutically and ensures safe practice. But furthermore, it intends to challenge and reinforce good practice.

It provides emotional support, which promotes self-care and reduces the likelihood of burnout. Also Supervision aims to ensure that practitioners, continue to develop, learn and gain objective insight into their own performance and skills. It additionally provides an opportunity to learn and practise new skills and to find better ways to work with clients.

Within the context of supervision trainee play therapists will have an opportunity to develop their sense of professional identity look at their own beliefs and attitudes in relation to their clients and their work. More experienced practitioners will equally be able to use the space to continue their development. This will lessen the likelihood of these impacting negatively on their therapeutic relationships and ensure they are working with the client’s values and beliefs and not their own.

The three key aspects of supervision are Education, Support and Accountability. I will Educate by drawing on my own knowledge base of working as a play therapist and theories that underpin the practice including the use of the ‘Axline principles’ (1947). I will offer support through focussing on the needs of the client, without judgement and interpretation, letting them lead the way and seeing them as competent and able. Accountability will be attended to by supporting the use of Caerus and working within the ethical framework, encompassing Fidelity, Autonomy, Beneficence, Maleficence, and Justice.

What will I Strive to Bring.

As I fully recognise the importance of relationship. I will offer a Person-centred approach, holding in mind the Carl Rodgers Core Conditions (1986), Empathy, Congruence and Unconditional Positive Regard. I believe that;
“The individual has within himself or herself vast resources for self-understanding, for altering his or her self-concept, attitudes and self-directed behaviour – and that these resources can be tapped into, only if a definable climate of facilitative psychological attitudes can be provided’.

As I value the creative process as a way of accessing the unconscious and providing a parallel process, I offer my supervisees the opportunity to work creatively. Working creatively can be playful, spontaneous and experiential and this can also strengthen the relationship and mirrors the potential of the play therapy space.
However, I recognise that working with metaphor, or fantasy can be tricky for some, especially those that favour right brain processes and tend to intellectualise. Therefore, it may take time to feel safe enough to do this. So whilst this method is offered, it is simply that, an offer, ready to be taken up when and if ready.
Furthermore, I recognise that supervision is different to therapy and I aim to meet with supervisees on an adult to adult level. (Bern 1961).

Ultimately, my work as a creative supervisor is a dual process, to provide the supervisee with the essentials to view the watery depths of the unconscious, and successfully navigate a path.

‘ Water does not resist. Water flows. When you plunge your hand into it, all you feel is caress. Water is not a solid wall, it will not stop you. But water always goes where it wants to go and nothing in the end can stand against it. Water is patient. Dripping water can wear away a stone. Remember that, my child. You are half water, if you can’t go through an obstacle, go round it, water does.’ (Atwood. 2006).