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" offers an cutting edge and versatile version for psychotherapy and supervision perform. The version attracts on principles from the mental traditions of Transactional research, Gestalt thought and Cognitive Behavioural remedy to advance an built-in method of operating with consumers and to constructing a supervisor-supervisee dating 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 exhibit how the version works in perform utilizing case fabric to demonstrate the variety of techniques that may be utilized in a given state of affairs. This booklet 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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For example, in response to the client above, the therapist might say: ‘You have some concerns about the new job which we can talk about shortly. I am also wondering about how you are getting on with your new boss. ’ Advanced empathy may lead to productive challenge in therapy. ’ An experienced supervisor, like an experienced therapist, is well placed to ‘guess’ a lot of what is going on for their supervisee(s), and be able to offer empathy before, and possibly instead of, making judgements. Supervisees are often their own harshest judges and offering empathic understanding may provide them with a basis for tangling with their problems.

Egan (1976) describes a number of ways in which therapists have problems engaging in accurate empathy. We will use his terms and adapt them to the client’s learning context. For example, let us take the following statement made by the client: ‘I don’t know where I am going with this new job. I don’t see myself as academic. ’ The client’s statement can be followed by a number of less than appropriate responses including: the cliché; the question; interpretation; inaccuracy; too soon/too late; parroting; incongruence.

4. The diagram is based on the work of Egan (1977) and indicates how awkward we find emotional expression in a variety of circumstances which occur in learning contexts like supervision (Brockbank and McGill 2006, 2007; McGill and Brockbank 2004). Those of us who have experienced a Western-style education find it easier to express negative emotion and this is borne out by our lopsided emotional vocabularies which incorporate more negative feelings than positive ones. Further, we are able to express emotions about people in their absence more easily than to their face, what we call the gossip syndrome.

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