post graduate certificate in professional studies ... · post graduate certificate in professional...

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

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

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




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.

1000 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

Manage their own learning

Be reflective practitioners.

Work co-operatively with others

Reading List

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, 2nd

Edition Sage,

London

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.

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.


Title: Supervising counsellors and psychotherapists (The process)




tutors


30 minute tape-recording of supervision session, that is transcribed and subjected

to a process analysis





Aims: This module aims to prepare supervisors to develop their skills as reflective

practitioners particularly as it relates to their roles as supervisors.


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




Work collaboratively with others, particularly with respect to giving and receiving feedback.

Syllabus

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:


30 minute tape-recording of a supervision session, that is transcribed and

subjected to a process analysis (4000 word equivalent)

Skills:


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.


Develop arguments that demonstrate a depth of understanding of the supervisory process,

communicate ideas effectively with others




Reading List

HAWTHORNE L (1975) Games Supervisors play, Social Work (London)

20 May 179-183

KADUSHIN A. (1968) Games people play in supervision. Social Work USA

July 1968, 28-32

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

SCHN D A (1987) Educating the Reflective Practitioner Jossey Bass Publishers,

San Francisco

SHIPTON G (1997) Supervision of Psychotherapy and Counselling, Open University

Press, Buckingham


Title: Supervising counsellors and psychotherapists (The organisational

context)




tutors


Essay of 3000 words





Aims: this module aims to prepare supervisors to work in an organisational

context.


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.


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. 1000 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. 3000 words

Skills:


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.


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




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): 377-

86.

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

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