2014 diploma in integrative supervision of individuals and groups
Please contact us if you are interested in the next intake starting in March 2014: by emailing your contact details to Sarah Briggs, Director, at firstname.lastname@example.org.
Course dates and times for 2014
Each day will start at 10am and finish at 4:30pm. The dates in 2014 are:
12/04/2014 (not 26th as previously advertised)
13/04/2014 (not 27th as previously advertised)
The course will be held at our central London training venue, the Marylebone Hotel (Welbeck Street, London W1G 8DN).http://www.doylecollection.com/locations/london_city_hotels/the_marylebone_hotel.aspx
The course is run in a modern, recently refurbished training room with a light and airy feel.
Catering is not included in the course fee. But there are many coffee shops and take-aways nearby for refreshments and lunches.
A 9-month, part-time training programme for practitioners who are already qualified and established in their way of working. This course is designed for counsellors, psychotherapists, psychologists, social workers, nurse managers, occupational therapists, psychologists, therapeutic community managers and case workers in organisational settings.
The course runs between March and November 2013, taught at selected weekends (Saturdays and Sundays). The format is one weekend per calendar month on the dates shown above.
The Diploma in Integrative Supervision offers counsellors and those in the helping professions the opportunity to develop therapeutic supervisory skills. This represents primary preparation for supervisor recognition as well as an opportunity for continuing professional development for practising supervisors. Course participants may already be supervising, be expected to supervise as part of their employment role or may be new to supervision. There is no requirement to be supervising during the course nor to have a supervision placement. This allows those who are considering becoming a supervisor to take the training before offering a supervision service.
The course was initially set up to meet the needs of supervisors who, in the absence of training courses in supervision and being experienced therapists simply exercised supervision as an extension of their therapeutic skills. However, our view is that the supervisory relationship requires more than therapeutic skills – not every good therapist is necessarily a good supervisor!
The training focuses on core areas of competence for supervisors, which are different from therapeutic skills. The teaching also recognises the consultative and relationally-based aspects of supervision. The course content has evolved over recent years and many leading practitioners in the field have contributed to its current shape.
The course philosophy is integrative – therapists representing a wide range of theoretical orientations are invited to apply. We encourage learning in a multidisciplinary environment where both theoretical differences and similarities are encouraged, where trainees can learn from each other as well as the course tutors. The course covers the skills required for supervising groups as well as individuals.
The course culture is explicitly “high support” and “high challenge”.
The course is designed for counsellors and psychotherapists who are acting as supervisors or who are considering adding supervision to their practice. It is not necessary for students to be working as supervisors during the course, since opportunities for skills practice and peer review are provided during the course time.
The course consists of theoretical, experiential and supervisory components. The theoretical input encourages critical engagement with the theory and practice of supervision. Assessment is ongoing and aims to ensure that students are able to work with the dynamics and processes of supervision; that there is congruence between the student’s theoretical knowledge and their supervisory practice. Teaching and supervisory methods emphasise the multi-layered, multi-faceted processes of supervision, including the use of one’s own process.
Course philosophy and theoretical orientation
This course caters for a range of professionals who wish to develop their role as a clinical supervisor: counsellors, therapists or psychotherapists, coaches, psychologists, managers of clinical teams. The syllabus covers supervision of individuals as well as groups, including peer supervision.
The integrative stance of the course is in recognition that there may be a difference in training background or theoretical approach between a supervisor and their supervisee(s), particularly in organisational supervision contexts.
We appreciate the training and approach that course members bring. Onto that foundation we offer the opportunity to build a cohesive integrative way of working as a supervisor.
For those recently appointed as a supervisor in an organizational setting, one of the hardest moves to accomplish is the transition from being a team member to that of team leader or supervisor. Individuals in a supervisory role are no longer on equal terms with their peers and have to earn their respect, show authority and leadership, sometimes making unpopular decisions.
The newly-appointed supervisor often faces the complexities of the supervisory role, but can also take advantage of the possibilities and potential of the role, enabling them to lead by example and so gain the trust and respect of their team. Through this training, those starting to provide supervision will be able to identify themes for supervision, provide constructive feedback and handle delicate situations assertively.
This course attends to skills and considerations particular to supervision as distinct from the provision of therapy.
Supervision requires the development of new skills in order to work with the various aspects and processes of supervision, including both conscious and unconscious dynamics. The training considers the theory that underpins supervisory technique, links theory to practice through supervisory work and develops the ability to be aware of the processes inherent within supervision.
The course is integrative and intentionally multi-modal. It is taught at postgraduate level; course participants are expected to work academically on this basis. This includes the ability to evaluate theoretical concepts and a commitment to reflect critically and open-mindedly on one’s own process, philosophy, theoretical orientation and skills. Discussion in the full group or smaller groups is as important as the tutor-taught components. The experiential process of development encourages participants to learn from one another as well as from the course tutors. The integrative philosophy underpinning this course fosters a multidisciplinary environment where theoretical differences and similarities are creatively valued.
Attention is paid to reflective practice and the educational, restorative and containing power of supervision. Participants are encouraged to integrate the ideas from the course into a personally coherent model of supervision.
There is also an acknowledgement of organisational contexts for supervision, which can bring additional dimensions for consideration, such as dual roles of clinical and management responsibility, definition of boundaries and confidentiality issues.
The course philosophy aims to establish a learning community in which a working alliance is established which encourages participants to take responsibility for their own learning and to support the learning of other course members.
The following themes will be explored:
- Definition and philosophy of supervision
- Process of integrative practice
- Supervision theory including : Gestalt, TA, CBT, psychoanalytic, transpersonal and systemic models of supervision
- The supervisor and supervisee relationship
- Supervision of supervision and monitoring good practice
- Developmental dynamics and processes of supervision
- Assessment of supervision competences
- Supervision of individuals and groups
- Working with differences and commonalities
- Power and control issues
- Parallel process
- Ending processes
- Ethical and legal considerations
- Tensions in the fee-setting and charging process, relevant to the supervisory setting
Students are encouraged to undertake additional reading to complement the taught course components.
During this course you’ll:
- explore the practice skills you’ll need to form, maintain and end supervisory relationships;
- analyse a range of supervisory models from a variety of theoretical backgrounds;
- develop an advanced understanding of supervisory structures and processes;
- understand of the approaches you can use to evaluate supervision;
- develop your ability and knowledge to recognise and work with organisational, ethical, professional and legal influences;
- reflect on and develop your individual approach to providing supervision.
Learning outcomes for participants:
- Identify their own needs for supervision and the purpose of supervision;
- Become aware of the educative, supportive and managerial elements of supervision;
- Be able to intervene in appropriate ways in supervisory sessions and will be able to focus on the relevant part of the supervisory relationship;
- Clarity about the importance of establishing and maintaining an ethical framework for practice;
- Identify a number of supervision models and the characteristics and feature of each;
- Awareness of philosophical underpinnings of such models and how they compare and contrast with one another;
- Ability to work with supervision frameworks that outline the focus points of supervision, the bands of supervision and the tasks/roles of supervision;
- Formulate their own model of supervision and maintain congruence between their theory and practice;
- Be able to critically evaluate the differences between line management supervision, case and clinical supervision and the ethical dilemmas that can be posed by someone covering two roles;
- Sensitivity to the impact of their supervisory style and interventions with supervisees;
- Awareness and critical evaluation of ethical guidelines such as ethical principles and ethical codes and have a good working knowledge of one of these, eg the BACP Code of Ethics and Practice for Supervisors;
- Be able to work with particular situations so as to be aware of ethical dilemmas and to be able to isolate the ethical issues at stake;
- Formulate their own model of ethical decision-making and use it practically in their work with supervisees.
How is this course different from others?
This training recognises that in many settings, supervisors may be supervising practitioners from a different theoretical orientation than their own. Moreover, in many contexts for group supervision, there may be a mix of theoretical backgrounds within the set of supervisees. Therefore this course focuses on the supervisory skills necessary to work across differing modalities.
A unique feature on this course is that, as gatekeepers of the profession, trainees will be prepared to both assess competence and to support the development of the supervisee. This involves attending to good balance between over- and under-nurturing, competence and pseudo-competence, as well as extending the “high support, high challenge” course culture into their supervision practice.
The consultancy dimension of the course is developed in recognition that in certain organisational or professional settings, informal discussion of supervisory material may take place, often among peers or managers or between practitioners and their managerial superiors. So the course facilitates supervisors for those consultative interactions on an informal, non-contracted context. As such, this training includes consultative supervision.
There is also emphasis on mentoring: a longer term relationship, such as a senior practitioner advising or working with a more junior practitioner in a guidance and advisory role. In such a context the mentor would upholding clinical boundaries without being clinically responsible for the other practitioner’s case load nor being managerially responsible for the other’s career development.
An explicit focus of this training is on organisational context – for teams and larger organisations – where consultancy and mentoring can cascade to those undertaking the face-to-face client work.
The length of the course allows for supervision skills and consultancy to be covered in depth and breadth.
This course also differs from others since it allows for those new to supervision to undertake this training before starting their supervisory practice: to gain the essential skills and awareness before taking on the responsibility of the supervisory role.
The course is taught by a renowned and highly experienced team of supervision trainers.
Glenn is an experienced integrative psychotherapist, clinical supervisor, couple counsellor, executive coach and trainer. He is an accredited and registered psychotherapist with UKCP (UK Council for Psychotherapy) and UKAHPP (UK Association of Humanistic Psychology Practitioners); he is also a member of BACP (British Association for Counselling and Psychotherapy) He is also a qualified teacher having gained a PGCE from the University of Cambridge. Glenn supervises both trainee and experienced therapists and executive coaches.
For the last four years Glenn has been a lecturer on the Higher Education Certificate in Psychodynamic Counselling at the University of Cambridge.
Glenn has therapy/supervision experience in the NHS, EAP, within the voluntary, academic, religious and private sectors. He has taught on many psychotherapy and counselling training programs in the UK and Europe; both on university courses and for private training providers. Glenn maintains a busy private practice in Cambridge and London.
Glenn is the core tutor for this programme.
Professor Ernesto Spinelli
Ernesto Spinelli has wide experience of teaching psychotherapists and supervisors, most recently as a Senior Fellow at Regent’s College School of Psychotherapy and Counselling Psychology. In addition to his academic work he also maintains a private practice as a psychotherapist, executive coach and supervisor.
Having recently published a new edition of his bestselling book, The Interpreted World: An Introduction To Phenomenological Psychology, his other books include Demiysitfying Therapy, Tales of Unknowing: Therapeutic Encounters From An Existential Perspective, and Practising Existential Psychotherapy: The Relational World. Ernesto is a Founding Member of the British Psychological Society Special Group in Coaching Psychology and is on the editorial board of the International Coaching Psychology Review.
He is an existential psychotherapist registered with UKCP, a Fellow of the BACP, a Chartered Psychologist and Fellow of the British Psychological Society. Ernesto’s other academic awards include BA, MSc and PhD.
Tom is a UKCP registered integrative and body psychotherapist, supervisor and trainer. He received his basic psychotherapy training in Gestalt Therapy and subsequently graduated with a Diploma for ‘Biosynthesis – somatic and depth psychology oriented psychotherapy’ at the International Institute for Biosynthesis in Switzerland. Tom maintains a busy practice in London, educates psychotherapists in various settings, and facilitates small and large group events. He has been awarded a ‘European Certificate of Psychotherapy’ (ECP) by the European Association for Psychotherapy. Tom previously also worked in community mental health services, international development work and adventure tourism.
He received additional training in somatic trauma work and EMDR but also draws on relational and psychodynamic conceptions, Transpersonal Psychology and neuroscience research in his clinical and educational work. Tom developed a relational-somatic approach to borderline dynamics (“The Borderline relationship” – Contemporary Body Psychotherapy: The Chiron Approach; Ed. Hartley, Routledge 2008) and utilizes movement work and the arts to explore psyche-soma dynamics and make mind-body relations accessible. His publications include several journal papers and book chapters. Tom is a Vice chair of the UK Council for Psychotherapy and he represents UKCP on the Board of the European Association for Psychotherapy (EAP).
Dr Michael Worrell
Michael is a Consultant Clinical Psychologist with over 20 years experience in a range of practice settings including the NHS and Private Practice. His NHS experience has included work across primary and secondary care with adult clients presenting with moderate to severe and complex difficulties.
He is accredited with the British Association for Behavioural and Cognitive Psychotherapies (BABCP) as a CBT Practitioner, Trainer and Supervisor.
Since 2003 Michael has been involved in training a wide range of mental health practitioners (including counsellors, psychotherapists, clinical and counselling psychologists, psychiatrists, occupational therapists and psychiatric nurses) in CBT.
Additionally, Michael has delivered training both within the UK and internationally on CBT Supervision and is currently developing further training in this area. In addition to his work within CBT, Michael has completed an advanced training in Existential Psychotherapy (1997) as well as a PhD in Psychotherapy (City 2002) that focused upon the concept of ‘resistance’ across differing modalities of therapy. Michael maintains a strong interest in contemporary developments in CBT and has completed training in both Schema Focused Therapy and Acceptance and Commitment Therapy (ACT)
Michael has previously worked at Regent’s College London as a Programme Leader on what was then the Diploma in Existential Psychotherapy and also as External Examiner for the MA in Psychotherapy. Michael is committed the possibilities of dialogue between differing orientations to practice and is currently working on a project with Professor Ernesto Spinelli on developing an ‘Existentially Focussed CBT’. Some of this initial work was presented to the World Conference for Acceptance and Commitment Therapy in Italy (2011) in a paper entitled “Existential Dimensions of ACT”. Michael has published in peer reviewed journals on both aspects of CBT and Existential Therapy.
Jean White is a UKCP-registered psychoanalytic psychotherapist, supervisor and lecturer who has practiced in London for over 30 years. After working as a psychotherapist at the London School of Economics, she went into full time private practice in 1990 but also consulted to and supervised many public sector services in the NHS, in universities and in the community. She has published many journal papers and her widely acclaimed book, Generation: Preoccupations and Conflicts in Contemporary Psychoanalysis (Routledge 2006), is a comparative study of the contemporary Independent, post-Kleinian and Lacanian clinical approaches. She is a member of the Guild of Psychotherapists, the Forum for Independent Psychotherapists and the Society of Authors.
Jean lectures very widely throughout Britain and internationally and runs international workshops on contemporary psychoanalytic theory and its relevance to supervision themes. For this course, she will teach on contemporary models of psychoanalysis and relate supervision to levels and forms of psychopathology.
Ben is a UKCP-registered psychotherapist with an integrative background and is also a qualified coach and NLP practitioner. In his role as Clinical Director of The Grove Practice, he has direct experience of managing referrals and a clinical team, as well as supervising therapists working on The Grove’s placement scheme.
He works therapeutically with individuals and couples. In addition, Ben supervises groups of clinicians for an organisational client of The Grove. So he brings first-hand experience of the dynamics of working as an external supervisor in a corporate context as well as the considerations applicable to providing group supervision.
What previous participants have said about The Grove’s supervision course:
“I am constantly applying learning from this course and will continue to reflect on my work. It has transformed my understanding and practice of supervision. As an unexpected bonus, I feel I have also improved my counselling skills as a result of the supervision practice sessions and a review of theoretical approaches.”
“I now feel more confident to practice as a “Supervisor” and I am now much more keen and confident to advertise my services now.”
“Understanding the gaps in my own practice was the most useful thing I took from this training course. Learning from the course has been integrated into my practice as both a counsellor and a supervisor. I’ve overhauled my practice.”
“I thought the course was fun & skills training was very good. I learned about who I am not & what I can’t offer as well as what I can. ”
“What was most useful for me on this course? Working with people from a variety of theoretical stances and professional contexts, both course participants and faculty members. Also, opportunities to put various models into practice both as supervisor and supervisee.”
“The most useful thing about the course for me was learning about a developmental model of supervision and the seven-eyed process model. With these I feel I have a framework within which to offer supervision. It has given me confidence that I can offer supervision appropriate to my supervisees’ level of expertise and theoretical orientation. I also really appreciated the opportunity to go back to basics in revisiting how to give effective feedback. I would like to acknowledge the individual qualities and expertise of all the tutors, and to say that I took something away from every week-end. Most importantly, even though the course was challenging, I felt safe.”
“The quality of the tutors was excellent including some inspirational ones. My learning included a further journeying on my life’s course of self-discovery which will be used in every aspect of life.”
“Thank you to you, Ben and Glen for all your kind support on the Supervision Course. It was a wonderful experience and has helped my learning as a practitioner immensely.”
Applicants are expected to be qualified and experienced professionals in a helping profession, who are secure in their mode of practice. Specifically applicants would:
- be qualified and experienced in their field,
- be full members of their professional body (BACP, UKCP, AHPP, BPS etc) hold professional liability insurance
- have supervision arrangements in place or access to support for any supervision practice they undertake during the course.
Applicants will be asked to complete an application form and submit a curriculum vitae.
For individuals self-funding : £2,000 + VAT @ 20% = £2,400.
The fees may be paid in 10 equal instalments, the first instalment is due as a deposit to reserve your place. The remaining 9 instalments are due on the first of the month from March to November 2011.
A limited number of reduced-fee places may be available, dependent on student numbers and applicant circumstances. If you would like to discuss this potential or apply for a reduced-fee place, please contact Sarah Briggs through the usual application process.
For applicants funded by their organisation: £2,400 + VAT @ 20% = £2,880, payable before the start of the course.
Please request an application form by contacting Sarah Briggs, Director of The Grove Practice, by email at email@example.com or by phone on 07973 36851207973 368512 or by writing to The Grove Practice, 4 Wimpole Street, London W1G 9SH.
This training qualifies students in individual or group supervision and fulfils the training criteria for supervisor accreditation with professional bodies such as the BACP, AHPP or COSRT.
The Grove Practice is a long-established counselling and psychotherapy practice based in central London, with a team of respected and accredited therapists. The Grove has developed a number of high quality professional training courses, including this supervision training. Indeed, the growing demand for the application of psychological models in organisational settings led to the additional establishment of The Grove’s training programmes, coaching team and organisational consultancy.
The Grove Practice appears on the UK Register of Training Providers, affiliated to the Learning and Skills Council and the Department for Innovation, Universities and Skills.
Students are required to submit one essay of 3,000-3,500 words. The essay requires the student to make an account of their model of supervision, including practical examples and the impact of their learning from the course. The essay is submitted up to 3 months after the end of the taught course.
Students also need to complete satisfactorily a facilitation of a supervision session. This assessed supervisor session will be undertaken at the final weekend during the course time, with another course student in the role of supervisee, using anonymous material from the supevisee’s practice. The assessment will be made by tutors, peer and self.
There will also be continuous assessment by the tutors of the student’s presence in the student group and the ability to integrate the taught material.
Additionally, a minimum of 80% attendance (13 days) is required to complete the course.
The Diploma award will be made on satisfactory completion of the assessment criteria:
- Ongoing tutor assessment throughout the course.
- Submission of a 3,000 word essay, describing your philosophy of supervision developed from the training and your own experience of providng or receiving supervision.
- A 20-minute assessed live skills practice, where each student adopts the role of supervisor to another course member using live yet anonymous case material. This practical session is assessed by tutor and peers.
- Minimum attendance of 80% at the course modules.
- Full payment of the course fee.
The Diploma will be awarded on successful completion of all assessment criteria as well as full payment of fees. Otherwise, a certificate of attendance will be given, unless the student completes in their own time and at their own cost a programme of remedial work agreed with the core tutor and a director of The Grove Practice.