Being Supervised: A Guide for Supervisees

Cover
Endorsement Page
Half Title
Title Page
Copyright Page
Table of Contents
Introduction
Part I Starting the supervisory journey
	Chapter 1 Why supervision?
		1.1 Training
		1.2 Practice
		1.3 Supervision
			1.3.1 Professional identity
			1.3.2 Definition
	Chapter 2 Contracting: The way to monitor your progress
		2.1 Contracting with the organisational sponsor
			2.1.1 Supervision commissioned by a training or qualifying institution
			2.1.2 Supervision commissioned by a professional care institution, clinic, or consultancy
			2.1.3 Supervision commissioned by the supervisee
		2.2 Contracting between supervisor and supervisee
			2.2.1 Conditions
			2.2.2 Objectives
		2.3 Dealing with disappointment and mustering courage
			2.3.1 Conflicts related to theoretical orientation
			2.3.2 Conflicts related to supervision style
			2.3.3 Conflicts due to disruption in the relationship and personality clashes
		Notes
	Chapter 3 Learning in supervision
		3.1 How do people learn in supervision?
			3.1.1 Insight
			3.1.2 Learning
			3.1.3 Action
		3.2 What should be learned in supervision?
			3.2.1 Reflecting
			3.2.2 Making experiences explicit
			3.2.3 Problematising
			3.2.4 Generalising
			3.2.5 Finding learning objectives
			3.2.6 Evaluating
		3.3 Learning material in supervision
			3.3.1 Reporting
		Note
	Chapter 4 Reflective assignment
		4.1 First focus on the kind of person you are
		4.2 Focus on what you want to achieve through supervision
		4.3 Focus on the broader outcomes of your supervision
Part II Being on the supervisory journey
	Chapter 5 The initial stage
		5.1 Who are you both and how can you relate to each other?
			5.1.1 Functional relationships
			5.1.2 Getting to know each other
			5.1.3 Boundaries
		5.2 Who are you both and what can you do together?
			5.2.1 Complications
			5.2.2 Aligning expectations
		5.3 What can you achieve and how?
			5.3.1 Learning objectives
			5.3.2 Methods
		Note
	Chapter 6 The middle stage
		6.1 Work in progress
			6.1.1 Integration at the level of the person
			6.1.2 Integration at the level of the profession
			6.1.3 The supervisory relationship
			6.1.4 Working together
			6.1.5 The second account
		6.2 The midterm review
			6.2.1 Evaluation report
			6.2.2 Evaluation session
		6.3 Heading towards the end
			6.3.1 Reflecting and the importance of language
			6.3.2 Writing
	Chapter 7 The final stage
		7.1 We’re nearly there
			7.1.1 Supervision and practice
			7.1.2 What the supervisee should be able to do
		7.2 Final evaluation and optional assessment
			7.2.1 Assessment
			7.2.2 Value judgements
			7.2.3 Evaluation and assessment in supervision
			7.2.4 Perspective into the future
		7.3 How do we go our separate ways?
			7.3.1 Saying goodbye
	Chapter 8 The importance of writing in supervision
		Work contributions are individually determined
		8.1 Writing is essential in the helping professions
			8.1.1 Note-taking during and after sessions
			8.1.2 Contract and problem statement
			8.1.3 Supervision reports and written opinions
		8.2 Writing assignment
		8.3 Example of a writing problem
		Conclusion
		Note
Part III Understanding the supervisory journey
	Chapter 9 The person
		9.1 Thinking and knowing
			9.1.1 Autonomy thinking
			9.1.2 Heteronomy thinking
			9.1.3 What is knowing and how do we acquire knowledge?
			9.1.4 Logical thinking and reasoning
			9.1.5 Sensible reasoning and argumentation
			9.1.6 Critical attitude
		9.2 Feeling, longing, and relating
			9.2.1 Feelings
			9.2.2 Motivation
			9.2.3 Professional stance
			9.2.4 Professional identity
			9.2.5 Conclusion
		9.3 Actions and skills
			9.3.1 Actions and behaviour are not the same
			9.3.2 The profession and professional requirements
			9.3.3 Communication skills
			9.3.4 Verbal communication: Questions and answers
			9.3.5 Problematising work issues
		Note
	Chapter 10 The profession
		10.1 Professional theory: Thinking about the profession
			10.1.1 Interaction between profession and training
			10.1.2 Direction-setting views
			10.1.3 Thinking about our place in society
			10.1.4 Rationalism
			10.1.5 Humanism
			10.1.6 Crisis
			10.1.7 Objectification
			10.1.8 Diversity as an alternative?
			10.1.9 A compromise
			10.1.10 Conclusion
		10.2 Professional practice: Working in the profession
			10.2.1 Supervision and observation
			10.2.2 Conceptualisation
			10.2.3 Conceptualisation through language
			10.2.4 The usefulness of conceptualising
			10.2.5 Using a relationship
			10.2.6 Helping relationships
			10.2.7 Power and authority
		10.3 A professional stance in the here and now
	Chapter 11 Links between person and profession
		11.1 Professional socialisation
			11.1.1 Forms of socialisation
			11.1.2 Self-knowledge
		11.2 Learning and facilitation of learning
			11.2.1 Forms of learning
			11.2.2 Concepts of learning
			11.2.3 Autonomy learning
			11.2.4 Heteronomy learning
			11.2.5 Learning in supervision
			11.2.6 Facilitated learning
			11.2.7 Learning conditions and learning styles
		11.3 Working and work support
			11.3.1 Continuing professional development (CPD)
			11.3.2 Peer consultation or action learning
			11.3.3 Work support and learning
			11.3.4 Practice supervision
			11.3.5 Work supervision
			11.3.6 Consultation
	Chapter 12 The importance of understanding in supervision
		12.1 Self-understanding: A reflective assignment
		12.2 Understanding yourself in your practice
		12.3 Learning from the “here and now”
Glossary of terms
References
Appendix A: Structure of a supervision contract
Appendix B: Ashridge’s Code of Conduct for supervisors
Index