I use an integrative approach, applying Inskipp and Proctor’s (1995) Alliance Model, using the formative, normative and restorative approaches as a template which I hold in mind. I also use the Discrimination Model (Bernard 2013), which helps me decide or ‘discriminate’ what is needed to develop the supervisee and/or the work, through the use of three roles: teacher, counsellor or consultant/supervisor; which allows the use of three skills or foci: intervention, conceptualisation and personalisation.
By combining these two models I feel that I am able to really focus on your needs and development from a variety of angles.
I believe however that supervision is never the less ‘anchored to the tasks and responsibilities of the profession’ (Bernard and Goodyear 2004); and as such, there is a requirement to ensure that the client’s needs and experience are at the heart of all we do via ethical practice, set out (amongst others) by the British Association of Counselling and Psychotherapy (BACP) Ethical Framework for Counselling Professionals (2018), and by law.
I offer support and academic advise to those undertaking counselling qualifications at all levels, and to those with specific mental health issues who are seeking support to achieve their goals.
It may be a one off essay, or longer term support to get into an 'academic way of thinking' after a long break from learning. What ever your concerns, I offer practical, focussed help and knowledge to get you started and on to the next step of your journey.