[Susan Burak]

Distinctions Discerned Between Counselling and Supervision:

In both Counselling and Supervision there is a common requirement for but not limited to Connection, Respect, Compassion and Confidentiality. However, the focus of the two are very different.

For example, in the Stage one of the Adlerian Counselling Framework the focus is on establishing the therapeutic alliance. It is important to handle the resistance of the client, the ambivalence of the client, and the avoidance for therapy of the client. In this stage of the Adlerian model, the counsellor should establish trust and also be able to connect effectively to dispel power differential. Communication is essential and the understanding of the cultural context. In this stage the exploration of the basis of attachment patterns can also be formulated to be worked with in later sessions.

When the Supervisee attends for Supervision, there is perhaps little or no resistance. As such the premise on which the relationship and connection are built is more one of collaboration. Understanding cultural context and also understanding attachment patterns is ongoing and part of the collaboration. There is more implied consent in a Supervisee and Supervisor relationship and the relationship is much more of co-creation.

In Counselling the counsellor employs interventions and strategies tailored to meet the needs of the situation depending on the client’s needs which are unveiled with gentle Socratic questioning.

In Supervision, the Supervisor employs the teaching of interventions and techniques as is required to meet the needs of the situation and appropriate to the case conceptualization.

Change of approach in relation to the Developmental Model:

At the Novice Stage, with a Supervisee having limited skills and lacking confidence, I would also bring in the structure of the Discrimination Model using encouragement and also with asking the Supervisee what they felt they need more of. So for example, if the Supervisee lacked confidence, I would try to go from Teacher, to Counsellor/Coach to Consultant embracing a holistic perspective but also map out the case conceptualization in order to create a kind of “mind map” for the supervisee. I know that often it is not a linear progression and one must envision a hologram model. Our minds work often in 3D and 4D so it is complex and it would depend on what the Supervisee is struggling with and with the cultural context and the issues the client is struggling with at the time.

In addition to protecting client welfare, protecting the public, the Supervisee’s development is a major focus. As such, development of competence and confidence through encouragement is a major focus.