Supervision
Supervision aims to facilitate the professional development of the supervisee, regardless of their level of experience, for the purpose of improving therapy outcomes with their clients (Ellis & Landany).
There are 6 types of supervision.
Individual supervision is a one-on-one learning and development process between a supervisee and a supervisor. The purpose of individual supervision is to promote the supervisee's professional growth, self-reflection and skills. During the sessions, the supervisee discusses cases, personal challenges and professional issues from practice. The supervisor provides support, guidance, and focused feedback during these sessions. Individual supervision provides customized support that is tailored to the specific learning needs and professional goals of the supervisee.
A group of supervisees meets regularly under the guidance of a designated supervisor. The purpose of these meetings is to monitor and improve the quality of the supervisees' work, as well as to deepen their self-understanding as professionals. In addition, their understanding of the clients they work with and of service delivery more broadly is enhanced. Supervisees are supported in achieving these goals by their supervisor and by the valuable feedback that comes from their interactions with one another.
In online supervision, supervision sessions take place through digital means of communication, such as video calling, chat or specialized online platforms. This form of supervision offers the same goals and functions as traditional face-to-face supervision, but uses technology to overcome distance and time barriers.
A structured, equal discussion between colleagues or peers in which real-life experiences, issues and cases are discussed. The goal is joint reflection, learning from each other and finding solutions. There is equal, collegial reflection and case discussion. Aimed at finding solutions to casuistry or professional dilemmas together from an equal exchange of experiences.
In live supervision, the supervisor is directly present during a session between the therapist and the client. The therapist is in the therapy room and conducts the conversation, while the supervisor observes and, if necessary, intervenes. Research shows that supervisor interventions, as long as they are not too frequent and take place in a collaborative manner within a clearly agreed upon framework beforehand, do not negatively affect the therapeutic process. Nor do such interruptions lead to increased anxiety in the therapist or supervisor (Champe & Klest, 2003).
Experiential supervision is an experiential form of supervision that emphasizes direct, personal experience and reflection as the core of the learning process. The supervisee is actively involved in exercises, role plays or other interventions that evoke direct emotions, thoughts and behaviors. This approach allows the supervisee to gain deep insight into both their own professional role and personal processes that may affect their work.
Experiential supervision is especially effective in professions where the relationship between professional and client is central. It is a powerful method for professionals who want not only to improve their technical skills, but also to gain deeper insight into their own emotional and relational dynamics.