Being Supervised

Being Supervised: A Guide for Supervisees provides a complete introduction to help supervisees and supervisors to get the most out of supervision and reap its unique and substantial benefits. De Haan and Regouin-van Leeuwen present a didactic method that enables professionals in the helping professions to convert insights and experiences into greater professional competence. Presented in three parts, the book approaches theory, methods, and practice from the supervisee's perspective, answering questions such as: What is supervision? How does it work? What's the benefit? Part I provides a concise exploration which introduces supervision to future supervisees, Part II is addressed to novice supervisees and examines the supervisory process based on its three main stages, and Part III is focused mainly on advanced supervisees. This fully updated and revised edition includes practical exercises that supervisees and supervisors can use in the preparation of their supervisory journey, taking into account extensive feedback from teachers and supervisors who regularly work with the book, and updates to Ashridge's Code of Conduct for Supervisors. Being Supervised will be essential reading for any helping professional beginning supervision or looking to understand more about the process, and for supervisors. It will be particularly relevant for psychotherapists, counsellors, coaches, and psychoanalysts in training.

Supervision is an essential constituent of analytic and psychotherapy training and a crucial part of ongoing professional development for all practitioners. In spite of this, little formal theory about supervision has been developed and, for the most part, learning to supervise has progressed using a simple apprenticeship model. Supervising and Being Supervised aims to rectify this situation. Jan Wiener, Richard Mizen and Jenny Duckham draw together contributions from a number of experienced Jungian analysts who supervise to explore key aspects of the supervisory experience with the aim of developing a theory for analytically-based work. Part One explores the nature of the supervisor-supervisee relationship, Part Two looks at a number of the settings and applications of supervision and Part Three examines problems that might occur in supervision. In the fourth and final part, and drawing on the previous chapters, the focus turns specifically to the challenges of developing a clear theory of supervision.

There is always a lively interest in the supervisory process and its explication. Courses in supervision abound and the critical role of supervision in becoming a psychotherapist is widely acknowledged. It is for this reason that this book aims to present the essentials of supervision, establish validated principles of teaching and learning, define a series of optimal supervisory precepts, consider some of the basic issues in this sometimes difficult arena, explore the supervisee's concerns as the student, and address the future of supervisory work.Supervision should be principled and properly framed, sufficiently consistent and well defined to assure the supervisee the best possible supervisory experience and the supervisor a situation with as little possibility of crisis and untoward reactions, and as much reward as possible. This book is dedicated to both teachers and students: to their growth, maturation and ultimately to better psychotherapy for their patients.

Supervision is an essential constituent of analytic and psychotherapy training and a crucial part of ongoing professional development for all practitioners. In spite of this, little formal theory about supervision has been developed and, for the most part, learning to supervise has progressed using a simple apprenticeship model. Supervising and Being Supervised aims to rectify this situation. Jan Wiener, Richard Mizen and Jenny Duckham draw together contributions from a number of experienced Jungian analysts who supervise to explore key aspects of the supervisory experience with the aim of developing a theory for analytically-based work. Part One explores the nature of the supervisor-supervisee relationship, Part Two looks at a number of the settings and applications of supervision and Part Three examines problems that might occur in supervision. In the fourth and final part, and drawing on the previous chapters, the focus turns specifically to the challenges of developing a clear theory of supervision.

We know from experience and research that supervisory relationships can be immensely rewarding and developmental. Yet the same relationships can also be, and often are at the same time, highly anxiety-provoking and conflictual. Supervision as a developmental process is often mixed with quality assurance, performance reports, or marking and evaluation. Such processes only amplify the substantial power relationships that are part and parcel of supervision and they make engaging well with a supervisor really tough and challenging. This book helps supervisees to get the most out of supervision and reap the unique and substantial benefits that can indeed be found on this profound journey.

This is an essential guide for all health and social work practitioners supporting an increasing number of learners, trainees, apprentices and pre-registration students engaging in practice-based and work-based learning. Applying educational learning theory to underpin the role and practice of the contemporary practice supervisor, assessor and educator, this accessible book presents strategies for practice learning and personal development. Acknowledging the problematic nature of learning within the workplace, the authors place the lived experience of the learner at the heart of this text and emphasise the critical importance of an expansive and compassionate learning environment for all. The book includes chapters on the context of practice learning, the role of the supervisor/assessor and educator, learning environments, coaching, assessment and supporting the learner in difficulty, among others. It also spotlights practice learning in a range of settings, from working with children, through social care and maternity care. Each chapter includes learning outcomes and activities, as well as a chapter summary. Designed for nurses, midwives, social workers, therapists and operating department practitioners who support learners in the workplace, this text is particularly relevant to registrants completing practice supervisor/assessor/educator preparation and pre-registration students taking modules on supporting learning.

This book addresses the basic theory of criminal procedure in China, together with recent reforms. Balancing the powers of public security and judicial organs with the rights of individual citizens, it assesses the nature of Chinese criminal proceedings. In the basic theoretical research section, the author, drawing on the latest findings from the legal community, systematically and comprehensively presents the current trends, main research topics and the main problems that should be explored in future research into criminal procedure law in China; further, the author explains the basic thinking behind the revision of criminal procedure law, and the allocation of judicial resources in criminal procedure and criminal justice. The policy, basic theory and operation problems of judicial power, procuratorial power, police power, defense power and judicial reform are subsequently explained and evaluated. The general writing style used is intentionally straightforward, making the book easily accessible for the readers. Based on the author’s substantial working experience in the area of criminal law, it offers a highly intuitive reading experience.