Being Supervised

Erik de Haan is a leadership and organisation development consultant, psychodynamic psychotherapist, executive coach, and supervisor. He is the director of the Hult Ashridge Centre for Coaching and programme leader of the Ashridge Masters (MSc) in executive coaching, and the Ashridge Postgraduate Diploma (PG Dip) in supervision. He was chair of the Association of Coaching Supervisors and non-executive board member of the Dutch Association for Supervision and Coaching. He is also professor of organisation development and coaching at the VU University of Amsterdam. He has written more than 200 articles and 16 books in different languages. Willemine Regouin-van Leeuwen was a supervisor and educator of supervisors in the Netherlands for many decades. Regouin-van Leeuwen also taught philosophy and published the first edition of this book in 1991.

"Being Supervised is a refreshing blend of being both practical and philosophical in approach. As we move through the book, we are introduced to the history of the profession, the ‘how to’ for supervisees with anecdotal evidence and as we progress, we are invited to reflect in a much deeper way into what thought is, thinking styles, learning, how we learn, all within the context of supervision. On concluding the book, the reader has taken a deep dive into the power and importance of supervision as resource for anyone working in the caring professions." – Louise Schubert, Executive Coach, Group Facilitator, Mentor and Coach Supervisor, SpainPraise for the First Edition: ‘Why aren’t there more books for supervisees? This book by Erik de Haan and Willemine Regouin tackles that question and provides an answer to it. A practical, down-to-earth, sensible guide to help both new and experienced supervisees get the most from supervision, this updated text speaks to the modern supervisee. It’s the kind of book that I would have loved to have thirty years ago when I first started supervision – something I could confidently give to supervisees to help them be more knowledgeable and skilled as supervisees and more able to partner supervisors on that learning from practice journey.’ — Michael Carroll, PhD, Visiting Industrial Professor, University of Bristol‘This book is applicable for individuals in multiple professions, including coaching professionals, organisational consultants, teachers and psychotherapists. Working in an organisational setting as an internal executive coach, I have found this book very practical with helpful instructions for guided self-reflection. Erik de Haan has added a modern twist to this classic work by Willemine Regouin with a strong focus on practical application and easy referencing which lends itself to dipping in and out and makes it suitable for our busy modern lives. I would recommend this book to anyone who starts on the journey of supervision.’ — Stephanie Conway, Google Internal Coach and Supervisor‘As a trainee supervisor, this book both terrifies me and energises me in equal measure – terrifies because of all the well-armed supervisees who are likely to present in supervision as a result, and energises because of the potential for such rich working alliances to emerge. If you think that your practice, whatever stage it is at, will benefit from a highly informed, and truly helping hand, don’t hesitate to buy this book.’ — Camilla Beglan, Executive Coach and Supervisor

• IntroductionPart I: Starting the supervisory journey 1. Why supervision? 1.1 Training 1.2 Practice 1.3 Supervision 2. Contracting: the way to monitor your progress 2.1 Contracting with the organisational sponsor a. Supervision commissioned by a training or qualifying institutionb. Supervision commissioned by a professional care institution, clinic or consultancyc. Supervision commissioned by the supervisee 2.2 Contracting between supervisor and supervisee Conditions Objectives 2.3 Dealing with disappointment and mustering courage 1. Conflicts related to theoretical orientation 2. Conflicts related to supervision style 3. Conflicts due to disruption in the relationship and personality clashes 3. Learning in supervision3.1 How do people learn in supervision? 3.2 What should be learned in supervision? 3.3 Learning material in supervision 4. Reflective assignment4.1 Focus on the kind of person you are4.2 Focus on what you want to achieve through supervision 4.3 Focus on the broader outcomes of your supervisionPart II: Being on the supervisory journey 5. The initial stage5.1 Who are you both and how to relate to each other? 5.2 Who are you both and what can you do together? 5.3 What can you achieve and how? 6. The middle stage6.1 Work in progress6.2 The midterm review 6.3 Heading towards the end 7. The final stage7.1 We're nearly there7.2 Final evaluation and optional assessment 7.3 How do we go our separate ways? 8. The importance of writing in supervision 8.1 Writing is essential in the helping professions 8.2 Writing assignment 8.2 Example of a writing problem Part III: Understanding the supervisory journey 9. The person 9.1 Thinking and knowing 9.2 Feeling, longing and relating 9.3 Actions and skills 10. The profession 10.1 Professional theory: thinking about the profession 10.2 Professional practice: working in the profession 10.3 A professional stance in the here and now 11. Links between person and profession 11.1 Professional socialisation 11.2 Learning and facilitation of learning 11.3 Working and work support 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 SupervisorsIntroductionGeneral principles Code of Ethics Issues of responsibility Issues of competence Code of PracticeManagement of the work Confidentiality Advertising/public statements Index