Elizabeth L. Holloway – författare

`Experienced supervisors would find it useful to read as a part of their continuous professional development' - Counselling at Work

Highlighting the crucial themes intrinsic to the supervision process, this volume offers a varied selection of methods for educating supervisors. Experienced international trainers describe how they teach critical elements in the practice of supervision and outline their models for teaching in the context of their practice.

The book covers a wide range of topics including: contracting; reflective processes; supervision in group and multicultural contexts; and evaluation. The text is organized to bring continuity across the elements addressed, and to heighten awareness of educational methods as a whole. Case studies and exercises for teaching are provided.

`The book is written in such a way as to challenge and educate through the use of exercises, scenarios and activities. Something it does rather well.... A well-written, practical and informative publication... of value to supervisees, supervisors and all those involved in counsellor and supervisor training' - Counselling Psychology Review

`This book... argues that the social context is important for the individual client, supervisee and supervisor, as is the context in which the work and supervision are done... it is a clear, well-written and enjoyable book, containing helpful information for both supervisees and supervisors' - Transformations, The PCSR Journal

There is an increasing awareness of the impact of individual factors on therapeutic work, both with clients and with their counsellors in supervision, but the influence of social contexts on this work has been less clearly articulated. This book provides counsellors with practical information about supervising specific types of clients and in specific organizational settings.

Part One addresses four essential aspects of the individual - race, gender, disability and sexual orientation, exploring their influence on the therapeutic relationship and the supervision of trainee and experienced counsellors. Part Two assesses the impact of the organizations where counselling takes place - how different kinds of settings affect work with clients and thus the work of supervision. By highlighting context as a potential source of difficulty for the client, the book encourages trainees and supervisors to look beyond the individual and avoid placing the burden of responsibility for problems upon the client.

In her systems approach to supervision, the author presents a unique system of clinical supervision developed with her colleagues over years of experience as supervisors of psychologists in training. . . . The book is written in a 'reader-friendly' manner and is both theoretical and practical. The prose is clear; the charts are easily decipherable. Research findings are separated onto single pages interspersed throughout pertinent sections and printed in darker shades to draw the eye. The various levels of the supervisory session (transcript, recall, interview, analysis) are placed in columns side by side for easy comparison. The author has succeeded in dissecting the complex instructional strategy of modeling counseling task, function, and skill within the supervisory relationship. Her work is a valuable complement to the existing body of literature. --Susan B. DeVaney in Counseling Today "The book uses a range of interesting transcipts to illustrate points together with providing up-to-date research information on subjects such as trainee learning needs, supervisor and trainee gender, institutional factors and supervisor experience, to mention but a few. A thought-provoking book and one which I would recommend as profitable reading for those engaged in or considering becoming engaged in the field of supervision." --Gladeana McMahon in BPS Counselling

In her systems approach to supervision, the author presents a unique system of clinical supervision developed with her colleagues over years of experience as supervisors of psychologists in training. . . . The book is written in a 'reader-friendly' manner and is both theoretical and practical. The prose is clear; the charts are easily decipherable. Research findings are separated onto single pages interspersed throughout pertinent sections and printed in darker shades to draw the eye. The various levels of the supervisory session (transcript, recall, interview, analysis) are placed in columns side by side for easy comparison. The author has succeeded in dissecting the complex instructional strategy of modeling counseling task, function, and skill within the supervisory relationship. Her work is a valuable complement to the existing body of literature. --Susan B. DeVaney in Counseling Today "The book uses a range of interesting transcipts to illustrate points together with providing up-to-date research information on subjects such as trainee learning needs, supervisor and trainee gender, institutional factors and supervisor experience, to mention but a few. A thought-provoking book and one which I would recommend as profitable reading for those engaged in or considering becoming engaged in the field of supervision." --Gladeana McMahon in BPS Counselling

This book is a step-by-step guide to designing and realizing a constructivist critical incident (Constructivist CIT) study. This qualitative methodology explores critical moments in people's lived experiences.The authors offer the first comprehensive overview of Constructivist CIT, a structured, yet flexible methodology used to explore lived experience and improve practice and process by studying critical or meaningful moments and experiences.  The authors introduce Constructivist CIT in relation to its well-established parent method Critical Incident Technique, which has been used widely in the social sciences, health care, and business. Readers will learn how to ensure the trustworthiness of their study amp rsquo s design, collect and analyze the data, and write up and submit their study for publication.   An intuitive method, Constructivist CIT is an accessible method for novice researchers as well as seasoned scholars expanding their qualitative repertoire.