Counselling Supervision in Context by Michael Carroll, Elizabeth L. Holloway

By Michael Carroll, Elizabeth L. Holloway

`The e-book is written in akin to means as to problem and teach by using workouts, situations and actions. anything it does fairly well... A well-written, useful and informative publication... of worth to supervisees, supervisors and all these excited about counsellor and manager education' - Counselling Psychology Review

`This book... argues that the social context is necessary for the person consumer, supervisee and manager, as is the context within which the paintings and supervision are done... it's a transparent, well-written and stress-free ebook, containing worthy info for either supervisees and supervisors' - Transformations, The PCSR Journal

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Rugby: BAC. Bernard, J. (1994) 'Multicultural supervision: a reaction to Leong and Wagner, Cook, Priest and Fukuyama', COllnselar Edllcation alld Supervision, 34: 159-71. Bernard, J. and Goodyear, R. ( 1 992) FUlUlamcnials of C1illical 5upcrvisioll. Boston, MA: Allyn & Bacon. Bradley, L. (1989) Counselor SlIpervision. Manic, IN: Accelerated Development Inc. Brown, M. and Landrum-Brown, J. (1995) 'Counselor supervision: cross-cultural perspectives', in J. Ponterotto, J. Casas, L. Suzuki and C . Alexander (eds) Halldbook of Multicultllral COlll/seling.

They suggested that clients paired with counsellors of similar demo­ graphic backgrounds seem to do better because the clients want the familiarity and empathy that such matches often offer. It is likely that some supervisees may experience similar safety with same-sex supervisors. In the case of a women supervisee, the sense that a female supervisor has some experiences in common with her accom­ plishes two things: it enhances her feeling of connection with the supervisor, and it allows her to feel more power in the relation­ ship than she might feel with a male supervisor.

Well, we'll see if it works on guys too, huh? Supervisor: Yeah. Trainee: 'Cuz I haven't found many that can get in touch. Supervisor: [playing a videotape] See how angry he is? Trainee: I think I'm taking it too cognitively, the things that are going through my head. I'm not making process statements. Because I knew he was angry from his voice and his delivery. Supervisor: Well, he hasn't gotten away from his emotions yet. Trainee: But I think you're right. What I could have done is make a process statement.

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