Supervision in the Mental Health Professions: A by Joyce Scaife

By Joyce Scaife

In Supervision within the psychological overall healthiness Professions , Joyce Scaife, with her visitor members, attracts on over 20 years of expertise to demonstrate methods of pondering and doing supervision. utilizing sensible examples, she explores often-encountered dilemmas together with: How can supervisors facilitate studying? What are the moral bases of supervision? What is helping to create a superb operating alliance?

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Supervision and learning 17 views that people are characterised by fixed abilities (she’s naturally musical) or general intelligence (he’s not very bright) illustrate an implicit commitment to innatism. The ‘nature–nurture’ argument has persisted in one form or another from the time of Socrates and Plato, and the question of the explanation for the origin of knowledge is still not settled. Nevertheless, if you ask people to think about what and who have influenced their learning they can generally identify some factors to explain how they have come to learn what they know.

One view would regard employees as ‘economic cogs’ whose role is to undertake the tasks of the organisation. An example would be the concept of ‘scientific management’ (Taylor, [1911] 1998), in which the worker is reduced to executing management thinking. Faced with the task of attempting to help another individual, these institutional priorities may be frustrating and restricting in terms of the action to be taken that would best suit the case. The incompatibility of the purposes of 32 Supervision in the mental health professions the individual and of the organisation can produce a sense of misery, helplessness, outrage and alienation.

Our own experience, both in our learning and in that of supervisees, is that sufficient unsolicited examples present themselves such as to create a frequent state of uncertainty, often accompanied by the unpleasant emotional states of confusion and anxiety. It would not be surprising should a self-preserving defensiveness constitute a normal response. The application of Schön’s ideas about learning Here we return to the idea introduced earlier in the chapter, that counselling and therapy are skills that depend on the acquisition of procedural knowledge.

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