{"title":"有经验的中学辅导员的监督：情境分析、建构主义理论为基础的最佳实践探索","authors":"Imogen Harries","doi":"10.1002/capr.12842","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Introduction and Aims</h3>\n \n <p>Secondary school-based counselling (SSBC) is used widely throughout the United Kingdom (UK) as an early mental health intervention, and clinical supervision is necessary for its safe and effective practice. Currently, there does not exist a body of research to inform best practice in this area of supervision. The purpose of this study was to explore the supervisory requirements of the experienced secondary school-based counsellor and what best practice looks like.</p>\n </section>\n \n <section>\n \n <h3> Method</h3>\n \n <p>This study used situational analysis constructivist grounded theory methodology to explore and develop a grounded theory of best practice in supervising the experienced secondary school counsellor in the UK. The descriptions of best practice were examined from the interviews of 17 experienced secondary school counsellors and/or supervisors.</p>\n </section>\n \n <section>\n \n <h3> Findings</h3>\n \n <p>From the data emerged one core category (‘a good fit’) which encapsulated four theoretical categories (‘the supervisory relationship’, ‘understanding the working context’, ‘safeguarding’ and ‘the shared supervisory journey’). The study indicates that the supervisor needs an understanding of the unique context of the secondary school as a therapist's working environment in order to support the supervisee with often complex work. There needs to be an awareness of how elements from within the school and/or counselling agency can impact on the supervision regarding boundaries, trust and containment so they do not impact the supervision in a detrimental way.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>Supervisor and supervisee need a shared understanding of the nature of supervision within this context for it to be a ‘good fit’ for both. This has implications for supervision training and the externality of supervision within this context.</p>\n </section>\n </div>","PeriodicalId":46997,"journal":{"name":"Counselling & Psychotherapy Research","volume":"25 2","pages":""},"PeriodicalIF":1.2000,"publicationDate":"2024-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/capr.12842","citationCount":"0","resultStr":"{\"title\":\"The supervision of experienced secondary school-based counsellors: A situational analysis constructivist grounded theory exploration of best practice\",\"authors\":\"Imogen Harries\",\"doi\":\"10.1002/capr.12842\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Introduction and Aims</h3>\\n \\n <p>Secondary school-based counselling (SSBC) is used widely throughout the United Kingdom (UK) as an early mental health intervention, and clinical supervision is necessary for its safe and effective practice. Currently, there does not exist a body of research to inform best practice in this area of supervision. The purpose of this study was to explore the supervisory requirements of the experienced secondary school-based counsellor and what best practice looks like.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Method</h3>\\n \\n <p>This study used situational analysis constructivist grounded theory methodology to explore and develop a grounded theory of best practice in supervising the experienced secondary school counsellor in the UK. The descriptions of best practice were examined from the interviews of 17 experienced secondary school counsellors and/or supervisors.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Findings</h3>\\n \\n <p>From the data emerged one core category (‘a good fit’) which encapsulated four theoretical categories (‘the supervisory relationship’, ‘understanding the working context’, ‘safeguarding’ and ‘the shared supervisory journey’). The study indicates that the supervisor needs an understanding of the unique context of the secondary school as a therapist's working environment in order to support the supervisee with often complex work. There needs to be an awareness of how elements from within the school and/or counselling agency can impact on the supervision regarding boundaries, trust and containment so they do not impact the supervision in a detrimental way.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>Supervisor and supervisee need a shared understanding of the nature of supervision within this context for it to be a ‘good fit’ for both. This has implications for supervision training and the externality of supervision within this context.</p>\\n </section>\\n </div>\",\"PeriodicalId\":46997,\"journal\":{\"name\":\"Counselling & Psychotherapy Research\",\"volume\":\"25 2\",\"pages\":\"\"},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2024-10-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1002/capr.12842\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Counselling & Psychotherapy Research\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/capr.12842\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, CLINICAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Counselling & Psychotherapy Research","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/capr.12842","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, CLINICAL","Score":null,"Total":0}
The supervision of experienced secondary school-based counsellors: A situational analysis constructivist grounded theory exploration of best practice
Introduction and Aims
Secondary school-based counselling (SSBC) is used widely throughout the United Kingdom (UK) as an early mental health intervention, and clinical supervision is necessary for its safe and effective practice. Currently, there does not exist a body of research to inform best practice in this area of supervision. The purpose of this study was to explore the supervisory requirements of the experienced secondary school-based counsellor and what best practice looks like.
Method
This study used situational analysis constructivist grounded theory methodology to explore and develop a grounded theory of best practice in supervising the experienced secondary school counsellor in the UK. The descriptions of best practice were examined from the interviews of 17 experienced secondary school counsellors and/or supervisors.
Findings
From the data emerged one core category (‘a good fit’) which encapsulated four theoretical categories (‘the supervisory relationship’, ‘understanding the working context’, ‘safeguarding’ and ‘the shared supervisory journey’). The study indicates that the supervisor needs an understanding of the unique context of the secondary school as a therapist's working environment in order to support the supervisee with often complex work. There needs to be an awareness of how elements from within the school and/or counselling agency can impact on the supervision regarding boundaries, trust and containment so they do not impact the supervision in a detrimental way.
Conclusions
Supervisor and supervisee need a shared understanding of the nature of supervision within this context for it to be a ‘good fit’ for both. This has implications for supervision training and the externality of supervision within this context.
期刊介绍：
Counselling and Psychotherapy Research is an innovative international peer-reviewed journal dedicated to linking research with practice. Pluralist in orientation, the journal recognises the value of qualitative, quantitative and mixed methods strategies of inquiry and aims to promote high-quality, ethical research that informs and develops counselling and psychotherapy practice. CPR is a journal of the British Association of Counselling and Psychotherapy, promoting reflexive research strongly linked to practice. The journal has its own website: www.cprjournal.com. The aim of this site is to further develop links between counselling and psychotherapy research and practice by offering accessible information about both the specific contents of each issue of CPR, as well as wider developments in counselling and psychotherapy research. The aims are to ensure that research remains relevant to practice, and for practice to continue to inform research development.
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