CLINICAL SUPERVISION

Clinical supervision is offered to psychologists and psychotherapists who are in training or already engaged in clinical work, as well as to postgraduate and doctoral students in applied clinical fields. It is intended for those who wish to examine their practice in depth, explore difficulties that arise in the therapeutic relationship, and develop a clinically responsible way of working that is their own.

 

Supervision is not limited to technical guidance or the “correction” of practice. It attends to how the therapist is implicated in the clinical encounter, the position they occupy in relation to the person in therapy, and the points at which the process seems to become stuck, fall into repetition or reach an impasse. Through the presentation and examination of the material, a point may emerge that alters the reading of the case and the way interventions are oriented.

 

The starting points are the cases, questions and difficulties brought by the supervisee. A complete, coherent or “correct” presentation is not required. Attention is paid both to what is said about the person in therapy and to the way the case is narrated and constituted: to doubts, omissions, points that persist, and whatever makes it difficult for the therapist to listen, think or intervene.

 

The supervisor’s position is not that of a judge or of an authority presumed to possess the correct answer. This does not mean that supervisory work is without direction or responsibility. Supervision makes it possible to examine clinical formulations, interventions and their consequences, as well as the limits of the therapist and of the setting in which they work. Questions of ethics, confidentiality, professional boundaries, risk assessment and management, safeguarding and possible referral form part of this work whenever they arise in relation to the case.

 

Difficulties, uncertainty and the limits of practice can be articulated without automatically being treated as indications of inadequacy. Supervision is not a substitute for the supervisee’s personal therapy. Aspects of their personal experience are considered only insofar as they affect their clinical position or their work with a particular person.

 

Clinical material is presented and discussed without unnecessary identifying details. Maintaining confidentiality is an essential responsibility at every stage of the supervisory process.

 

Supervision does not aim to reproduce a single or supposedly “correct” model of practice. It seeks to strengthen critical thinking, autonomy and the therapist’s capacity to let the singularity of each case orient the work and to take responsibility for their interventions. What needs to shift in the therapist’s position for the work to continue differently?