NORTHSIDE
TRAINING
Diploma in Supervision
A dynamic supervision course for practitioners looking to develop, deepen and broaden their supervision practice. With places on the course limited to a small group, our two trainers co-training together, ensure attendees get the very best theoretical and experiential training in supervision.
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The Supervision Central Diploma in Supervision is a 10 day programme aligned with BACP and UKCP standards for supervision training. With a tried and tested blend of academic theory and practical experience, the course will give you the skills and knowledge you need to become a clinical supervisor.
Course Content
Overview
We aim to deliver a dynamic supervision course which will equip practitioners with the skills and understanding to develop, deepen and broaden their supervision practice.
The course has an overarching focus on developing the student’s capacity for self-reflection alongside accurate and realistic self-evaluation. As you engage with your own strengths and experiences alongside your developmental and experiential gaps, you will acknowledge and build on the skills and knowledge you already have. You will then home in on those aspects of your development where you need to spend time and energy.
Module 1: Coming Together
Module 1 sets the foundation for the rest of the course, covering essential elements such as models of supervision and ethical practice. You will explore the role of the supervisor and the importance of the supervisor contract and safe space. ​
Content
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Contact, forming and creating a safe space
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Contracting framework theory and practice
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Exploring the landscape of operational models of supervision
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Meta perspective and reflexivity
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Ethical practice and safeguarding
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Putting theory to practice
Learning Outcomes
At the end of the course, students will:
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Be able to conceptualise the structure and process of supervision via a range of models.
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Understand the differences in the role of supervisor and supervisee.
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Understand and implement contracting in the supervisory space.
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Consider ethical boundaries in their supervisory practice and how they might articulate these to their supervisees, including relating these to the importance of the supervisory contract.
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Critically evaluate their own professional development as a supervisor.
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Begin to develop a sense of depth and clarity of understanding of the privileges and challenges of their supervisory role, and a growing sense of themselves in this role.
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Be able to conceptualise supervisory practice in relation to the ethical standards that underpin their professional client work and understand how these standards apply to working as a supervisor.
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Be aware of the responsibilities in their role as supervisor.
Module 2: Anchoring Identity
Module 2 focuses on the student's identity as a supervisor and the supervisory role together with developmental models of supervision. ​
Content
Exploring the Landscape of developmental models of supervision
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Identity and role theory
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Emerging identity and philosophy of supervision
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Creativity, vitality and intuition
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Deepening skills practice – challenge, risk and pitfalls
Learning Outcomes
At the end of the course, students will:
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Have a reflective and considered frame for thinking about and working with counselors and psychotherapists at different levels of experience, including the particular challenges presented by trainee practitioners.
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Be able to conceptualise and give a rationale for their own philosophical and ethical framework as a supervisor, and to own and inhabit their emerging or evolving identity as a supervisor.
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Be able to maintain the supervisory role while working at the boundaries of supervision and therapy, and will have knowledge, understanding and experience of the use of self in the task of supervision.
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Consider the sense of self in the supervisory relationship and how this has developed – in particular in relation to aspects of transference, counter-transference and self-disclosure.
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Be able to work with a range of supervisee experience and will have knowledge of developmental theories to support this work.
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Be able to formulate the role of supervisor as it relates to and differs from their current practice as psychotherapists and counselors.
Module 3: Systemic Context
We will be looking at group supervision in this module. We will also be exploring intersectionality, oppression and power within a supervision setting.
Content
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Theory and practice of group supervision
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Intersectionality, oppression and power
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individual vs. Group encounter in supervision
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Group skills practice
Learning Outcomes
At the end of the course, students will:
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Have explored issues of power, diversity, including neurodivergence, and intersectionality and have developed a clear sense of anti-oppressive practice.
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Deepened their sense of clarity of understanding of the privileges and challenges of their supervisory role, and a growing sense of themselves in this role.
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Be able to conceptualise the supervisory process in working with groups via a range of theory, which will explore group development and process, safety, contracting and troubleshooting.
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Be able to understand and critique supervision in both the individual and group context, and to account social and cultural issues in both contexts.
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Have a reflective and considered frame for thinking about and working with counsellors and psychotherapists, individually or in a group setting, at different levels of experience, including the particular challenges presented by trainee practitioners.
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Use confrontation and challenge appropriately.
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Have experienced skills practice with a supervision group.
Module 4: Synthesis
In addition to consolidating learning from the course, the final weekend includes looking at the theory and process of endings ​- both in terms of client work and work with supervisees.
Content
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Revisiting co creativity
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Trainee led focus
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Consolidating identity and philosophy of supervision
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Giving and receiving feedback
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Endings – theory and process
Learning Outcomes
At the end of the course, students will:
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Own and give a clear rationale for their identity as a supervisor and philosophy of supervision.
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Demonstrate skills and have a clear rationale in relation to their supervision practice and based on their own philosophy of supervision.
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Deepened, via experiential learning, their ability to work creatively.
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Have a clear understanding of what it means to work in the intersubjective space - using self and meeting other and making meaning together.
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Establish working agreements with regard to roles and responsibilities with supervisees, covering practicalities, boundaries, the working alliance, the session format and the organisational and professional context.
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Be able to critically evaluate professional supervision using a range of theoretical models, both developmental and task focused.
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How to apply
Applicants should be a minimum of 2 years post-qualification and have undertaken at least 500 hours of client hours.
To apply, please complete the electronic application form (use the Complete Application Form button below).
We also require 2 references - one of which must be from your current supervisor.
Once we have received your application, we will approach your referees and confirm offers of a place on the course in writing.
About the trainers
Ronen Stilman TSTA(P)
Ronen has a psychotherapy and supervision private practice in Edinburgh. In addition he is a core tutor at Physis Scotland.
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Bev Gibbons TSTA(P)
Bev has many years of experience of counselling, psychotherapy and training within the not for profit sector. Bev offers therapy, clinical and non-clinical supervision and training in her private practice in North Yorkshire.
Both Ronen and Bev are registered in the UK (UKATA UKCP) and internationally (EATA and ITAA) as trainers and supervisors. They have many years experience in supporting, developing and training supervisors.
