Oh the joy of an intandem Advanced Supervision Skills Practice workshop (see https://intandem.co.uk/courses/). These courses provide opportunities to get feedback on our supervision skills from experienced practitioners across various professions working with diverse client groups. Practice opportunities in small groups to improve our skills is a rich source of learning, feedback from others often reveals unexpected insights. It also focuses my mind on what it takes to be able to share practice and ask for feedback, feeling safe and supported being paramount! Something I particularly enjoyed as part of Video Interaction Guidance supervisor training was watching video clips of my own work with a supervisor because it gave me valuable feedback in a supportive setting. It’s a rare experience to get direct feedback on our work, but perhaps it shouldn’t be? Video reflection on practice is something I offer supervisees but it’s rarely taken up.
The February 2025 Skills Practice course also provided an opportunity to reconsider theory and this time it was one of my favourites, Carl Rogers. His person-centred approach is non-directive and assumes that that if offered empathy, congruence (genuineness and authenticity) and unconditional positive regard, people can find their own solutions. However, perhaps for some this isn’t enough? Maybe this is a culturally narrow approach that doesn’t necessarily consider factors like trauma and discrimination which can limit self-actualisation? This might mean it isn’t always applicable to clients in therapy, but how do these ideas apply to supervision in SLT? Here are some examples of how I’m working on developing my skills in this approach.
I am getting better at being non-directive and not rushing into problem solving because it often happens if I leave space for it! Being given an answer is never as powerful as reaching a solution for yourself. Supervisees also know what issues are uppermost and in need of attention. At times supervisees want to be told what to do or want my opinion. I often have in mind that they are the experts in their experience and what might work for them and sometimes I say that. I have to respect their power and autonomy so that they can recognise these skills, while teasing out the underlying emotions. Supervisees may want reassurance, and this often comes with reflecting on their own decision-making process. Sometimes a gentle ‘direction’ might be required, for example, ‘I am worried about your well-being’ and if supervisees want direction to sources of information, training or research, I’m happy to offer it.
I am mostly my authentic playful self, but hesitant about complete authenticity when my responses are more challenging. If I’m mindful enough to pause and consider such powerful feelings, I can effectively respond in a way that won’t be judgmental or shut down thinking. I’m happy to own my fallibility too and I will sometimes talk about how I have had similar experiences to supervisees, which can help them be more honest and open.
Unconditional positive regard is generally easier because I work with amazing people, but it can be difficult at times. Sometimes I really don’t understand or agree with what a supervisee has done, but I find it helpful to focus on their perspective which can help develop empathy, perhaps alongside some respectful challenge.
It’s hard to reflect on our supervision skills and to then write about this reflection, but I think it’s important to try! This is something I address in my chapter in, Supervision in Speech and Language Therapy: Personal Stories and Professional Wisdom (2024) Cathy Sparkes, Sam Simpson & Deborah Harding (eds) Routledge.
By Melanie Cross
If you’d like to know more about my work or get touch, see https://www.linkedin.com/in/melanie-cross-b4157b50/ or http://intandem.co.uk/find-a-supervisor/register/melanie-cross/