Group Supervision – a Solution-Focused Reflecting Team Model

2014 ◽  
pp. 178-187
2019 ◽  
Vol 52 (3) ◽  
pp. 297-312
Author(s):  
Margaret Smith

Foulkes placed working with countertransference and parallel process as central to group supervision. This article offers a model for developing supervisory skills in recognizing and making use of countertransference and parallel process in group supervision. It adds two perspectives: firstly it draws on Alfred Lorenzer’s concept of ‘scenic understanding’, a method of identifying social and cultural triggers from the past that cause patients’ problems in the present but which are outside of conscious awareness. Secondly, it adapts a reflecting team approach developed by Anderson and Prest for use in training supervisors of groups. In the following model of reflecting team supervision it is the therapist’s ‘scenes’, triggered and evoked by a patient or therapy group that are presented. The supervision group responds by offering their associations and emotional responses, and this is observed by a reflecting team. They then change places and the supervision group watches the reflecting team offer their observations and hypotheses. In the final stage of the process, the two groups meet together to share their learning and reflect on the experience. This approach is illustrated with vignettes, and highlights some of the benefits.


Author(s):  
Cynthia Franklin ◽  
Samantha Guz

This chapter describes the Tier 1, school-wide, training approach and how solution-focused practices can fit within this framework. It uses a case example involving an alternative high school, Garza Independence High school, to describe the various ways solution-focused brief therapy was used as a school-wide intervention. A transdisciplinary team model was used to train educators in SFBT and this approach will also be described within this chapter. Solution-focused techniques and case examples are provided to describe how mental health and discipline are handled by school social workers and staff. Finally, this chapter will examine the school’s effectiveness by summarizing evaluation research and school district data on its’ successful academic achievement and sustainability.


2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Bob Goupillot ◽  
Tim McConville

This article describes the journey of a counselling agency in its attempt to develop a safer form of working with couples where there is abuse; a “couple counselling in safe mode”. Within an object relations and attachment based perspective, we sought to work therapeutically and systemically, with the “relationship as client”, rather than being perpetrator focused. This was achieved without reducing our commitment to the well being of the “identified abused”. Restorative and invitational practices were utilised, drawing on the work of Allan Jenkins (1990, 2009). Part of this approach involved working with “shame without shaming”. Using colleagues engaged in the work as a focus group, we developed a reflexive praxis. This led to practice modifications in our approach to confidentiality, supervision, group supervision, and risk assessment. In terms of technique, we introduced co-working dyads of therapists for each relationship, each partner being assigned their own therapist. We also adopted “time out training” as a way of managing tensions in the couple. A four-way session was inserted after every three sessions of individual work with each partner, borrowing a “Reflecting Team” format from family therapy. We argue that we have developed a safe and effective precursor to mainstream relationship counselling for couple relationships where there was mild to moderate abuse and have termed this Restorative Relationship Therapy (RRT).


2014 ◽  
Vol 19 (2) ◽  
pp. 50-56 ◽  
Author(s):  
Kerry Mills ◽  
Jennifer Brush

Speech-language pathologists can play a critical role in providing education and intervention to prevent social withdrawal, prevent premature disability, and maximize cognitive functioning in persons with MCI. The purpose of this article is to describe positive, solution-focused educational program that speech-language pathologists can implement with family care partners to improve relationships and provide quality care for someone living with MCI.


2012 ◽  
Vol 21 (4) ◽  
pp. 136-143
Author(s):  
Lynn E. Fox

Abstract The self-anchored rating scale (SARS) is a technique that augments collaboration between Augmentative and Alternative Communication (AAC) interventionists, their clients, and their clients' support networks. SARS is a technique used in Solution-Focused Brief Therapy, a branch of systemic family counseling. It has been applied to treating speech and language disorders across the life span, and recent case studies show it has promise for promoting adoption and long-term use of high and low tech AAC. I will describe 2 key principles of solution-focused therapy and present 7 steps in the SARS process that illustrate how clinicians can use the SARS to involve a person with aphasia and his or her family in all aspects of the therapeutic process. I will use a case study to illustrate the SARS process and present outcomes for one individual living with aphasia.


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