Diploma in Integrative Supervision of Individuals and Groups
A 9-month, part-time training programme for practitioners who are already qualified and established in their way of working. This course is designed for counsellors, psychotherapists, psychologists, social workers, nurse managers, occupational therapists, psychologists, therapeutic community managers and case workers in organisational settings.
“I am constantly applying learning from this course and will continue to reflect on my work. It has transformed my understanding and practice of supervision. As an unexpected bonus, I feel I have also improved my counselling skills as a result of the supervision practice sessions and a review of theoretical approaches.”
Diploma in Integrative Supervision of Individuals and Groups
Dates: 8 weekends over 9 months
Time: 10:00am – 4:30pm
Tutors: Glenn Nicholls, Professor Ernesto Spinelli, Manu Bazzano, Dr. Michael Worrell, Dr. Heather Pryce, Tom Warnecke, Sarah Briggs. This course is taught by a renowned and highly experienced team of supervision trainers. The intake each Spring is led by Glenn Nicholls as the core tutor, supported by several other tutors on different days. The intake each Autumn is led by Manu Bazzano as the core tutor, supported by additional tutors on selected days. The overall structure and ethos of the course is the same for each intake, although the experience will vary according to the style of each tutor and the participants in each group.
Venue: Holiday Inn Mayfair, 3 Berkeley Street, London W1J 8NE (turn left out of Green Park tube and take left turn into Berkeley Street).
Fees: £2,300 + VAT = £2,760 payable payable in full before the start date or by instalments as long as the total is reached before the final weekend of the course. A limited number of reduced-fee places may be available, dependent on student numbers and applicant circumstances. If you would like to discuss this potential or apply for a reduced-fee place, please contact us. Your first instalment is due as a deposit when you book your place. The remaining 9 instalments are due on the first of the month from the start of the taught course onwards. The course fee includes all training materials and the CPD-certificate. Tea, coffee, water, biscuits and fruit are provided. Lunch is not included in the course fee. Shops and cafes are nearby. A limited number of reduced-fee places may be available, dependent on student numbers and applicant circumstances. If you would like to discuss this potential or apply for a reduced-fee place, please contact us.
Autumn 2017 intake led by Manu Bazzano plus other tutors. Saturday and Sunday training days:
14 & 15 October 2017
18 & 19 November 2017
20 & 21 January 2018
10 & 11 February 2018
3 & 4 March 2018
14 & 15 April 2018
12 & 13 May 2018
9 & 10 June 2018
This course is currently underway.
Spring 2018 intake
Spring 2018 intake led by Glenn Nicholls plus other tutors. Saturday and Sunday training days:
28 & 29 April 2018
19 & 20 May 2018
23 & 24 June 2018
21 & 22 July 2018
22 & 23 September 2018
13 & 14 October 2018
10 & 11 November 2018
8 & 9 December 2018
This course is currently underway
The 2018 Autumn intake is led by Manu Bazzano. Weekend training dates on Saturdays and Sundays will be announced soon.
The 2019 Spring intake is led by Glenn Nicholls.
The content and tutors for 2018 and 2019 will follow the same format as previous intakes.
Enquire or apply now.
The Diploma in Integrative Supervision offers counsellors and those in the helping professions the opportunity to develop therapeutic supervisory skills. This represents primary preparation for supervisor recognition as well as an opportunity for continuing professional development for practising supervisors. Course participants may already be supervising, be expected to supervise as part of their employment role or may be new to supervision. There is no requirement to be supervising during the course nor to have a supervision placement. This allows those who are considering becoming a supervisor to take the training before offering a supervision service.
The course was initially set up to meet the needs of supervisors who, in the absence of training courses in supervision and being experienced therapists simply exercised supervision as an extension of their therapeutic skills. However, our view is that the supervisory relationship requires more than therapeutic skills – not every good therapist is necessarily a good supervisor!
The training focuses on core areas of competence for supervisors, which are different from therapeutic skills. The teaching also recognises the consultative and relationally-based aspects of supervision. The course content has evolved over recent years and many leading practitioners in the field have contributed to its current shape.
The course philosophy is integrative – therapists representing a wide range of theoretical orientations are invited to apply. We encourage learning in a multidisciplinary environment where both theoretical differences and similarities are encouraged, where trainees can learn from each other as well as the course tutors. The course covers the skills required for supervising groups as well as individuals.
The course culture is explicitly “high support” and “high challenge”.
The course is designed for counsellors and psychotherapists who are acting as supervisors or who are considering adding supervision to their practice. It is not necessary for students to be working as supervisors during the course, since opportunities for skills practice and peer review are provided during the course time.
The course consists of theoretical, experiential and supervisory components. The theoretical input encourages critical engagement with the theory and practice of supervision. Assessment is ongoing and aims to ensure that students are able to work with the dynamics and processes of supervision; that there is congruence between the student’s theoretical knowledge and their supervisory practice. Teaching and supervisory methods emphasise the multi-layered, multi-faceted processes of supervision, including the use of one’s own process.
Theory ✓ Experiential components ✓ Skills Practice ✓
Learning outcomes for participants:
- Identify their own needs for supervision and the purpose of supervision;
- Become aware of the educative, supportive and managerial elements of supervision;
- Be able to intervene in appropriate ways in supervisory sessions and will be able to focus on the relevant part of the supervisory relationship;
- Clarity about the importance of establishing and maintaining an ethical framework for practice;
- Identify a number of supervision models and the characteristics and feature of each;
- Awareness of philosophical underpinnings of such models and how they compare and contrast with one another;
- Ability to work with supervision frameworks that outline the focus points of supervision, the bands of supervision and the tasks/roles of supervision;
- Formulate their own model of supervision and maintain congruence between their theory and practice;
- Be able to critically evaluate the differences between line management supervision, case and clinical supervision and the ethical dilemmas that can be posed by someone covering two roles;
- Sensitivity to the impact of their supervisory style and interventions with supervisees;
- Awareness and critical evaluation of ethical guidelines such as ethical principles and ethical codes and have a good working knowledge of one of these, eg the BACP Code of Ethics and Practice for Supervisors;
- Be able to work with particular situations so as to be aware of ethical dilemmas and to be able to isolate the ethical issues at stake;
- Formulate their own model of ethical decision-making and use it practically in their work with supervisees.
The integrative stance of the course is in recognition that there may be a difference in training background or theoretical approach between a supervisor and their supervisee(s), particularly in organisational supervision contexts.
We appreciate the training and approach that course members bring. Onto that foundation we offer the opportunity to build a cohesive integrative way of working as a supervisor.
For those recently appointed as a supervisor in an organizational setting, one of the hardest moves to accomplish is the transition from being a team member to that of team leader or supervisor. Individuals in a supervisory role are no longer on equal terms with their peers and have to earn their respect, show authority and leadership, sometimes making unpopular decisions.
The newly-appointed supervisor often faces the complexities of the supervisory role, but can also take advantage of the possibilities and potential of the role, enabling them to lead by example and so gain the trust and respect of their team. Through this training, those starting to provide supervision will be able to identify themes for supervision, provide constructive feedback and handle delicate situations assertively.
This course attends to skills and considerations particular to supervision as distinct from the provision of therapy.
Supervision requires the development of new skills in order to work with the various aspects and processes of supervision, including both conscious and unconscious dynamics. The training considers the theory that underpins supervisory technique, links theory to practice through supervisory work and develops the ability to be aware of the processes inherent within supervision.
The course is integrative and intentionally multi-modal. It is taught at postgraduate level; course participants are expected to work academically on this basis. This includes the ability to evaluate theoretical concepts and a commitment to reflect critically and open-mindedly on one’s own process, philosophy, theoretical orientation and skills. Discussion in the full group or smaller groups is as important as the tutor-taught components. The experiential process of development encourages participants to learn from one another as well as from the course tutors. The integrative philosophy underpinning this course fosters a multidisciplinary environment where theoretical differences and similarities are creatively valued.
Attention is paid to reflective practice and the educational, restorative and containing power of supervision. Participants are encouraged to integrate the ideas from the course into a personally coherent model of supervision.
There is also an acknowledgement of organisational contexts for supervision, which can bring additional dimensions for consideration, such as dual roles of clinical and management responsibility, definition of boundaries and confidentiality issues.
The course philosophy aims to establish a learning community in which a working alliance is established which encourages participants to take responsibility for their own learning and to support the learning of other course members.
The following themes will be explored:
- Definition and philosophy of supervision
- Process of integrative practice
- Supervision theory including : Gestalt, TA, CBT, psychoanalytic, transpersonal and systemic models of supervision
- The supervisor and supervisee relationship
- Supervision of supervision and monitoring good practice
- Developmental dynamics and processes of supervision
- Assessment of supervision competences
- Supervision of individuals and groups
- Working with differences and commonalities
- Power and control issues
- Parallel process
- Ending processes
- Ethical and legal considerations
- Tensions in the fee-setting and charging process, relevant to the supervisory setting
Students are encouraged to undertake additional reading to complement the taught course components.
During this course you will:
- explore the practice skills you’ll need to form, maintain and end supervisory relationships;
- analyse a range of supervisory models from a variety of theoretical backgrounds;
- develop an advanced understanding of supervisory structures and processes;
- understand of the approaches you can use to evaluate supervision;
- develop your ability and knowledge to recognise and work with organisational, ethical, professional and legal influences;
- reflect on and develop your individual approach to providing supervision.
Students are required to submit one essay of 3,000-3,500
words. The essay requires the student to make an account of their model of supervision, including practical examples and the impact of their learning from the course. The essay is submitted up to 3 months after the end of the taught course.
Students also need to complete satisfactorily a facilitation of a supervision session. This assessed supervisor session will be undertaken at the final weekend during the course time, with another course student in the role of supervisee, using anonymous material from the supevisee’s practice. The assessment will be made by tutors, peer and self.
There will also be continuous assessment by the tutors of the student’s presence in the student group and the ability to integrate the taught material.
Additionally, a minimum of 80% attendance (13 days) is required to complete the course.
The Diploma award will be made on satisfactory completion of the assessment criteria:
- Ongoing tutor assessment throughout the course.
- Submission of a 3,000 word essay, describing your philosophy of supervision developed from the training and your own experience of providng or receiving supervision.
- A 20-minute assessed live skills practice, where each student adopts the role of supervisor to another course member using live yet anonymous case material. This practical session is assessed by tutor and peers.
- Minimum attendance of 80% at the course modules.
- Full payment of the course fee.
The Diploma will be awarded on successful completion of all assessment criteria as well as full payment of fees. Otherwise, a certificate of attendance will be given, unless the student completes in their own time and at their own cost a programme of remedial work agreed with the core tutor and a director of The Grove Practice.
This training qualifies students in individual or group supervision and fulfils the training criteria for supervisor accreditation with professional bodies such as the BACP, AHPP or COSRT.
The Grove Practice is a long-established counselling and psychotherapy practice based in central London, with a team of respected and accredited therapists. The Grove has developed a number of high quality professional training courses, including this supervision training. Indeed, the growing demand for the application of psychological models in organisational settings led to the additional establishment of The Grove’s training programmes, coaching team and organisational consultancy.
The faculty for each course is drawn from the following tutors. Manu Bazzano leads the Autumn intake; Glenn Nicholls leads the Spring intake.
Manu Bazzano, UKCP, MBACP, is a qualified psychotherapist and lecturer in humanistic psychotherapy and modern European philosophy and an ordained Zen monk. Manu is also a supervisor, as well as a trainer running a number of workshops. He is a regular contributor to magazines such as Therapy Today, PCEP, Dharma, and Journal of Existential Analysis. He wrote several books including: Zen Poems(2002), Haiku for Lovers (2004), Buddha is Dead: Nietzsche and the Dawn of European Zen (2006), The Speed of Angels. His latest book is Spectre of the Stranger: towards a Phenomenology of Hospitality www.manubazzano.com
Manu is the core tutor for the Autumn intake.
Glenn is an experienced integrative psychotherapist, clinical supervisor, couple counsellor, executive coach and trainer. He is an accredited and registered psychotherapist with UKCP (UK Council for Psychotherapy) and UKAHPP (UK Association of Humanistic Psychology Practitioners); he is also a member of BACP (British Association for Counselling and Psychotherapy) He is also a qualified teacher having gained a PGCE from the University of Cambridge. Glenn supervises both trainee and experienced therapists and executive coaches.
Glenn has several years’ experience as a lecturer on the Higher Education Certificate in Psychodynamic Counselling at the University of Cambridge. He has therapy/supervision experience in the NHS, EAP, within the voluntary, academic, religious and private sectors. He has taught on many psychotherapy and counselling training programs in the UK and Europe; both on university courses and for private training providers. Glenn maintains a busy private practice in Cambridge and London.
Glenn is the core tutor for the Spring intake.
Professor Ernesto Spinelli
Ernesto has wide experience of teaching psychotherapists and supervisors, most recently as a Senior Fellow at Regent’s College School of Psychotherapy and Counselling Psychology. In addition to his academic work he also maintains a private practice as a psychotherapist, executive coach and supervisor.
Having recently published a new edition of his bestselling book, The Interpreted World: An Introduction To Phenomenological Psychology, his other books include Demiysitfying Therapy, Tales of Unknowing: Therapeutic Encounters From An Existential Perspective, and Practising Existential Psychotherapy: The Relational World. Ernesto is a Founding Member of the British Psychological Society Special Group in Coaching Psychology and is on the editorial board of the International Coaching Psychology Review.
Ernesto is an existential psychotherapist registered with UKCP, a Fellow of the BACP, a Chartered Psychologist and Fellow of the British Psychological Society. Ernesto’s other academic awards include BA, MSc and PhD. For this course, he teaches existential approches to supervision.
Dr Heather Pryce
Heather Pryce is a UKCP-registered psychoanalytic psychotherapist and supervisor. She originally qualified as a doctor and worked in psychiatry and general practice before training at the Guild of Psychotherapists. She ran a psychosexual counselling service for 8 years and still works in the NHS. She has supervised in many different organisational settings.
Heather is a member of the Guild of Psychotherapists, APP (the Association for Psychoanalytic Psychotherapy in the NHS), CAP (Confederation of Analytical Psychologists) and BAPPS (the British Association for Psychoanalytic and Psychodynamic Supervision). She ran the supervision training at the Guild of Psychotherapists for 2 years and she is interested in the complex dynamics of group supervision in organisations.
For this course, Heather teaches psychoanalytic supervision concepts.
Charles Brown is a UKCP-registered psychotherapist and a member of The Guild of Psychotherapists, having trained in psychoanalytic psychotherapy. He is a past trainer for The Guild of Psychotherapists on their supervision course and clinical training. His practice includes public and private sector work. He has a special interest in identity and meaning and the social imagination. He is a qualified supervisor and an experienced group facilitator. As the founder of BeMeTherapy, he manages an easily accessible directory of black and other ethnic minority professionals who offer culturally sensitive psychotherapy and counselling services to individuals, other professionals, and organisations.
For the Autumn 2017 intake of this course, Charles teaches psychoanalytic supervision.
Tom Warnecke (PgDip, ECP, UKCP)
Tom Warnecke (PgDip, ECP, UKCP) is a relational body-psychotherapist, writer, artist and faculty tutor at ‘Re-Vision’ in London. He trained initially in Gestalt therapy and later with David Boadella, worked in statutory mental health services, and teaches psychotherapy internationally. His relational-somatic approach to Borderline trauma is utilised by various psychotherapy training institutes and he regularly contributes at European congresses and events. He is co-editor of the international ’Journal for Body, Dance and Movement in Psychotherapy’ and webcast editor for ‘Psychotherapy Excellence’. His publications include a number of book chapters and journal articles, the book ‘The Psyche in the Modern World – Psychotherapy and Society’ (Karnac 2015) and a paper on chronic fatigue phenomena. He is a member of the Executive Committee of the ‘European Association for Psychotherapy’ (EAP) and a past UKCP vice chair.
For this training, he teaches somatic presentations in supervision: transference, embodied responses and erotic presentations by supervises.
Dr. Michael Worrell
Michael is a Consultant Clinical Psychologist with over 20 years experience in a range of practice settings including the NHS and Private Practice. His NHS experience has included work across primary and secondary care with adult clients presenting with moderate to severe and complex difficulties. He is accredited with the British Association for Behavioural and Cognitive Psychotherapies (BABCP) as a CBT Practitioner, Trainer and Supervisor.
Since 2003 Michael has been involved in training a wide range of mental health practitioners (including counsellors, psychotherapists, clinical and counselling psychologists, psychiatrists, occupational therapists and psychiatric nurses) in CBT. Additionally, Michael has delivered training both within the UK and internationally on CBT Supervision and is currently developing further training in this area. In addition to his work within CBT, Michael has completed an advanced training in Existential Psychotherapy (1997) as well as a PhD in Psychotherapy (City 2002) that focused upon the concept of ‘resistance’ across differing modalities of therapy. Michael maintains a strong interest in contemporary developments in CBT and has completed training in both Schema Focused Therapy and Acceptance and Commitment Therapy (ACT).
Michael has previously worked at Regent’s College London as a Programme Leader on what was then the Diploma in Existential Psychotherapy and also as External Examiner for the MA in Psychotherapy. Michael is committed the possibilities of dialogue between differing orientations to practice and is currently working on a project with Professor Ernesto Spinelli on developing an ‘Existentially Focussed CBT’. Some of this initial work was presented to the World Conference for Acceptance and Commitment Therapy in Italy (2011) in a paper entitled “Existential Dimensions of ACT”. Michael has published in peer reviewed journals on both aspects of CBT and Existential Therapy.
Michael teaches CBT supervision for this course.
Sarah is Clinical Director and co-founder of The Grove Practice, where she has held a management role in the therapy service for over 10 years. She is a supervisor accredited by BACP and also by COSRT. She brings to her supervision practice the engaging and relational approach deployed with her clients. As an accredited psychotherapist, psychosexual & relationship therapist, drug & alcohol counsellor, exective coach, Sarah has a wealth of experience working with adult clients, either as individuals or couples.
Sarah supervises therapists through each stage of their professional development: as trainees, then qualified therapists, plus supporting supervisees towards accreditation or UKCP registration. This aspect involves writing supervision reports at key stages in that career progression. She also supervises supervisors in training or after qualifying. Her clinical management role for the therapy team at The Grove also involves the practical application of ethical principles including boundaries, contracting, confidentiality, balancing the client’s autonomy with upholding the role of the therapist, all within the commercial context of The Grove.
For the Autumn 2017 intake, Sarah teaches Gestalt and TA approaches to supervision.
Who is this course for
This course caters for a range of professionals who wish to develop their role as a clinical supervisor: counsellors, therapists or psychotherapists, coaches, psychologists, managers of clinical teams. The syllabus covers supervision of individuals as well as groups, including peer supervision.
Applicants are expected to be qualified and experienced professionals in a helping profession, who are secure in their mode of practice. Specifically applicants would:
- be qualified and experienced in their field,
- be full members of their professional body (BACP, UKCP, AHPP, BPS etc) hold professional liability insurance
- have supervision arrangements in place or access to support for any supervision practice they undertake during the course.
Applicants will be asked to complete an application form and submit a curriculum vitae. Your place will be reserved once payment of the initial instalment or full fee has been received.
Intake takes place over 3 weekends in autumn and spring, Saturday and Sunday, 10am – 5pm.
How is this course different from others?
This training recognises that in many settings, supervisors may be supervising practitioners from a different theoretical orientation than their own. Moreover, in many contexts for group supervision, there may be a mix of theoretical backgrounds within the set of supervisees. Therefore this course focuses on the supervisory skills necessary to work across differing modalities.
A unique feature on this course is that, as gatekeepers of the profession, trainees will be prepared to both assess competence and to support the development of the supervisee. This involves attending to good balance between over- and under-nurturing, competence and pseudo-competence, as well as extending the “high support, high challenge” course culture into their supervision practice.
The consultancy dimension of the course is developed in recognition that in certain organisational or professional settings, informal discussion of supervisory material may take place, often among peers or managers or between practitioners and their managerial superiors. So the course facilitates supervisors for those consultative interactions on an informal, non-contracted context. As such, this training includes consultative supervision.
There is also emphasis on mentoring: a longer term relationship, such as a senior practitioner advising or working with a more junior practitioner in a guidance and advisory role. In such a context the mentor would upholding clinical boundaries without being clinically responsible for the other practitioner’s case load nor being managerially responsible for the other’s career development.
An explicit focus of this training is on organisational context – for teams and larger organisations – where consultancy and mentoring can cascade to those undertaking the face-to-face client work.
The length of the course allows for supervision skills and consultancy to be covered in depth and breadth.
This course also differs from others since it allows for those new to supervision to undertake this training before starting their supervisory practice: to gain the essential skills and awareness before taking on the responsibility of the supervisory role.
Testimonials from previous course participants:
For me, the training delivered by the lead facilitator, Glenn Nicholls, was of exceptional standard in knowledge, experience and support. Although the course was often challenging, it promoted learning in a multidisciplinary environment. This provided the space to grow in awareness and competence both therapeutically and experientially. I valued the group work with my peers who provided a safe and supportive space to integrate new skills and supervisory practice. The course has given me supervision frameworks on which to formulate my own model. I am grateful to Glenn and other participating facilitators who brought great richness and inspiration to the training.
The quality of the tutors was excellent including some inspirational ones. My learning included a further journeying on my life’s course of self-discovery which will be used in every aspect of life.
The most useful thing about the course for me was learning about a developmental model of supervision and the seven-eyed process model. With these I feel I have a framework within which to offer supervision. It has given me confidence to offer supervision appropriate for my supervisees’ level of expertise and theoretical orientation. I also really appreciated the opportunity to go back to basics in revisiting how to give effective feedback. I would like to acknowledge the individual qualities and expertise of all the tutors, and to say that I took something away from every weekend. Most importantly, even though the course was challenging, I felt safe.
What was most useful for me on this course? Working with people from a variety of theoretical stances and professional contexts, both course participants and faculty members. Also, opportunities to put various models into practice both as supervisor and supervisee.
Holiday Inn Mayfair