Supervision

I offer supervision to qualified, experienced and trainee psychotherapists and counsellors seeking a space to reflect on their practice and who are interested in working with me.  Please contact me to arrange an initial appointment to discuss your needs.

As a supervisor I think it is important to remain open to what the supervisee needs to bring to supervision without determining too much in advance what supervision should be.  Thus while I have a number of interests, the starting point is working to understand where the supervisee is in their development and how supervision could be of help.

My therapeutic approach 

My psychotherapy training provided an initial grounding in the person centred approach and phenomenology, moving into extensive and ongoing work on the implications of existential thought and psychoanalysis for practice. Having been involved for many years with the Research Centre for Therapeutic Education at Roehampton University i am also involved in developments in post existential practice.

I am able to supervise drawing on various modalities, although this would take into consideration your own training, practice and level of experience, as follows:

  • Existential and Post existential
  • Psychoanalytic
  • Psychodynamic
  • Person Centred approach
  • Integrative
 Qualifications and experience related to supervision

Ph D

B Ed(hons)

Dip Supervision

Registered supervisor with UPCA and listed on the UKCP Directory of Approved Supervisors

My background includes many years within the field of education for healthcare professionals and thus I have experience and training in the education of adults, as well as in the training of psychotherapists and counsellors in both practice based settings and the university sector.  Having completed a Diploma in Supervision I have over seventeen years experience of providing supervision, for individuals and groups, in private practice and the training setting.  My doctoral research was linked to the development of the therapist and how theoretical knowledge contributes, both helpfully and unhelpfully to practice.