1. Clare Parkinson, CfSWP Seminar Nottingham 04.06.2015

2. SupervisorSuperviseeService user

3. Managing accountability Direct work with service user Professional development of Supervisee

4.  Working with the countertransference 1.It could be straight identification of worker with client 2.It could be worker ‘mimics’ aspects of client 3. Client may make worker feel what it’s like to be him.

5.  In all the above the client feels better having put their difficult feelings into the worker who either carries them around or gives them to the supervisor who is then left with them.(Mattinson p45).

6.  It is very important that a worker’s over- identification is not taken to be (just) about the worker with a denial of the strength of the problems of the client. ‘If workers are led, even very subtly, to feel ashamed of their interaction and inability to withstand some of its grosser manifestations their professional growth will be inhibited.’ p47

7.  P47 ‘If supervisors do not have to be above their own reactions, but can value them as ‘highly informative reflections of the relationship between client and worker’ (Searles, 1955) giving themselves a clearer realisation than any words could do of the pressure the client is exerting on the worker, they are more able to expose their supervision in detail and to continue to learn and to develop their teaching skills.’

8.  p. 128. ‘I think there are no occasions when the supervisor should work with the transference of the worker. Working with the transference means exploring the feelings, and sometimes the genesis of those feelings, which lie behind the overt behaviour. Working with the transference means being a caseworker not a supervisor.’

9.  p.130. ‘The discussion about the client’s feelings and the attempt to get in touch with these during the supervision, particularly if the supervisor is acknowledging his feelings at the same time, will make it safer for the worker to know about his own.’

10.  Froggett, L, Ramvi, E. and Davies, L. (2015)  ‘… It was striking to me that I did not talk about the loss of my client when you asked me about my work experiences. I had been carrying that guilt and anguish with me for seven years and considered it the biggest failure of my career. The reading s helped me reframe how I understood this case and my relationship with the client….

11. … After sharing this case with the class I was overwhelmed with how supportive my peers were and their empathetic concern for what this young man had experienced before his death. It was the supervision that I needed seven years ago and was never available to me. For that alone I am so grateful to have been a part of this course. It does not haunt me anymore; I still care about the client and value the time that we worked together but with a new sense of peace…’

12. ‘…The struggle for me lies in my concern that if I continue working in the field I will sacrifice my own needs and ultimately continue to feel unsatisfied in my personal and professional life… I feel I am no longer able to avoid or repress issues that might otherwise have gone unexplored had I never entered the helping profession. I think that this course had helped me to recognise what issues I may need to address and what supports I need in place if I am to continue practicing in the profession’

13. ‘Prior to taking this course I often struggled with negative feelings about the work and the impact it was having on me. I now feel that I acquired a new language to describe some of what I have been experienced over the past three years of my professional life and essentially all along. ‘

14. ‘It took some time before the penny began to drop, I think I was quite naïve about the politics of the profession and I was getting quite stressed trying to square what I saw in the workplace with my values and beginning to wonder whether I would be up to it…Understanding the system in relation to problems I was having gave me a better sense of where it was and wasn’t about me. I no longer feel so overwhelmed.’

15.  Froggett, L, Ramvi, E. and Davies, L. (2015) ‘Thinking from Experience in psychosocial practice: reclaiming and teaching ‘use of self’’. Journal of Social Work Practice 29 (2) 133-150  Hughes, L and Pengelly, P (2002) Supervision in a turbulent environment. London: Jessica Kingsley  Kanter, J. (2004) (ed) Face to face with children: the life and work of Clare Winnicott. London: Karnac 

16. Karpman, S. (1968) ‘Fairy tales and script drama analysis’ Transactional Analysis Bulletin 7, 26, 39-44 Kolb, D, (1984) Experiential learning. Englewood Cliffs New Jersey: Prentice- Hall Mattinson, J (1992 2 nd edn) The reflection process in case-work supervision. London: Tavistock Institute of Marital Studies

17.  Schon, D (1983) The reflective practitioner: how professionals think in action. London:Temple Smith  Searles, H.F. (1955) ‘the informational values of the supervisor’s emotional experience. In Collected papers on schizophrenia and related subjects. The Hogarth Press and the Institute of Psycho-Analysis. 1965