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I bring clarity of intention to the supervisory relationship, with non-judgement and provide a positive space of acceptance and compassion, for inquiry, reflection and development.
I believe a co-created supervisory alliance is central to experiencing a safe supportive space for safeguarding client and therapist, exploring client related concerns, ethical perspectives, counter transference, cultural questions/biases and technology mediated communication and whatever other issues the supervisee brings.
As Clinical Lead of a CYP service (and a member of the ACTO CYP Steering Group) I have specialist experience of supervising counsellors and therapists who work with children and young people including trainee counsellor/therapists. I have also supervised therapists working in adult client organisations/settings e.g. Substance use and misuse, RASASC, Domestic Violence, Primary/Secondary and Further Education and therapists in private practice.
My core psychotherapy training in Transactional Analysis and more recent trainings in Mindfulness in the Therapeutic Context, Dialectical Behaviour Therapy, Zen Teachings, Digital Therapy and Supervision all inform my approach.
I am a qualified BACP Senior Accredited Supervisor, ACTO Level 3 Professional Member, Digital Supervisor, MSc, Qualified Mindfulness Teacher MBCT & MBSR, Dialectical Behaviour Therapy Therapist, CEOP Ambassador and WCMT Fellow.
I welcome an initial no obligation session so that you can see if the way I work would be useful for you.
Diploma in Online Supervision (2021) – The Academy for Online Counselling and Psychotherapy.
- Level 3
CYP, Relationships, BPD, Self-Harm, Trauma,
CAIS Counselling and Psychotherapy Supervision Training (2006).
BACP Registered Senior Accredited Member 00579499.
ACTO Level 3 Senior Professional Member 932.
BACP Ethical Framework for the Counselling Professions.
ACTO Professional Conduct and Code of Ethics.
Individual and groups.
I draw on various supervision models including Inskipp and Procter’s process model, Clarkson’s relationship model, Shohet and Hawkins relational and systemic model and A Framework for Supervision for Mindfulness-Based Teachers: a Space for Embodied Mutual Inquiry.
Email, telephone and video. I will work in text and admit I will suggest changing to a synchronous medium if needed.
Sliding scale depending on circumstances.