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Achieving effective supervision – Games that supervisors play
In the previous blog, we discussed how easy it is for the supervisor/supervisee relationship to be consciously or sub-consciously ambushed by power/defensive game play. Kadushin (1968) described games as repetitive patterns arising between supervisor and supervisee, where one or both players consciously or subconsciously adopt a strategy to maximise safety and minimise potential threat. Even …
Q&A with the trainer: Trauma-informed supervision
As recognition of trauma-informed care continues to grow, it’s increasingly important to support those who work with trauma-exposed children and young people. Deputy Director Noel Macnamara has run several popular workshops on trauma-informed supervision, equipping supervisors to support direct care workers facing the inevitable challenges of working closely with trauma. In this Q&A, we catch up with Noel to learn more about his workshop and why trauma-informed supervision is an important ingredient of trauma-informed care.
The role of emotions in therapeutic care
The role of emotions within human service work may at first glance appear to be intuitively obvious and incontestable. Indeed, Howe (2008) described the day of a human service worker as ‘suffused with emotional content’. The role of emotions is at the core of literature regarding relationship-based practice and the separation of feelings from professionalism …
The role of supervision in the trauma-informed journey
The intention of trauma-informed practice and care is to increase understanding of how present behaviours and difficulties can be understood in the context of past trauma and apply it to our practice. This approach offers a framework for a common set of values, knowledge and language. However, the trauma-informed care approach can also be applied to understanding and protecting the workforce from vicarious trauma as a consequence of the emotional demands of their work.