Teaching supervision

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Teaching supervision is part of the training to become a supervisor . In teaching supervision , the prospective supervisor learns the method of supervision in a supervision situation. This is done by reflecting on supervision processes, which the supervisor in training in turn carries out as part of his training, as well as reflecting on other aspects with an experienced colleague.

procedure

In terms of content, the teaching supervisor (i.e. the prospective supervisor) introduces situations from his own supervision activities, usually by reporting on them verbally. At least 30 teaching supervision sessions are required for the training. Teaching supervision is originally based on the training component of training analysis or teaching therapy in training as a psychotherapist.

Observer of the observer

From a systemic point of view, the situation is highly complex: The observer (the supervisor) observes the observer (the teaching supervisor) while observing his observations (the supervisor on his client). At the same time, of course, the supervisor observes himself in his relationship with the teaching supervisor and the latter observes himself in his relationship with the supervisee. In psychoanalytical terms: a confusing field of transferences and countertransference, mixed with hypotheses about the supervisee. Or even more complex: via the supervisee's hypotheses about his clients (or about the supervisee's client system).

Alternatively, video recordings of the work of the supervisor with his supervisee are used as direct visual aids.

Live supervision

In order to reduce the complexity and the hypothetical, they switched to live supervision . Here the teaching supervisor observes the supervisor directly while he is working with the supervisee. The actual teaching supervision takes place in the preparation, during breaks and breaks and in the follow-up work. This also significantly shortens the time of the feedback : the supervisor can immediately implement new findings or ideas in the next sequence (and the teaching supervisor in turn directly observes this implementation). Live supervision of this kind is also a great challenge and opportunity for the supervisee.

Triadic supervision

Here a prospective supervisor advises a colleague who plays the "supervisee". The third colleague is an observer and uses his feedback to provide suggestions for understanding the supervision process and the behavior of the supervisor (he plays the “teaching supervisor”). The triad is a defining basic pattern in all relationships, including in supervision. In triadic supervision, the three participants can experience themselves and learn more about the effects and intervention options.

Teaching supervision in the team

Prospective supervisors, as well as experienced ones, come together as a peer group for mutual exchange of experiences in "case supervision". "Case" here is the work of the supervisors with their supervisees (or the supervisee systems).

A teaching supervisor is called in every now and then in the peer group, both in training and active practitioners. The focus is then often on the system of the supervisor group, the relationships between the members, the group dynamics. Findings about mirror-image relationships with discussed client systems allow processes in the client system itself to be better recognized and understood.

literature

  • Gerhard Leuschner , thoughts on the role of the teaching supervisor , in: Academy for Youth Issues Münster (ed.), Supervision in the field of tension between person and institution , Freiburg im Breisgau, Lambertus-Verlag, 1979, ISBN 3-7841-0184-4 (documentation of Congress Supervision 1979), pp. 50-65.
  • Gerhard Leuschner, aspects of a conception of teaching supervision , in: Wolfgang Boettcher (Ed.), Gerhard Leuschner (Ed.), Lehrsupervision. Contributions to concept development (= Heinz J. Kersting (Ed.), Schriften zur Supervision , Volume 1), Aachen 1989, ISBN 3-9801175-3-7 , pp. 112-130.
  • Wolfgang Boettcher: Teaching supervision. Contributions to concept development. Kersting, Aachen 1990, ISBN 3-9801175-9-6 .
  • Ulrike-Luise Eckardt (Hrsg.), Kurt F. Richter (Hrsg.), Hans Gerd Schulte (Hrsg.): System Lehrsupervision. Kersting, Aachen 1997, ISBN 3-928047-20-5 .
  • Heinz J. Kersting : Teaching supervision as a system and as an encounter , in: Ulrike-Luise Eckardt (Hrsg.), Kurt F. Richter (Hrsg.), Hans Gerd Schulte (Hrsg.): System Lehrsupervision. (= Writings on Supervision, Volume 6), Kersting, Aachen 1997, ISBN 3-928047-20-5 , pp. 15-39.
  • Christine Lampert, Heidemarie Neumann-Wirsig: How is teaching supervision done? , in: Ulrike-Luise Eckardt (Hrsg.), Kurt F. Richter (Hrsg.), Hans Gerd Schulte (Hrsg.): System Lehrsupervision. Kersting, Aachen 1997, ISBN 3-928047-20-5 , pp. 40-59.
  • Astrid Hassler: Training Supervision and Teaching Supervision: A Guide for Teaching and Learning. Haupt, Bern / Stuttgart / Vienna 2011, ISBN 978-3-258-07645-4 .
  • Britta Haye, Heiko Kleve : Teaching supervision as observation of observation. System theoretical remarks on communication and the construction of reality in processes of teaching supervision. In: Heinz J. Kersting: Supervision and Quality . Kersting, Aachen 2001, ISBN 3-928047-38-8 .
  • Lothar Krapohl , Winfried Quint, Christiane Krapohl: Triad teaching supervision. In: Heinz J. Kersting: Supervision and Quality . Kersting, Aachen 2001, ISBN 3-928047-38-8 .
  • Edeltrud Freitag-Becker (Ed.), Mechtild Grohs-Schulz (Ed.), Heidi Neumann-Wirsig (Ed.), "Lehrsupervision im Fokus", Göttingen 2017, ISBN 978-3-525-40567-3