Centering ethics in group supervision: Fostering cultures of critique & structuring safety— Vikki Reynolds
I refer to my supervision work as a Supervision of Solidarity and my stance as an ethic of justice-doing (Reynolds, 2010a, 2011a). This stance is informed by a spirit of solidarity and social justice activism, and aims to be anti-oppressive and decolonising (Reynolds & polanco, 2012). In this writing I illustrate supervision practices that follow from my commitments to holding ethics at the centre of supervision, which invite a philosophical investigation into the workers’ diverse, problematic and messy relationships with ethics. I offer experiential supervision practices and refer to theories that facilitate centering ethics in group supervision. This includes understandings of ethics, ethical stances, and collective ethics; understandings of critique, fostering cultures of critique, and promoting dignifying supervisory relationships. I illustrate practices of structuring safety into supervision groups, which include addressing power, the role of collaboration, resisting innocent positions, and problematising the politics of politeness. The hope in centering ethics in supervision groups is to resource therapists and community workers to enact their collective ethics for justice-doing and to serve clients effectively with justice and dignity.
Picturing stories: Drawings in narrative family therapy with children— Anik Serneels
This article illustrates how drawings can be implemented in narrative family therapy with children. This work primarily draws upon the narrative family therapy framework, but other family therapy ideas are also integrated. It will be argued in this article that non-verbal media, more specifically drawings, can contribute to alternative story development and the co-creation of joint family actions, whereby the family can achieve their preferred ways of living. First I explain how drawings can assist externalising conversations. This is followed by a detailed description of the stance I take as a family therapist, questions I ask, and how I focus on relationships and interactions during the co-creation of drawings. I also describe how positively implicating family members and enabling their active participation during this drawing process reinforces the change process. If family members have experienced problems similar to the ones the child is now struggling with, intergenerational and sibling alliances can also be created. Finally I put theory into practice by providing the reader with a case example.
Quality assurance at the Walk-in clinic: Process, outcome, and learning— Scot Cooper
With the emergence of walk-in counselling clinics throughout Ontario, Canada, the need for a measure of quality assurance and outcome has never been greater. This paper will share a post-session questionnaire for use at walk-in counselling clinics congruent with a brief narrative approach that serves to assess quality and outcome, and also further serves as a learning tool for clinicians.
Innovations in Practice: a new column hosted by David Espton: introduction
This column is seeking short pieces of writing from narrative therapists describing micro-innovations within their work. We are particularly interested in examples of practice that cannot be explained by the existing narrative therapy literature. We hope this column will foster continuous innovation within the field. We would also request that you avoid narrative terminology and speak in your own voice so that your ‘thinking’ comes through loud and clear. If you have examples of practice you would like to share, please email us at [email protected]
Guest columns for this issue include:
Introduction— David Espton
Increasing family presence to reduce expulsion in early childhood centres—Will Sherwin
Thumbs up/thumbs down: When a child declines to speak— Emory Luce Baldwin