"The Power of Trust: Supportive Supervision in Education"
The clinical supervision services I provide for school counsellors are grounded in the establishment of a respectful professional relationship. The pivotal element in this process is the cultivation of trust, which deepens over time. Trust may develop rapidly in some cases, while in others, it may require more time to mature. Once this trust is firmly established, it unlocks the capacity for vulnerability. It is in this space of vulnerability that transformative moments occur. Individuals gain the freedom for candid self-reflection, unencumbered by reservations. It is worth noting that true learning does not solely stem from experiences themselves; rather, it is our introspective examination of those experiences that fosters growth, understanding and trust, and I would add, this introspection is most effective when conducted within a safe and supportive environment.
Our supervision sessions occur on a monthly basis, each lasting for an hour. Within this framework, every supervisee assumes responsibility for bringing forth a specific topic or issue for exploration during the session. Throughout my professional career, I have never encountered a session where there was nothing valuable to uncover.
Professional counsellors working within educational settings frequently encounter ethical dilemmas and the strain of vicarious trauma. Their academic training equips them to a certain extent for the potential impact of these challenges. At the very least, these issues are acknowledged, and students pursuing counselling studies are forewarned of the subtle yet pervasive nature of these challenges.
Drawing from my extensive experience in educational settings, spanning roles as a teacher, counsellor, and participation in Leadership Teams, I have come to recognise and firmly believe that educators themselves grapple with ethical dilemmas and the repercussions of vicarious trauma. Young students often confide in their trusted teachers about deeply personal and distressing matters, and I extend my heartfelt gratitude to all the dedicated teachers who have provided unwavering support, despite not holding formal degrees in health and wellbeing, for these vulnerable young individuals.
As such, I assert that educators require a regular, consistent and confidential outlet to engage with someone possessing the requisite qualifications and expertise to create a safe, trusting space. In this environment, they can share the emotional toll of these disclosures, unburden their cognitive load, and engage in reflective processes. This, in turn, enables them to build the capacity needed to effectively pursue their beloved profession, which is teaching.