Creating a Safe Place for Growth
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In her article, "Creating a Safe Place for Growth in Supervision," Shirley Emerson (1996) illuminated the need for supervisors to adopt a supportive and nurturing group supervision model that promotes student learning and growth. Instead of focusing solely on the students' failures to perform in accordance with the supervisors' pre-established criteria, supervisors should provide students with a safe environment for exploring the latter's strengths weaknesses in a cooperative endeavor with their peers. To facilitate the implementation of nurturing group supervision sessions, Emerson (1996) also presented the four basic norms for supervision sessions and identified the stages of development of an ideal supervision group (pp. 393-401). Since Emerson's (1996) four fundamental norms of supervision sessions provide an effective framework for creating supervision groups, they will be described individually: Supervisors should pay close attention to their students' statements and delivery of therapy to model appropriate listening skills. Supervisors should refrain from using negative remarks in their critique of students. Whenever possible, they should infuse their comments with humor. Supervisors should respect students' assertion of autonomous thoughts and ideas. Thus, students should be allowed to deviate from the supervisors' techniques and practices, without being reprimanded. Supervisors should protect the confidentiality of the students' statements revealed in the
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a "family" with their peers. How else would they be able to help their clients create a healthy family, if they are engaged in dysfunctional interaction patterns with their peers in a group setting?
Based on the above discussion, I believe that this article will be invaluable in informing my practice as I continue on my journey of becoming a marriage and family therapist. Although I may not be able to choose an ideal group supervision model, as described in this article, I will definitely heed Emerson's (1996) encouragement for therapists to be true to their own instincts. When I am interacting with my clients, I should be more focused on providing them with the best possible service, rather than meeting the requirements of my supervisors. The cultivation of my self-confidence in my own ability will serve me in the long run, long after my studies and my internship period have been completed.
In conclusion, I believe that Emerson (1996) has done an outstanding job of communicating her perceptions about group supervisionùthe need for change, an alternative group supervision model and the appropriate supervisory group climate. Throughout her article, Emerson (1996) demonstrated her empathic understanding of the experie
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Approximate Word count = 2283
Approximate Pages = 9 (250 words per page)
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