| CODE | FSD5330 | ||||||||
| TITLE | Theory of Systemic Supervision | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Child and Family Studies | ||||||||
| DESCRIPTION | The study-unit focuses on the core of systemic supervision namely -relationships, processes, models, methods, person of the therapist and skills while providing rich theoretical perspectives that are in keeping with the complex dynamism of the ecosystemic contextual parameters of supervision and therapy. It also gives a thoughtful theoretical and evidence based update reflecting the evolution of systemic supervision towards integration and gives a solid foundation to visualize and practice supervision more ethically, contextually and more globally. Study-unit Aims: The unit aims to: a) provide a thorough theoretical understanding of a systemic paradigm that focuses on therapeutic relational change processes and development; b) highlight the importance of contextualizing the supervision process that incorporates multiple perspectives, interrelated relationships and acknowledge complexity in various settings; c) provide a clear comprehension of supervisory accountability balanced on the continuous development of the supervisee, nurturing of the supervisory relationship and safeguarding the clients鈥� wellbeing and the community at large; and d) establish the application of a social systems view on learning and critical consciousness perspective (communities of practice as social learning systems). Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Examine the therapeutic relational change processes and development in supervision. - Describe a range of systemic supervision models, including convergence and divergence across these models. - Identify, select, tailor and implement various systemic methods. - Recognise the preferred systemic ideas, values and beliefs in various supervisory settings. - Show the relevance of social systems view on adult learning and critical consciousness perspectives in supervision. - Define and outline the contextual factors influencing the supervision process including power, culture, prejudice, privilege, oppression, equity etc. 2. Skills: By the end of the study-unit the student will be able to: - Apply systemic ideas, models and methods to various supervisory settings. - Develop advanced systemic knowledge, competence and skills needed to form, maintain and repair supervisory relationships. - Reflect on bridging complex identities with culture equity and humility in systemic supervision. - Further question and reflect on the theme of accountability in supervision by striking the balance between: 1)the continuous development of the supervisee; 2) nurturing of the supervisory relationship; 3)safeguarding the clients鈥� wellbeing and 4) the community at large. Main Text/s and any supplementary readings: Main Texts: - Aponte, H. (2009): An instrument for the person-of-the-therapist supervision, Journal of Marital & family therapy Vol. 35, No., 395-405. - Burnham, J. ; Slvis Olama, D.; Whitehouse, L. (2008): Learning as a context for difference and differences as a context for learning. - Burck, C. ; Daniel, G. (2010): Mirrors and Reflections 鈥� Processes of Systemic Supervision 鈥� Karnac. - Mason, B. (2005): Relational risk-taking and the training of supervisors, The association for family Therapy and systemic practice. - Sutherland, O ; Fine, M. ; Ashbournes, L. (2013): Core competences in social constructionist supervision, Journal of Marital & family Therapy Vol 39 No 3 375-387. - Vetere, A. ; Sheehan, J. (2017): Supervision of Family Therapy and Systemic Practice 鈥揝pringer. - Watkins, C.E. (2012) Development of the psychotherapy supervisor: Review of and reflections on 30 years of theory and research, American Journal of Psychotherapy 66(1) 45-83. Supplementary Readings: - Linnet Lee & Sophie Littlejohns (2007): Deconstructing Agnes 鈥� externalization in systemic supervision, Journal of Family Therapy 29: 238鈥�248. - Morgan, M. ; Sprenkle, D. (2007): Towards a common-factors approach to supervision, Journal of Marital and Family Therapy Vol33 No 1 1.17. - Shohet, R; Hawkins, P. ( 1994) Supervision in the helping professions 鈥� Open university press. - Storm, C. & Bacigalupe, G. (2004): A focus on participatory learning: an improvisation, Journal of Systemic Therapies; 23, 3; pg. 1. |
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| ADDITIONAL NOTES | Pre-requisite Qualification: Master in Family Therapy and a minimum of 4 years as a family therapist or other related professionals who have the necessary clinical experience to be in a position to receive training in supervision. Co-requisite Study-units: FSD5331, FSD5332 |
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| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Angela Abela Charlotte Busuttil Roberta Farrugia Debono (Co-ord.) Ingrid Lanfranco Joseph Mangion (Co-ord.) Clarissa Sammut Scerri |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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