Clinical supervision for trainee and qualified counsellors working with children and young people, including in schools and other organisational settings.
I see the relationship as central to good supervision. I draw on humanistic, psychoanalytic, developmental and systemic thinking — including Hawkins and Shohet's Seven-Eyed model and Inskipp and Proctor's functional model — not as fixed procedures, but as different lenses for staying curious about what a particular supervisee, and the client work they bring, actually needs.
Early on, that often means offering attuned containment: reassurance, theoretical grounding, and normalising how disorienting it can feel to learn a different way of working. As confidence grows, supervision shifts to support more independent thinking — including the wider social, cultural and systemic context a child's life sits within, and the supervisee's own blind spots, biases and countertransference.
A trusting, contracted space where questions, uncertainty and difficult feelings about the work can be brought without fear of being "closed down."
The balance of support and challenge shifts as you develop — more containing early on, more focused on autonomous thinking as confidence and competence grow.
Safeguarding, organisational policy, cultural context and ethical practice are part of the frame from the first contracting conversation, not an afterthought.
A particular focus on helping supervisees bridge the gap between theoretical knowledge and what actually happens in the room — making sense of the session in real, practical terms.
I work with supervisees at masters level and above, and am involved in Level 7 assessment processes for postgraduate counselling programmes.
Whether you're newly qualified, in training, or simply looking for a different supervisory relationship — an initial conversation is a good place to start.
Email about supervision