In this volume, as the title indicates, the focus is on
understanding and elaborating what might be said to be "going on"
in supervision as well as further exploring what is distinctive
about systemic supervision. Looking at processes within systemic
supervision involves engaging with the different contexts within
which the supervision takes place and engaging with a range of
theories - some developed or applied within therapeutic contexts
and others drawn from theories of learning. Various theoretical
frameworks have emerged and been described as underpinnings for
systemic supervision. Social constructionist and narrative ideas
have been vital in the creation of supervisory practices that
promote open dialogues, multiple perspectives and the interrogation
of traditional assumptions about expertise and hierarchy. This has
inevitably led to a discussion of tensions and contradictions:
unease about implicit practices of power, the problematics of
assessment and evaluation and issues concerning the allocation of
clinical responsibility. Positioning theory, dialogic theories and
ideas from the field of adult education have also contributed
helpful theoretical concepts for use by systemic supervisors.
General
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