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Fall, 2026 Syllabus
Course Text
Thiessen, E. W. (2023). The basic elements of supervision. In A clinical supervision training handbook: Becoming a reflective systemic supervisor. Tellwell Talent.
This Week:
In class one, you’ll learn what good clinical supervision actually looks like and how we can bring a truly trauma-informed lens into the way we understand supervisees, their clients, and the work happening between them. We’ll look at both the micro level - what’s happening in the room, in the relationships, and in the nervous systems of all three parties in a supervision room. We'll also look at the macro level of supervision including ethics, professional responsibility, culture, power, and the impact of larger systems. We’ll also look at and explore the ten core foundations of trauma-informed supervision, including safety, pacing, attachment, transference and countertransference, rupture and repair, shame, dissociation, nervous-system awareness, and sustainability. Most importantly, we’ll explore how these ideas help you become a more thoughtful, confident supervisor who can support supervisees to slow down, think more deeply, and work more safely and effectively with complex clients.
Class Slides, PDF:
Part One
Part Two
Class One Video Replay
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To be posted September 17
This Week's Readings:
Thiessen, E. W. (2023). The basic elements of supervision. In A clinical supervision training handbook: Becoming a reflective systemic supervisor (pp. 9–51). Tellwell Talent.
If You Missed This Week's Live Class, Please Answer This Week's Participation Questions:
Please choose two of the following:
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Thinking about supervision I have received, where have I experienced true “super-vision” rather than consultation or mentoring? What two aspect of micro and macro super-vision were routinely offered?
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In my own supervision experiences, how well were the normative, formative, and restorative functions balanced? Which were done well, and which may have been underdeveloped or absent?
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In supervision I have received, what helped me feel safe enough to be open, uncertain, challenged, or vulnerable? What increased safety, and what reduced it?
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When I brought complex clients to supervision, were their “symptoms” understood as meaningful adaptations or mainly as problems to fix? How did this shape the way I understood and worked with the client?
Mandetory Question:
5. What was new for me in this material - or stood out or challenged my current thinking - about supervision., and
what What do I want (or need) to either learn more about, or strengthen in myself as I grow into the role of
clinical supervisor?
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To be posted September 17
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