Cultural issues in supervision

Burnham, John; Harris, Queenie

doi:10.4324/9780429478208-2

Cited by 3 publications

(4 citation statements)

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“…Valuing all ideas on the grounds that there is no right or wrong idea but rather a more or less useful idea echoes main systemic and constructionist premises concerning the value of polyphony, multipartiality and celebration of difference (Sutherland et al, 2013), adopted by reflecting team (Chang, 2010) and dialogic approaches (Rober, 2017) to therapy and training. Possibly this idea conveys that training is a space were people are at liberty to be “clumsy rather than clever” (Burnham & Harris, 2002, p.25). The third condition is about transferring responsibility to trainees and raises issues concerning power.…”

Section: Discussionmentioning

confidence: 99%

“…Correspondingly, various proposals concerning systemic family therapy training (e.g., Aponte & Kissil, 2014) highlight the importance of incorporating aspects attending to trainee therapists’ personal and professional development, with critical voices (e.g., Burnham, 1993; Watts‐Jones, 2010) arguing for the importance of explicitly addressing power in respect of supervisors’ and trainees’ social locations of self. Burnham (1993) and Burnham and Harris (2002), for example, has proposed the acronym of Social GRRAAEECES (Gender, Race, Religion, Age, Ability, Class, Culture, Ethnicity, Education, Sexuality, Spirituality) as a reminder of how power is embedded within supervisors’ and trainees’ various social self‐positionings. Systemic family therapy approaches espousing relational and constructionist theoretical and epistemological perspectives, like the Milan, post‐Milan, and narrative or collaborative approaches—hence reported as “systemic constructionist”—often utilize group training formats to facilitate reflexivity development and thus enhance personal and professional development (Hedges & Lang, 1993; McCandless & Eatough, 2012; Paré, 2016).…”

Section: Reflexivity and Systemic Family Therapy Trainingmentioning

confidence: 99%

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Developing Reflexivity through Group Processes in Psychotherapy Training: An Interpretative Phenomenological Analysis of Systemic Family Therapy Trainees’ Experience

Givropoulou

Tseliou

2020

Family Process

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Constructionist approaches in the field of systemic family therapy prioritize reflexivity to promote personal development within training, often leaning on group processes. Drawing from a qualitative study we conducted to address the lack of related research, we present how systemic family therapy trainees experience reflexivity development through group processes. Ten systemic family therapy trainees participated in semi-structured interviews, transcribed and analyzed with interpretative phenomenological analysis. Analysis presented here reports three superordinate themes: Developing reflexivity through challenges and rewards, A conditional reflexive space within the training group, and Encountering the dynamics of identity via reflexive group processes. Our findings suggest that trainees experience reflexivity development as a complex relational process of personal development, highlighting the training group's critical role, nonetheless depending on certain preconditions. The importance of further exploring group processes' potential for reflexivity development in psychotherapy training is underscored.

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Section: Discussionmentioning

confidence: 99%

Section: Reflexivity and Systemic Family Therapy Trainingmentioning

confidence: 99%

Developing Reflexivity through Group Processes in Psychotherapy Training: An Interpretative Phenomenological Analysis of Systemic Family Therapy Trainees’ Experience

Givropoulou

Tseliou

2020

Family Process

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“…The multiple, intersectional levels of the whole system are analysed within a dialogical perspective (Bertrando & Gilli, 2010). During the last years, multicultural aspects have been at the core of the supervision process (Burnham & Harris, 2002; Roy‐Chowdhury, 2022) due to the increasing number of referred children and adolescents from families from different cultures.…”

Section: Service Organisationmentioning

confidence: 99%

A systemic‐oriented child and adolescent psychiatric unit in Piraeus, Greece: Sailing in troubled waters

Kottorou

Karantoni

Georgitsi

et al. 2023

Journal of Family Therapy

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A systemic approach to child and adolescent psychiatry involves not only the immediate family but also the wider environment in which the subject lives. Despite growing evidence confirming the effectiveness of systemic family therapy in child and adolescent psychiatry, this approach is not well represented in inpatient services in Greece. We present systemic principles as practiced at a child and adolescent psychiatric inpatient clinic embedded in a general hospital. We consider the competencies and strengths achieved by the team within a systemic epistemology, the difficulties of functioning in a biomedical‐oriented environment, and the challenges faced during the 10‐year socioeconomic crisis and the COVID‐19 pandemic.

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“…In the UK qualifying trainings, there have been two approaches which stand out because of their popularity and the repeated references which they receive. One is the Social GRRRAAACCEEESSS (Burnham, 1993, 2012; Burnham & Harris, 2002) and the other is the cultural genogram (Hardy et al, Singh & Dutta, 2010). While these approaches have both served well in flagging up issues of race, culture, ethnicity and equity, they also in several ways exemplify what has been lacking in the approach to combating race discrimination in systemic psychotherapy and why it is, despite priding ourselves on being progressive, we have become stuck.…”

Section: Introductionmentioning

confidence: 99%

Can we teach race and equity?

Krause

2021

Journal of Family Therapy

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This paper highlights the question, often asked, why does racism persist despite the many attempts to eradicate it? The paper provides some answers, first for social relations generally and second for systemic psychotherapy. Central to the answers is an acknowledgement of the obstacles in both spheres to address the structures, systems, organisation and processes which lie behind conceptualisations of race, racism, identity and relationships. It is in these structures and systems that the suffocating and inevitable effects of racism originate. The paper suggests that, if we want to begin to eradicate racism, we need to look in those places (mostly White) where we least suspect it, the places which seem ‘natural’ and therefore foundational. It concludes that we cannot teach race and equity, because by singling out this topic without looking behind it, we perpetuate a violence through which the very relations we want to eradicate are produced. This does not mean, however, that we should ignore the topic. Practitioner points Racism is deeply rooted in action and ideas. The recent murders of Black persons demonstrate the slow, suffocating and strangling aspects of racist systems and structures in our society. Ideas and concepts are difficult to address because they tend to be buttressed by basic assumptions about life and relationships. Race, ethnicity and culture are processes rather than a list of items/things. Tools such as the Social GRRRAAACCEEESSS and the cultural genogram are inadequate for training because the assumptions they are based on are rarely made transparent.

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Cultural issues in supervision

Cited by 3 publications

References 0 publications

Developing Reflexivity through Group Processes in Psychotherapy Training: An Interpretative Phenomenological Analysis of Systemic Family Therapy Trainees’ Experience

Developing Reflexivity through Group Processes in Psychotherapy Training: An Interpretative Phenomenological Analysis of Systemic Family Therapy Trainees’ Experience

A systemic‐oriented child and adolescent psychiatric unit in Piraeus, Greece: Sailing in troubled waters

Can we teach race and equity?

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