Power Hierarchy, Multiple Truth, and Innovations in Narrative Supervision

Abstract

The primary aim of this paper is to show how narrative supervision can contribute to achieving ostensibly conflicting goals. On the one hand, power hierarchy can be counteracted and the multiple-truth stance enhanced in the supervisorsupervisee relationship, while supervisees are empowered to acknowledge their own expertise. On the other hand, a setting is provided in which supervisors can contribute from their expertise and experience to facilitate therapeutic training and supervision. To this end, the use of definitional ceremony practice (White, 2007) was taken further and was extended to three inter-connected group-supervision practices, which were implemented and explored. The expanded practice was named Multi-circular Definitional Ceremony practices (MCDC practices). A complementary aim is to demonstrate that the entire supervision process can be based on and included in MCDC practices whileOur thanks to the following people for lending us their wisdom, professionalism, friendship, and generosity: Chava and Hagit (fictitious names), Fogel Rachel, Gershoni Yael, Levenbach Darylle, and the staff members at the Barcai Institute/Tel-Aviv, Veeder Sarah.

Behind the (Virtual) Mirror: Online Live Supervision in Couple and Family Therapy

“…In our supervision, we aspire to find ways to challenge our position of authority and expertise and to develop collaborative relationships with our supervisees (Anderson & Swim, 1995). We prefer polyvocality over singularity (or singular truth), and therefore in our supervision, we seek ways to explore multiple realities (Gergen, 1985) that are enhanced in the supervisor‐supervisee relationship, while trainees are empowered to acknowledge their own expertise (Shachar, Nasim, Leshem, Rosenberg, Schmidt, & Schmuely, 2012). We prefer to position ourselves in what White (2006) defined as a “decentered but influential” position, where the supervisor’s expertise consists of facilitating a collaborative learning environment (Behan, 2003).…”