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1 Introduction 5 Information gathered by the professionals helping families can be employed against the parent’s wishes, for example as information for the court, where they decide if children should live in foster care or institu- tions for a long time, or adoption of the child. Central themes in supervi- sion of professionals at CPS are handling resistance by being transparent, support the development of intrinsic motivation (may be developed by the use of externalizing the problem and Motivational Interviewing), and creating strong and often long-lasting working alliances. Supervisors often are the “hands” that hold the professionals when they feel being on the “top of the circle” and having a feeling of mastery, as well as comforting when they feel like being on the “bottom of the circle”. In the same way, professionals should be the hands for parents, and parents should be supported to be the hands for their children. In Chapter 6, Billy Hardy writes about the artistry of stuck-ness. This chapter is an exploration of the sometimes thorny and challenging position we may find ourselves in when we get stuck in our supervi- sory practice. Whenever we are faced with such dilemmas or an impasse there is not always an easy fix or one definitive strategy. The challenge as supervisors is to draw on our own creative practices. These are some- times unusual, different and highly attuned and personal to the moment you find yourself in. These intimate spaces of learning and transforma- tion take on different forms, responsibilities and responses. This chapter offers some vignettes [composite moments] from practice which illus- trates useful learning, challenging ways of thinking, and learning across different contexts. Remaining open to the complexity of the relationships we create and re-create whilst privileging the learning creates potential for change and transformation. Stuck-ness as it has been named in this chapter is part of the process of learning and change. In supervisory rela- tionships learning to be stuck and working with it can be framed as competence and expertise or supervisory presence held by and within supervisory relationships.

Contents 1 Introduction 1 Ottar Ness, Sheila McNamee, and Øyvind Kvello Introduction 1 Organizing of the Book 3 2 Theoretical Foundations of Relational Processes in Supervision 9 Sheila McNamee A Pluralist Stance Towards Supervision 10 Supervision as Social Construction 13 Pluralist Supervision 19 References 23 3 Constructing Supervision: Integrating the Professional and Personal into a Relational Self—An Invitation to Relational Integration 25 John Burnham and Barbara McKay Integration and Distinguishing: Towards a Concept of Relational Integration 25 v vi Contents Significance for Supervision 27 In the Beginning... Is the Personal 28 Significance for Supervision 29 Significance for Supervision 30 Ethics of the Relationship Between Personal and Professional 30 Significance for Supervision 31 Reflexive Loop Between Personal and Professional and the Issue of Transferable Risk 31 Significance for Supervision 32 The Coordinated Management of Meaning 33 Example (from Barbara). Mothers and Daughters 33 Social/Personal GgRRAAAACCEEESSSS... 40 Finding a Place for Feelings: Some Final Thoughts About Our Conversation 50 References 51 4 Relational Responsibility: Ethics and Power in Supervision 55 Sheila McNamee and Julie Tilsen Introduction 55 Content or Process? 57 References 74 5 Making the Combination of Support and Social Control Work in Supervision 77 Øyvind Kvello Introduction 77 The Core Dimensions of Supervision 78 Words Are Not Neutral or Innocent 79 Supervising on How to Handle Family Resistance 80 Coping with Conflicting Discourses 82 Working/Therapeutic Alliance 88 Attachment Theory and Supervision: Building Trust 91 Concluding Remarks 93 References 94 Contents vii 6 The Artistry of Stuck-Ness 103 Billy Hardy Introduction 103 Being Stuck. What Is It? 106 Ending the Beginnings 116 References 117 7 ‘The Difference that Makes a Difference? A Qualitative Study of Cultural Differences and Similarities in Supervision’ 119 Philip Messent and Reenee Singh Interviews and Analysis 123 Themes from Iranian Supervision Group 123 Themes from Interview with M 130 Themes from Supervision Across Region Interview 134 Discussion and Key Learning Points for Supervisors 138 Appendix 142 References 148 8 A Child-Friendly Supervision: Inviting Children to Participate 151 Øyvind Kvello Introduction: Strengthening Children’s Position 151 Strengthening Children’s Self-Agency 158 Learning Organizations 160 An Inclusive Practice: To Keep Children in Mind 161 Concluding Remarks 162 References 162 9 Safety and Self-Care of the Supervisor 167 Arlene Vetere Introduction 167 Supervision and the Arousal of Anxiety 169 Empathy and the Supervisory Alliance 169 Attentiveness and Attunement 170 Supervision and Therapy: ‘The Continuous Flow of Our Work...’ 172 viii Contents Conclusion 174 References 175 Index 177

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