Marshall Psychological Services


Aim of supervision

The aim of supervision is to develop competence and confidence in the supervisees professional functioning and maintain their wellbeing, while safeguarding client care.

To meet these aims, the supervision process involves undertaking a self-reflective review of practise while discussing professional issues to ensure quality of service, improve practise and manage the impacts of professional work upon the supervisee.

The purpose of self-reflection is to generate an ongoing process of renewal and to expand the supervisees capabilities.

All of the above are achieved under an umbrella of promoting and maintaining high professional and ethical standards.

My approach to supervision

I believe the most important parts of supervision are a trusting relationship and a collaborative approach. Both of these are essential for effective supervision and enable the supervisee to develop professionally within a reflective and restorative space. I believe the cornerstone of

effective supervision is reflection.

I have built these beliefs from my own experience, as well as listening to what research tells us. A strong supervisory working alliance predicts higher working satisfaction, decreased work-related stress, lower levels of burnout, improved self-awareness and wellbeing. These are all outcomes I aim to achieve within supervision, whilst also developing an environment that will foster reflection and lead to learning and development.

Prior to starting supervision, I meet with potential supervisees to discuss their needs and expectations of supervision. This ensures what I can offer matches what the supervisee needs, as well as ensuring the way we work is compatible. At the start of supervision, we draw up a supervision agreement so we’re both clear about boundaries and our approach to working together.

While I’ve been trained in several clinical theories I don’t strictly adhere to one as a basis for supervision structure. It’s probably useful to know that my work with clients is based on ACT (Acceptance and Commitment Therapy). For me this means that I support clients to identify their values and ways to live by these, with the aim of increasing their ability to lead a rich, full and meaningful lives.

I supervise within my area of competence, so if I am supervising a clinician who is not a psychologist, I would expect them to access profession specific supervision as required.

The model I use in supervision

I believe self-reflection is the cornerstone of supervision, as it promotes critical thinking, ethical decision making and problem solving. The reflective model is one of the Developmental Models and takes into account the developmental stage of the supervisee. It also views the supervisee as having the ability to learn and develop further within the concept of life long professional learning, as well as my own development as a supervisor.

Principles which underlie reflective practise are setting up a safe environment, trusting the exploratory process and not jumping to problem solving, spending time to notice and name, adopting a curious approach, and embracing (not judging) whatever comes up.

I use various tools within supervision, the most well-known of which is Kolb’s structured reflection cycle. All tools are strengths based and promote the practise of reflecting and learning, putting learning into practise and consolidating new learning and skills. 

Are you looking for a supervisor?

I provide supervision online, so I'm able to work with clinicians in any part of Aotearoa New Zealand as long as you have internet connection.  I'm also able to offer supervision on a mobile basis within central Auckland (I can met you at your place of work, location dependant). 


If you would like to approach me about providing supervision, click here for my contact details.

Supervision metaphor

Street lamp metaphor – paraphrased from training with Daf Hewson:

A women out walking in the evening sees someone crouching down on the ground. The woman asks the person what they’re doing, they say “I’m looking for my keys”. The woman helps to look for the keys but neither of them can find them. The women asks, “Are you sure you dropped them here?”, the other person says “no I dropped them over there in the darkness, but I don’t have a torch”.

For me this metaphor beautifully shows why looking at things that are obvious, or that are already known won’t help us grow or develop. With support, reflecting in the hidden areas can shine lights into new areas of growth. 

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