This self-access class explores the opportunities, challenges and responsibilities associated with individual, group and online supervision.
Participants will consider how individual supervision can provide a contained reflective space for exploring uncertainty, emotional responses and therapeutic work while maintaining appropriate boundaries and a clear focus on service user care. The class also examines the value of group supervision, including shared learning, multiple perspectives, group dynamics and the reduction of professional isolation. Online supervision is explored across video, audio and text-based formats, with attention to accessibility, communication, confidentiality, boundaries and technological readiness.
These sessions are being developed as part of a wider pathway to supervision. At present, each self-access class can be purchased individually, either as professional development for those working towards supervision or as continuing professional development for existing supervisors. We will release further information about the pathway, including how the sessions fit together once the associated competencies and wider framework have been finalised.
Class Structure
- The purpose, strengths and limitations of individual supervision
- Safety, containment, power and boundaries within supervisory relationships
- The value and dynamics of group supervision
- Group membership, structure, contracting, confidentiality and participation
- Case-focused, process-focused and reflective approaches
- Video, audio and text-based online supervision
- Ethical, relational and technological considerations
- Reflective exercises to support professional application
Learning Outcomes
By the end of this self-access class, participants will be able to:
- Compare individual, group and online supervision formats.
- Identify the ethical, relational and practical considerations associated with each approach.
- Recognise how power, safety, boundaries and group dynamics influence supervision.
- Consider how different supervisory approaches can be adapted to practitioners, service users and professional settings.
- Reflect on their own supervisory practice and development needs.
About the Trainer
Terry Hanley, is a Professor of Counselling Psychology in the Manchester Institute of Education, University of Manchester. He is a HCPC registered Counselling Psychologist and a Fellow of the British Psychological Society. He is a current member of COSRT’s Standards Committee.
Terry is co-editor of The Sage Handbook of Counselling and Psychotherapy (4th and 5th editions; Sage Publications) and co-author of Key topics in Counselling Psychology (BPS/Routledge), Introducing Counselling and Psychotherapy Research (Sage Publications) and Adolescent Counselling Psychology (Routledge). His major research focus is the interface between technology and therapy, with extensive work on the development of online therapy and, increasingly, the use of AI to support wellbeing. Terry has published widely on these topics and contributes to policy and practice guidance for digital mental health provision.
