Is a useful technique as it switches from talking about an issue to experiencing and acting out what has happened or might happen in a therapeutic session. You can set up the scene formally with providing background information to the case, or simply segue into the role play.
’Let’s do a demonstration on how you would introduce a ‘values exercise’ in the therapy session? What would say to the client?’
By acting out ‘how to’ apply certain skills the supervisee can practice how to deliver an intervention and get feedback on their performance and ways to improve their questioning skills. The supervisor can also demonstrate how it is done.
In role reversal the supervisee changes roles with the client. This provides ‘insight’ into how the client might be feeling and the supervisee can try out different questioning techniques to test out how to work with the client once they return to the therapy room.
Using genograms to map out the client’s background is a very helpful experiential technique that not only gives information to the client but unpacks systemic understanding of influencing and transgenerational patterns for the client/family. Using this experiential technique helps the supervisee to tell the client story/narrative highlighting repeating patterns/gaps/themes that can be further explored in the therapy session. This YouTube video shows how using genograms can open up new understanding for the client and the clinician
Whiteboard/visual work (art therapy/drawings)
Using the whiteboard in supervision to map out the clinical picture and all information known about the client is a useful tool to expand the lens ‘the map is not the territory’
I find that starting with the genogram it is helpful for the supervisee to add relevant background information known about the client on the board. You can also then use the board to map out other pictures about the client (closeness and distance/hierarchy/wider systems issues – who else is involved/timeline etc., )
Sculpting provides a visual means of viewing relationship dynamics and is particularly helpful to use in a group supervision context. It is interactive and employs kinaesthetic learning and reflection. The supervisee is asked to pick people from the group who can represent each family member and place them in a physical relationship to each other and in postures that represent their relationship (close, fused, distant, caring, angry etc.). A discussion about what comes from this sculptor then takes place providing new insight to the relationship.
Try out some of these ideas in your next supervision session to provide variety for new learning and reflection. You will find they will provide new opportunities and enliven the discussion both in individual and group contexts.