{"id":{"repo_id":"southwales","oai_identifier":"oai:pure.atira.dk:studenttheses/03f87fb7-b7f0-4b2e-8cd4-b12a2820049e"},"canonical_url":"https://search.dev.ndltd.org/etd/southwales/oai:pure.atira.dk:studenttheses/03f87fb7-b7f0-4b2e-8cd4-b12a2820049e","repository":{"repo_id":"southwales","name":"University of South Wales","base_url":"https://pure.southwales.ac.uk/ws/oai"},"display":{"title":"A Good Fit. What experienced secondary school-based counsellors require from their clinical supervision: a situational analysis of practitioners’ descriptions of best practice","abstract":"Aims: The purpose of this study is to investigate the requirements of experienced secondary school-based counsellors of their clinical supervision and gain an understanding of practitioners’ experiences of best practice.
Method: 17 experienced secondary school-based counsellors and /or supervisors participated in semi-structured interviews. A constructivist Situational Analysis grounded theory methodology was used to analyse and understand data.
Findings: One core category (‘A good fit’) encapsulates four theoretical categories (‘the supervisory relationship’, ‘understanding the working context’, ‘safeguarding’, and ‘the shared supervisory journey’). Threads that weave these categories together are: the containment and holding nature of supervision, safe ethical working regarding the client/therapist and supervisee/supervisor work , self-awareness on the part of both supervisee and supervisor, and the co-creation of reflective practice in supervision.
Conclusion: Experienced therapists require a depth of exploration within their supervision which requires a level of self-awareness on the part of both supervisor and supervisee. The collegial, co-created supervisory relationship allows for challenge to occur safely, and there needs to be a shared understanding of the secondary school as a working context for therapeutic practice. The study also indicates implications for supervisor training and professional development.
","abstract_html":"Aims: The purpose of this study is to investigate the requirements of experienced secondary school-based counsellors of their clinical supervision and gain an understanding of practitioners’ experiences of best practice. <br/><br/>Method: 17 experienced secondary school-based counsellors and /or supervisors participated in semi-structured interviews. A constructivist Situational Analysis grounded theory methodology was used to analyse and understand data.<br/><br/>Findings: One core category (‘A good fit’) encapsulates four theoretical categories (‘the supervisory relationship’, ‘understanding the working context’, ‘safeguarding’, and ‘the shared supervisory journey’). Threads that weave these categories together are: the containment and holding nature of supervision, safe ethical working regarding the client/therapist and supervisee/supervisor work , self-awareness on the part of both supervisee and supervisor, and the co-creation of reflective practice in supervision.<br/><br/>Conclusion: Experienced therapists require a depth of exploration within their supervision which requires a level of self-awareness on the part of both supervisor and supervisee. The collegial, co-created supervisory relationship allows for challenge to occur safely, and there needs to be a shared understanding of the secondary school as a working context for therapeutic practice. The study also indicates implications for supervisor training and professional development.<br/>","abstract_has_math":false,"creators":["Harries, Imogen"],"institution":null,"degree_name":"Doctoral Thesis","degree_level":"Student thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Conn, Carmel","Northway, Ruth"],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024","date_published":"2024","updated_at":"2026-07-24T04:39:51Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oai:pure.atira.dk:studenttheses/03f87fb7-b7f0-4b2e-8cd4-b12a2820049e"],"render_values":[{"text":"oai:pure.atira.dk:studenttheses/03f87fb7-b7f0-4b2e-8cd4-b12a2820049e","href":null,"code":true}]}]},"links":{"outbound_url":"https://pure.southwales.ac.uk/en/studentTheses/03f87fb7-b7f0-4b2e-8cd4-b12a2820049e","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Conn, Carmel","Northway, Ruth"]},{"key":"dc:creator","label":"Author","values":["Harries, Imogen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024"]},{"key":"dc:date.issued","label":"Date","values":["2024"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://pure.southwales.ac.uk/en/studentTheses/03f87fb7-b7f0-4b2e-8cd4-b12a2820049e"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Student thesis"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["Doctoral Thesis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["oai:pure.atira.dk:studenttheses/03f87fb7-b7f0-4b2e-8cd4-b12a2820049e","https://pure.southwales.ac.uk/en/studentTheses/03f87fb7-b7f0-4b2e-8cd4-b12a2820049e"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://pure.southwales.ac.uk/files/25841102/Imogen_Harries_PhD.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Aims: The purpose of this study is to investigate the requirements of experienced secondary school-based counsellors of their clinical supervision and gain an understanding of practitioners’ experiences of best practice.
Method: 17 experienced secondary school-based counsellors and /or supervisors participated in semi-structured interviews. A constructivist Situational Analysis grounded theory methodology was used to analyse and understand data.
Findings: One core category (‘A good fit’) encapsulates four theoretical categories (‘the supervisory relationship’, ‘understanding the working context’, ‘safeguarding’, and ‘the shared supervisory journey’). Threads that weave these categories together are: the containment and holding nature of supervision, safe ethical working regarding the client/therapist and supervisee/supervisor work , self-awareness on the part of both supervisee and supervisor, and the co-creation of reflective practice in supervision.
Conclusion: Experienced therapists require a depth of exploration within their supervision which requires a level of self-awareness on the part of both supervisor and supervisee. The collegial, co-created supervisory relationship allows for challenge to occur safely, and there needs to be a shared understanding of the secondary school as a working context for therapeutic practice. The study also indicates implications for supervisor training and professional development.
"]},{"key":"dc:title","label":"Title","values":["A Good Fit. What experienced secondary school-based counsellors require from their clinical supervision: a situational analysis of practitioners’ descriptions of best practice"]}]}],"canonical_facts":{"dc:contributor.advisor":["Conn, Carmel","Northway, Ruth"],"dc:creator":["Harries, Imogen"],"dc:date":["2024"],"dc:date.issued":["2024"],"dc:description.abstract":["Aims: The purpose of this study is to investigate the requirements of experienced secondary school-based counsellors of their clinical supervision and gain an understanding of practitioners’ experiences of best practice.
Method: 17 experienced secondary school-based counsellors and /or supervisors participated in semi-structured interviews. A constructivist Situational Analysis grounded theory methodology was used to analyse and understand data.
Findings: One core category (‘A good fit’) encapsulates four theoretical categories (‘the supervisory relationship’, ‘understanding the working context’, ‘safeguarding’, and ‘the shared supervisory journey’). Threads that weave these categories together are: the containment and holding nature of supervision, safe ethical working regarding the client/therapist and supervisee/supervisor work , self-awareness on the part of both supervisee and supervisor, and the co-creation of reflective practice in supervision.
Conclusion: Experienced therapists require a depth of exploration within their supervision which requires a level of self-awareness on the part of both supervisor and supervisee. The collegial, co-created supervisory relationship allows for challenge to occur safely, and there needs to be a shared understanding of the secondary school as a working context for therapeutic practice. The study also indicates implications for supervisor training and professional development.
"],"dc:identifier":["oai:pure.atira.dk:studenttheses/03f87fb7-b7f0-4b2e-8cd4-b12a2820049e","https://pure.southwales.ac.uk/en/studentTheses/03f87fb7-b7f0-4b2e-8cd4-b12a2820049e"],"dc:identifier.uri":["https://pure.southwales.ac.uk/files/25841102/Imogen_Harries_PhD.pdf"],"dc:language":["eng"],"dc:relation.isreferencedby":["https://pure.southwales.ac.uk/en/studentTheses/03f87fb7-b7f0-4b2e-8cd4-b12a2820049e"],"dc:title":["A Good Fit. What experienced secondary school-based counsellors require from their clinical supervision: a situational analysis of practitioners’ descriptions of best practice"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["Student thesis"],"dc:type.qualificationname":["Doctoral Thesis"]},"updated_at":"2026-07-24T04:39:51Z"}