Since training with Nick Duffell, Helena Lovendal and Joy Shaverien, I’ve regularly facilitated 2-day and 1-day workshops to raise awareness amongst Counsellors and Psychotherapists of The Boarding School Experience:
i to explore what it means to go to Boarding School:
in terms of separation and disrupted attachment
in relation to hierarchy of needs and age-appropriate development
in terms of trauma, survival and recovery
ii to consider the necessity for each child to adapt to institutional living, and particular adaptations for this particular form of institution
iii to explore the process of constructing a ‘Strategic Surival Personality’ (Duffell, 2000)
iv to consider how living in surival mode in adulthood can limit enjoyment, affect relationships of all kinds and inhibit intimacy
v to explore ways the therapist can recognise Boarding School wounds (of loss, shame, double-bind of ‘privilege’), even and especially when not explicitly named
vi to identify ways a client’s attachment to his or her ‘Strategic Survival Personality’ can inform the therapeutic relationship
Highly recommended reading:
The Making of Them by Nick Duffell (Lone Arrow Press, 2000)
Boarding School Syndrome, The psychological trauma of the ‘privileged’ child by Joy Shaverien (Routledge, 2015)
Next date to be arranged – enquires by email or phone welcome
firstname.lastname@example.org 01392 969380 / 07812983803
Just as I feel passionate about therapists experiencing being clients themselves as an integral part of training and later on as-and-when needed (see below), so I’m passionate about adequate supervision – in terms of quality and quantity.
And, just as relationship lies at the heart of therapy, so it does in supervision. The quest for a supervisor is a process in itself, assessing your own particular needs and whether, and how, your supervisor responds.
I welcome enquiries from both experienced therapists and newly-qualified practitioners.
Having worked with many supervisors since I began practising twelve years ago, I know what it is both to dread and to look forward to supervision sessions. The latter works best! Feeling safe in supervision allows for the deepest personal enquiries and challenges.
THERAPY FOR STUDENTS AND QUALIFIED PRACTITIONERS
I’ve heard it argued that therapy undertaken not-voluntarily but solely as a course requirement or ongoing CPD requirement has little or no value. My response to that is: ‘how can anyone presume to practice safely, creatively and with integrity with others without self-curiosity?’
Initially this may need fostering: the door to self-awareness comes in many guises. Recognising personal issues – especially common during training but also ongoing throughout practising – is not enough; awareness is an emotional as well as cognitive process. Lack of awareness increases the risk of acting-out: unmet emotional needs have a way of homing in to vulnerable clients. The more these addressed in the therapeutic space, the less chance of unethical practice.
To that end, I offer students of counselling and newly-qualified practitioners a sliding-scale fee structure – to encourage and enable you to engage in the therapeutic work you decide you need.