Processing a Supervisor's emotional response to issues of Power, Privilege and Race in Supervision of supervision using PPRR

This presentation explores aspects of the supervisory relationship between the presenters through analysing a video of a supervision session.  Parveen brings issues of ‘Power, Privilege and Race as they arise in her practice as a supervisor.  In particular, Parveen requests that John helps her to explore her emotional response to these issues.   Relational reflexivity is used to make critical choices in the direction of travel in the session.  Participants are invited to join in analysing the session  using VIDEOO:  View … Interrupt … Deconstruct … Explore …. Open Opportunities.  Workshop participants are invited to explore the visible & voiced differences in Social and Personal GRACES between Parveen and John.   In the video you may also hear the voiced similarities of their professional GRACES in their shared use of the framework of ‘Problems-Possibilities, and Resources-Restraints’ (PPRR) as a framework shared and used within the video to process the reason/request for supervision.   

Briefly, PPRR is a model for PPRRactice in both therapy and supervision:

Problem:  usually describes a supervisee ‘coming as they are’ to supervision.  It may be variously described as a stuckness; puzzle, dilemma, uncertainty, fear, fantasy or FOMO

Possibilities:  may describe ‘how they aspire to become’ in their practice.  It may variously be described as becoming unstuck, feeling reassured, receiving guidance, feeling inspired, better equipped to practice differently, understanding the client better, understanding themselves differently

Resources: May be thought of at least in two ways: a) what is needed to resist the pull of the problem; and b) what is required to generate, engage with and amplify possibilities

Restraints:  Those ideas and practices that a) keep a professional pinned into a problem state; b) prevent them from stepping into and engaging with possibilities

Each participant will receive a 'Workshop Booklet' designed to guide them through the workshop.  It will provide an overview of the model, definitions of  each aspect, an annotated  transcript of the supervisory conversation and suggested ways to introduce this into their practice.  It also provides space to allow them to record their experience during the workshop through writing, drawing etc.