SERVICES

Clinical supervision from a traditional perspective, which is usually mostly  Implemented from public policy, it is an intervention with an evaluative purpose of the performance of the professional that pursues or seeks to control the quality of the interventions and thus facilitate the effectiveness of the interventions. For us, this vision of the  clinical supervision tends to be  approached from a managerial approach and is generally approached from the perspective of the supervisor (as an expert) and their definition of what is supposed to be: “good or bad practices”, generating power differences between the supervisor and the supervised person, thus enhancing the Feelings of fear, anguish and low self-esteem in the supervisee (Ituarte, 1991; White, 2004; O'Neil and Del Mar, 2018). In other words, supervision becomes an instance where someone with more power and experience criticizes the intervention carried out, quickly delivering supposed solutions of some techniques that the supervised should have considered in their actions. In relation to the above, and in a generalized way, there is confusion in the intervention scenarios, which is observed between clinical counseling (aimed at strengthening the  techniques for intervention), administrative supervision (supervision of folders or files  for example) and clinical supervision (supervision of therapeutic processes and ethical aspects).

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From a contemporary, critical, poststructural and anti-oppressive perspective, ICHTSC professionals understand clinical supervision as an opportunity to develop reflective and reflective learning in collaboration with professionals.  the development of an ethical practice whose purpose is Social Justice. For us in clinical supervision processes, supervisors fulfill the roles of mentors, guides, tutors and advisers through the ethical principles of Clinical Co-Vision and Collaborative Clinical Supervision. We consider that years of experience are not sufficient to fulfill clinical supervisor functions and that advanced postgraduate training is required in specific clinical supervision methodology. Our professionals supervise from a collaborative supervision model where the supervisor and the supervised collaborate in an egalitarian and shared relationship from a strengths approach, asking questions that promote the professional's reflection, also integrating aspects of the therapist's person. From this supervisory approach, hypotheses are co-constructed and possible interventions are developed together. Supervision can be carried out in an individual or group setting, through peer supervision with the guidance and guidance of the clinical supervisor or supervisor.