SUPERVISION
Supervision that holds you, not just the system.
Professional supervision for allied health practitioners and clinical supervision for Developmental Educators. Specialising in neurodivergent practitioners and those who support neurodivergent people. Online across Australia.
PURPOSE
This supervision is for practitioners who want somewhere to consider their work, and themselves in it.
It keeps the conditions around the work in the frame alongside you. The systems shaping a client’s life, and who holds what power.
It is for practitioners who work on their own and for practitioners who work inside organisations.
CONTEXT
You work with people and you work inside caseloads, funding rules, reporting requirements and policy that changes without notice. Both are the work.
This supervision holds your practice and the conditions around it in the same frame.
Naming them shifts their weight off you, while the responsibility for your own decisions stays with you.
PROCESS
Before we commence you complete the supervision agreement and profile, then before each session you receive a pre-session online form. The session runs fifty minutes, online. We start with what you have brought in with follow-ups and priorities.
We then look at the themes you want to consider. These may be you in the work, your reasoning and your decisions, the person the work is for, how the work is set up, or the funding, policy and obligation around it. The session gives the same attention to you as to your practice, because supervision includes being seen and held alongside the work.
We finish by defining what you are managing, your next steps, and what you want to consider before we meet again.
FOCUS
Supervision carries three functions and we hold all three.
Learning considers your reasoning, your formulation, the models you draw on and the decisions you make.
Restorative attends to you as the person doing the work. It is often the first part dropped when supervision gets short, so we hold it deliberately.
Standards covers scope, professional obligation, ethics and knowing when something needs to go elsewhere.
On the pre-session form you note the themes you want to bring and what needs the most time, so we can set a clear agenda and use the time effectively.
approach
PACE
We work at your pace and with your capacity as it is on the day, so we pause when you need to and move forward when the time is right.
Capacity varies, and the session has to work with where you are rather than where a schedule says you should be.
I attune to your style and your way of working, because supervision works best in a safe and supportive space where you can bring the whole of yourself and your practice.
I hold the themes of your work in mind while we work on the detail, so each session builds on the last.
Preference
We explore what you need to work well, because preferences are integral to the work and the session should align with you from the start. This covers how we meet, how the session runs and what supports your experience, and we build it in from the first session.
The same applies to your practice, so we explore the hours you set, how you structure your day, how you manage your environment and the choices you make about disclosure, because working in ways that suit you is part of working well.
Inclusiveness means the way we work is developed around you, so you can participate fully and as yourself.
STYLE
We begin with curiosity and work collaboratively on what matters in your practice, because the choices about where we go stay with you.
I ask questions before I offer an opinion, because the understanding you reach yourself is important.
My knowledge is one source among several, so I scaffold your reasoning to support the development of your own expertise.
Feedback is balanced, specific and actionable, and I give it as trust builds, because mutual respect and trust are what make the process supportive and effective.
journey
I bring an open mind and a creative and inclusive process to your practice, because impartiality is what lets you consider your own work freely.
I offer empathy from a peer perspective, because the funding rules, policies and expectations we all work within carry a weight that deserves to be named.
My clinical work with autistic, ADHD and AuDHD people and their families is where my integrative person-centred practice was formed, so I bring that same stance to you as the practitioner while you remain the expert in your own work.
Developmental Educator, Full Member and accredited Clinical Supervisor with Developmental Educators Australia. Full member of the Australasian ADHD Professionals Association and the Australian Clinical Supervision Association. Affiliate member of the Australian Psychological Society and the League of Autistic Psychologists and Affirming Colleagues.
Bachelor of Social Science (Psychology and Social Statistics). Post Graduate Certificate in Disability and Ageing. Certificate of Attainment in Professional Supervision.
more to know
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The fee covers sixty minutes. Fifty minutes are the session itself and ten minutes are my preparation and written work, so each session is documented and the next one is planned. A session costs $200 including GST, invoiced after each session with payment due within seven days.
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Yes. A free thirty-minute session is scheduled online, so we can talk about what you are looking for and whether this supervision aligns with you before you decide to schedule any future sessions. When you schedule your first full session you complete a profile and a short online form, and the same short form comes before every session after that, so we start from what is relevant to you.
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When you schedule your first full session, you review and agree to the Supervision Agreement and complete your profile, so I arrive knowing your preferences, your priorities and what supervision has been like for you before.
Tell me what your profession requires of you and raise it where the focus or the pace of our supervision needs adjusting, so the supervision stays yours.
Before every session, including the first, a short online form sets the agenda for the fifty minutes.
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Supervision asks something of you as well, because the session works from what you bring to it.
You set the agenda through an online form before each session, so the fifty minutes go to what you have chosen.
Bring the work as it is, because the unfinished and the uncertain are where supervision does its most useful work.
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Supervision is held within the scheduled session, so the work between sessions is yours to develop and explore through the follow-ups we agree. Anything urgent goes through your own professional and crisis processes, because those are structured to respond at the time when it is needed.
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Two business days’ notice means the session can be moved without charge. Where the notice is shorter the full fee applies, because the time was held for you. Where you arrive late the session still finishes at the scheduled time.
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Allied health practitioners who want professional supervision and Developmental Educators who want clinical supervision. It is for practitioners who work on their own and for practitioners inside organisations, with a particular focus on neurodivergent practitioners and those who support neurodivergent people. It is also for any other profession working with neurodivergent people and their families who would like insight and knowledge on how to support them effectively.
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Your profession sets its own requirements for supervision, including the hours and the type of supervisor. Those requirements stay with your profession. Tell me what your profession requires of you, so we know from the start which requirements this supervision meets and which are met elsewhere.
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What you bring to supervision stays between us using the agreement guidelines. I keep notes from each session on an encrypted drive, archived for two years after supervision ends and available to you on request, so there is a record of the work for both of us.