Clinical Supervision

Don is registered with the Australian Association of Social Workers (AASW) and offers clinical supervision to help social workers. Don can also deliver clinical supervision for Registered Counsellors, Allied Health Professionals and other human services professionals such as Rehabilitation Counsellors, Community Workers and Youth Workers. Professional supervision in social work is defined as: "a forum for reflection and learning and an interactive dialogue between at least two people, one of whom is a supervisor. This dialogue shapes a process of review, reflection, critique and replenishment for professional practitioners. Supervision is a professional activity in which practitioners are engaged throughout the duration of their careers regardless of experience or qualification. The participants are accountable to professional standards and defined competencies and to organisational policy and procedures" (Davys & Beddoe, 2010). In addition to his 25 years’ practice experience, Don has also recently refreshed his clinical supervision knowledge with completion of the AASW’s Advanced Supervision Program and the Bouverie Centre’s (La Trobe University) Clinical Supervision Program. The investment for Clinical Supervision is $240 (GST incl) per session including minutes and sharing of relevant resources.

  • Student Social Workers

    Early Career Social Workers

    Accredited Mental Health Social Worker

    Social Workers seeking AMHSW Accreditation

    Human Services Workers

    Counsellors

    Rehabilitation Counsellors

    Case Managers

    Youth Workers

    Community Workers

    NDIS Workers

    Other Allied Health Professionals

    • accountability (to supervisees, to their clients, to the organisation and to the profession);

    • reflection (the process of thinking about the past, in the present in order to learn for the future);

    • support (encouragement, guidance, validation, etc.);

    • education (modelling, instructing, role-playing, referencing reading, explaining, etc.);

    • offers protection to clients (cases are reviewed); 

    • offers reflective space to practitioners (enabling insights for improvement); 

    • helps practitioners identify their strengths, weaknesses, biases and world views; 

    • helps learning from peers; 

    • offers the opportunity to keep up to date with professional developments;

    • alerts practitioners to ethical and professional issues in their work and creates ethical alertness;

    • provides a forum to consider and hold the tensions that emerge from the needs of various stakeholders in a supervisee’s work (the organisation, the client, the profession);

    • allows practitioners to measure the impact of their work on their lives and identify their personal reactions to their professional work (a health-and-safety early warning system);

    • offers a third-person perspective (feedback) from the supervisor who is not part of the client system;

    • is ultimately for the welfare of, and better service to, the client;

    • creates a forum/platform of accountability for all those to whom the practitioner is accountable (organisation, clients, profession etc.) in areas such as competency, knowledge and acceptable standards of work; and 

    • updates workers to the best in innovation, insights and research in their chosen areas of work. 

  • Association of Child Protection Professionals

    Australian Association for Cognitive and Behaviour Therapy

    Australian Association of Psychologists, Australian Association of Social Workers

    Australasian Society for Bipolar and Depressive Disorders

    EMDR Australia, EMDR International Association

    Employee Assistance Professional Association of Australia

    International Association for the Scientific Study of Intellectual and Developmental Disabilities

    International Association for Suicide Prevention, International Society for the Study of Trauma and Dissociation

    International Society for Traumatic Stress Studies

    Neurofeedback Institute of Australia and Social Work England

  • • accountability (to supervisees, to their clients, to the organisation and to the profession);

    • reflection (the process of thinking about the past, in the present in order to learn for the future);

    • support (encouragement, guidance, validation, etc.);

    • education (modelling, instructing, role-playing, referencing reading, explaining, etc.);

    • offers protection to clients (cases are reviewed);

    • offers reflective space to practitioners (enabling insights for improvement);

    • helps practitioners identify their strengths, weaknesses, biases and world views;

    • helps learning from peers;

    • offers the opportunity to keep up to date with professional developments;

    • alerts practitioners to ethical and professional issues in their work and creates ethical alertness;

    • provides a forum to consider and hold the tensions that emerge from the needs of various stakeholders in a supervisee’s work (the organisation, the client, the profession);

    • allows practitioners to measure the impact of their work on their lives and identify their personal reactions to their professional work (a health-and-safety early warning system);

    • offers a third-person perspective (feedback) from the supervisor who is not part of the client system;

    • is ultimately for the welfare of, and better service to, the client;

    • creates a forum/platform of accountability for all those to whom the practitioner is accountable (organisation, clients, profession etc.) in areas such as competency, knowledge and acceptable standards of work; and

    • updates workers to the best in innovation, insights and research in their chosen areas of work.

    • Issues of competence: skills, mastery, technique, decision making and appropriate action.

    • Issues of emotional awareness: knowing oneself, differentiation of feelings, ability to use one's own reactions and emotions diagnostically.

    • Issues of autonomy: sense of one's own choices and decisions, independence and self-directedness, sense of self.

    • Issues of identity: theoretical consistency, conceptual integration, sense of self as a therapist, limits of self.

    • Issues of respect for individual differences: deep and basic respect, active effort to understand, appreciation of difference.

    • Issues of purpose and direction: formulation of treatment plan, long and short term goals, cognitive map of client progress.

    • Issues of personal motivation: personal drives and meaning, reward satisfaction, complex and evolving nature of motivation.

    • Issues of professional ethics: legal issues, professional standards, integration into ongoing practice.

  • Child, adolescent and adult mental health

    Child protection

    Juvenile justice

    Disability

    Complex and developmental trauma

    Statutory environments (child protection, violence, mental health, juvenile justice, family court)

    Crisis interventions

    Debriefing and safeguarding

    National Disability Insurance Scheme (NDIS)

    Victims of Crime

    Housing and homelessness

    Cognitive Behaviour Therapy

    Sensorimotor Psychotherapy

    Eye Movement Desensitisation and Reprocessing (EMDR)

    Neurofeedback training

    Leadership and change

    Neurodiversity (ASD, ADHD, FASD, FND)

    Positive Behaviour Support

    Veterans Affairs

    Neuro-affirming Practice

Experts in complexity.