Supervision

by Eva Bleicher

The themes of the IFF Assemblies develop out of a process. From Continuous Learning (Malm 1998), to Quality and Competence (Baltimore 1999), and Concretizing our Visions: There Is No Limit To Improvement (Neuburg 2000). The question of our group was this: Is continuous learning in peer groups a way to improve quality and competence? How can we concretize this vision?

During the year, we collected articles from practitioners, assistants and trainers about their experiences and ideas surrounding continuous learning. On the basis of this working document, we started our work with a practical experience.

The articles that were collected were connected to themes such as as peer group learning, self study, supervision and mentorship. These can be classified in two categories:
1) Articles about experiences
2) Other practical guidelines, like recipes that can be used immediately in study groups.

The one we chose to start the process was of this latter category. It was an instruction for an FI lesson, done nonverbally, by several practitioners working together. Each worked no longer than five minutes in a row on one member of the group. Afterwards, we discussed our experiences and reported the results back to the Assembly.

At our next session, following this very pleasant experience, we approached the question of how this kind of peer group learning can be a way to improve the quality of our work.

We came up with several questions, statements and ideas.

• Who is quality and competence for? Is it for me to know if I am a good practitioner? Is it for you to know if I am a good practitioner? Is it for the public to know if I am a good practitioner? Is quality for better practitioners?
• Peer group learning improves quality and competence. We found that peer group learning is a form of ongoing learning that helps to improve self-evaluation and self confidence. Through "safe" feedback and cooperation in the community, without competition, through teamwork in a trusting and safe environment, it will enhance the quality of our work.
• The group supports the idea of a "cookbook" with "recipes" that can be used in peer groups.

In our third meeting we discussed which tools we want to use to concretize our ideas. We used the list of tools presented in the Assembly and discussed the advantages and disadvantages of these tools for our purposes.

We reported back to the Assembly with the following recommendations.

by Werner Kraus

The IFF survey, "How to be a Successful Practitioner," revealed that many colleagues believe supervision is one of the major needs within the Feldenkrais community. Starting from this point, the core question of our working group was, "what kind of supervision do we need to enhance the quality of Feldenkrais work?" A group of 11 people from nine different countries formed to discuss this.

As often happens in an IFF working group, we had to first clarify the different meanings of the term "supervision" in respect to different languages and cultures. In France and Germany (at least in the recent past), supervision is very much connected with the negative connotation of control. However, use of this term in psychotherapy has led to greater acceptance. In Holland, and indeed other European countries, regular supervision is compulsory to maintain certification in certain professions such as physiotherapy, occupational therapy and psychotherapy.

Questions posed in the first round of discussion:

• Is supervision actually necessary to improve quality & competence?
• Up to what level is supervision needed?
• Is supervision generally a way for a practitioner or a student to feel safe?
• Is supervision needed in the training programs?
• Who supervises trainers?
• What makes us aware of the need for supervision?

Outcome of the second round of discussion

This was more concrete. We agreed that we have to make a distinction between a) Feldenkrais skills-related supervision and b) interpersonal skills-related supervision. Tools for Feldenkrais skills-related supervision would be trainers, assistant trainers and experienced practitioners. Tools for interpersonal skills related supervision would be professionally trained supervisors. As an option for the future we would like to go for a combination of a + b = Feldenkrais teachers trained in supervision.

Outcome of the third and final discussion

The group made the proposal that an ongoing working group be formed to include: Francesco Ambrosio (Italy), Sylvia Weise (Germany), Marianne Costa (France), Werner Kraus (Austria), Wolfgang Aigner (Austria), Kristin Ruder (Norway), Rosalia Odessky (Argentina), Marianne Lacina (Switzerland), Francesca White (Australia), Ute Ruge (Germany).

The working group wants to communicate via email and perhaps have its own page on the website. It will report to the next Assembly and maybe prepare a special issue on supervision for the IFF Journal.

The working group made the following commitments:

For materials to create your own version of this workshop and give it in your community, please...

To view Pilot Supervision workshop evaluation