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Invited speakers

Day One: Ms Elisabeth Shaw

e-shawElisabeth Shaw BA (Hons) MCFT; M.Mgt; M.Prof.Ethics is a counselling psychologist specialising in systemic therapy (relationships, families and workplace teams). In addition she consults to  individuals and teams across diverse industry groups in the public and private sectors, as well as providing leadership/executive development and also ethical development coaching. Over the last fifteen years she has been increasingly working with ethics and moral philosophy in a range of ways: teaching ethics in counselling and psychotherapy programs, supervising at the St James Ethics Centre, participating on ethics committees for a number of professional associations, and in writing a column on ethics in practice called "Sacred Cows and Sleeping Dogs" for the journal Psychotherapy in Australia. She has published articles in areas of clinical practice as well as in supervision/consultation, ethics and teaching practice. She is the co-editor (with Jim Crawley) of Couple Therapy in Australia; Issues Emerging from Practice (Psychoz, 2007) and the co-author (with Dr. Michael Carroll) of Ethical Maturity in the Helping Professions; Making Difficult Decisions in Life and Work, Psychoz (2012). 


Shouldering all burdens: Managing the invitation to be ethical backstop

When facing an ethical issue or dilemma, most clinicians will say that their first port of call will be their supervisor. In the role of senior mentor, this may be appropriate. However what does it require in practice? What knowledge, skills and networks are supervisors supposed to have? How are supervisors to respond? Is knowledge of clinical practice sufficient, or is something more required? In being an ethical reinforcement of sorts, does this leave supervisors open to vicarious liability when things go awry? Supervisors are an invaluable resource, but can sometimes be called to be "all things to all people" without sufficient support, training or backup themselves in areas of ethical practice. This paper will consider the ethical demands placed on supervisors and how to approach matters involving ethical practice.

Day One: Dr Martin Cohen

Martin Cohen graduated from Sydney University Medical School and undertook training in psychiatry in Newcastle. He has a strong interest in research and teaching, and was the Director of Psychiatry Training for the Hunter New England Training in Psychiatry unit (HNET) for 8 years. He has published in the area of education and training, functional brain imaging and substance use, service evaluation and epidemiology. He is currently acting Director of Mental Health Services for the Hunter New England Health Service and a member of the Executive Leadership Team for the Health District.


Using models of supervision in the retention of Psychiatry Registrars

Education and training are at the core of the development and progression of quality systems in healthcare. It is well known that there  are global shortages in the medical workforce and Australia is a large net  importer of medical expertise from other countries. In this paper I will discuss how we transformed our education and training systems in a medium-sized mental health service with both rural, semi-rural and metropolitan service bases, including the development of a junior workforce structure through the implementation of high quality, targeted education and evidence based recruitment processes

Day One: Mr Philip Hilder

Philip Hilder has practised as a counsellor, and psychotherapist since 1990 and was registered as a psychologist in 2003. He has worked in the addictions and mental health field with government and non-government service providers. Philip’s clinical interest is in complex trauma assessment and treatment and his preferred treatment method is Hakomi Therapy. Hakomi is a mindfulness based, somatically oriented psychotherapy, that stems from the USA. Philip has offered teaching and supervision on complex client presentations since 2000. He offers individual and group based clinical supervision to numerous services across Sydney and NSW.


Group based clinical supervision for counsellors with complex clients

There are multiple challenges but many rewards in providing group based clinical supervision to counsellors who work with complex clients. Not only does the supervisor need to ensure the best clinical outcomes for the counsellors clients, he or she has to ensure that formative (skills learning), normative (professional standards) and restorative (burnout prevention) learning outcomes for the supervisees are achieved. The supervisor needs to work to promote a healthy culture within the group and within participant’s respective workplaces. Confidentiality of participant’s sharing needs to be ensured, and supervise empowerment, facilitated. To achieve this plurality of effective outcomes, the supervisor needs clear clinical models for reference, and the supervisor is advised to employ mindful, relational, and adult learning principles’. These factors will be explored with reference to current group supervision examples.

Day One: Dr Frank Meumann

Dr Frank Meumann is President of the Balint Society of Australia and New Zealand. He is an accredited Balint group leader and leader trainer. He has been leading Balint groups since 2005. He currently leads four ongoing Balint groups. Dr Frank Meumann is a general practitioner and medical educator from Hobart. He has been involved in general practice vocational training for 25 years, having initially been a GP supervisor then State Director of the RACGP Training Program. He later took on the role of CEO of General Practice Training Tasmania. Dr Meumann has a special interest in the doctor-patient relationship and in teaching doctor-patient communication.


Freedom to conjecture within the Balint group – powerful supervision for mental health professionals

Dr Michael Balint, a psychoanalyst, and his wife, Enid Balint, established the first Balint group in 1950. It was a group of general practitioners interested in exploring their relationships with patients. The work of the group led to new understandings of the patient, the doctor and the doctor-patient relationship in the general practice setting. The Balint group method has been of increasing interest to doctors and other health professionals over the last sixty years. There are active Balint organisations and Balint groups in Australia, New Zealand, North America, United Kingdom, Europe, Scandinavia and the Middle East. The presenter will describe how a Balint group works. He will outline how Balint groups provide unique and valuable supervision for mental health clinicians. The presenter will talk about the world Balint group movement, with particular reference to Balint group activities in Australia and New Zealand. There will be clarification of the pathway to Balint group leadership accreditation with the Balint Society of Australia and New Zealand. There will be a ‘how to’ section on establishing a Balint group within a professional community or an institution.

Day Two: Dr Kathryn Nicholson Perry

Kathryn Nicholson Perry is Senior Lecturer and Course Advisor / Placements Coordinator for the Master of Psychology (Clinical Psychology) course at the University of Western Sydney. Having completed her clinical training at the Institute of Psychiatry in London, she has been involved in the teaching and supervision of clinical psychology students both in the UK and Australia for twenty years. Recently she has been part of a collaboration with other clinical psychology trainers reviewing assessment methods for evaluating student progress on placements. She was appointed as a member of the Sydney Interdisciplinary Clinical Training Network in October 2012.


Supervising in a new landscape: Integrating recent changes into the supervision of psychology students

The advent of national registration of psychologists has brought with it many changes, including the need for Psy.BA approval of supervisors of all provisional psychologists, and changes to a more explicit competency based approach to assessment with associated revisions to the competency domains. This session will summarise and review the implications of these changes, including the modifications to supervision methods required to address them.

Day Two: Dr Paul Rhodes

Dr Paul Rhodes is Senior Lecturer in the Clinical Psychology Unit, University of Sydney where he teaches family therapy, supervises research and convenes the interest group Qualitative Research in Psychology.


Why Reflective Practice: Five Studies in Profile

This presentation advocates for the central role of reflective practice in clinical work by reporting on five studies recently completed by the author and Doctorate students at the University of Sydney.

  1. An exploration of personal life narratives of beginning psychology students
  2. An interpersonal process study of distress experiences by intern clinical psychologists in the therapy room
  3. A participatory action study of reflective panel-based systemic supervision in developmental disabilities
  4. A study of Family of Origin Coaching in a Child and Adolescent Mental Health Service
  5. A comparison of first and second order reflecting teams in family therapy.

Together these studies highlight the critical role that personal transparency and systemic reflection can have in the provision of clinical services.

Day Two: Dr Joan Haliburn

Joan Haliburn is a Child, Adolescent and Family Psychiatrist in private practice in Drummoyne. She is a senior training and supervising faculty member, Complex Trauma Unit which is a treatment and training facility of the Western Sydney Health Region at Cumberland and Westmead Hospitals; and senior clinical lecturer, University of Sydney, Division of Psychological Medicine. She is a former president of the Australia & New Zealand Association of Psychotherapy; and its former director of training. She was associated with the supervisor training course of the same organization for many years. She supervises psychotherapists and clinicians from a variety of disciplines.


On becoming a psychotherapy supervisor – triadic systems in the microanalysis of the supervisory process

I propose a developmental systems model of supervision involving triadic systems of supervisor/therapist, therapist/patient, patient /supervisor within which a complex relationship occurs. In the context of this model I will describe six phases in the development of a supervisor which I have found helpful and am of the opinion that it is a requisite for training courses in psychotherapy supervision.