ABSTRACT
This stage is entitled ‘Bridge’ as a way of indicating that it forms a return link between supervision and counselling. The ideas, musings and possibilities developed during the previous stage have now to be refined and decisions reached about how, if at all, they will be taken back into the counselling arena. This stage also comprises five elements, which we present in the order shown in Figure 7.1. The degree to which some of the elements are used will vary depending upon the ways of working of a particular supervisor and counsellor. For example, some supervisory pairings may use goal setting and action planning regularly, whereas others may not. Some supervisors may give a lot of information, using this as one of the opportunities to undertake the teaching aspect of supervision that Carroll (1996:50) describes, although he points out that while
few would disagree with the ‘teaching’ task of supervision,… there is wide variation in the way the teaching task is implemented by different supervisors. Some refuse to give ‘information’ to the supervisee and believe information-giving should take place on the training course.
