 Cookie again from the Manchester Chief Psychotherapy, continuing my series on supervision and specifically the Hawkins and Sherwood model which you will find in supervision and helping professions 1989 and this is the second video we're doing showing the second mode within that interactive model and this particular mode highlights how we think clinically as supervisors in other words the source of focus is going to be on contracts within the session it's going to be on things like why we said certain things as a therapist what's our clinical thinking therapy to clean what model we will be following so for example if you've got a client who's depressed have you got a model for depression or somebody who's got eating disorders for example have you got a model specifically for working with eating disorders so we very much about why you said a certain thing where you hope the treatment planning was going to go and what made you intervene at that particular time so it's very much about looking at clinical theory to practice which is very different from the first stage or first mode the video I showed before which was about behavioral observations and phenomenological inquiry okay so once again I've got Rory Leo's here I'm going to continue the same pattern again with the same client but we're going to shift the focus for this particular mode so hello Rory welcome back nice to see you again yes yes thank you I know this is going to be quite a task over seven videos but let's go on let's go on to the second mode okay so tell me a little bit more about this client where you're up to with her and how things go well she's DNAed on the last apartment which is which was the she didn't turn up yeah but on the fifth apartment she turned up she wasn't feeling up to coming in let's just stop you one moment yeah when somebody DNAs yes especially when they've actually been in a treatment sequence with you in the fourth session yeah yeah yeah do you have a policy or what's your clinical thinking about that in terms of where you go well it's two things that there's the agency's policy is is quite bluntly three strikes and you're out three strikes and you stop yeah in terms of my thinking I think that maybe she had a bit of self-examination today in terms of in terms of what she understood of herself in the maybe the idea that unless he took responsibility you know it might not get any better yes so tell me something I hear that clinical consideration yes so when she comes back I'm sure she's come back do you start there do you start straight away with oh tell me a little bit more about how come you didn't come wasn't that direct I just I just sat down and I said just a word you didn't you do you do yeah talk about it absolutely I don't address it and she said yes and she she told me she had other things to do I'm not I'm not sure if she believed that or I believed it but you know that's what she said I said on face value okay but interesting as it transpired he's absconded now from the hostel I guess so yeah he's absconded he's absconded and he's effectively he's effectively on the run oh it's on the run yes gosh gosh yes because he knows he's going to be re-arrested and he knows that the police are going to go to the hospital to arrest him so where's the mother with all this well the mother's distraught now because she doesn't know where he is at least when he was in the hostel she knew where he was the other room that people would people were trying to put some input into it but now he's just gone and she's just very worried here on words is he's gonna just turn up dead so it's interesting as we talk about this but in fact she didn't tell her for the last session yeah so the very person she could have talked to which is you yes she didn't know so that's fascinating would think about this clinically in terms of self-protection her own support networks and the priority I suppose she puts into therapy as well so what do you think clinically about it well I wondered if her son absconding from help and her absconding from yes I was thinking that parallel process yeah that parallel process so I was kind of thinking is that a mirror is somehow there's some kind of parallel that maybe she's thinking maybe he's thinking I don't know because he's not my client maybe thinking I can't be helped with lots of people and people in addiction go through a phase where they think they really can't be helped and maybe she's she's echoing that I'm sure that he would have said that to her through the years so in the section did you concentrate on that about support networks and how looking for help and where she's at with it all yeah I mean I was your pan out it panned out that was the main source of the session sitting by the phone waiting for the phone to ring either the police have picked him up or the police phone up with worse news that you know she was she just beside herself really there wasn't a lot of meaningful work to be honest Bob she was just cheerful and was working through a number of fantasies about you know he'll either overdose or he'll die of exposure or he'll get into more trouble or he may want to take his own life okay so was she panic stripping she was hard to describe her she was just ringing her hands panic would be a good description despairing I wonder what I know you're trying to cast yeah so some of these panic-stricken to the sense that functioning is paired yeah always with this one what you're thinking about what you do in the session as a client sense of therapist you're with them in the emotions as to as they run as they arise so you're not guessing them would you teach them grounding techniques for example in the crime approach well in class and approach we depends which class center therapy she speaks to classic person sense of therapy one but I felt that I felt that there was a case clinically yeah so to revisit that support and to look at ways that you could support itself I mean the main thrust of it really was was working with the emotions but there was a point certainly towards the end of the session where we went back to that support map and and talked about it and to be honest it in cases like this Bob there is a real risk that that phone call may come when it might be you know it's a real you know it's a really any couch I won't shy away from that and she didn't shy away from me either she wasn't a case of a little I'll be all right or I'm sure a phone up I'm sure the police will get it it was working in the very hour to them actually so in terms of treatment planning yes you go next what was your thinking well I think that part of part of her process is to realize that actually she's got very little control over this although it's really hard for a lot of it she can't control and one of the things that came up and that's been through the sessions she refers to me as my little boy so quite powerful inside quite infantized yeah and part of part of what we work with was the fact that with little boys if they're children you can do you can get them take them out of hands away but but when they're grown men it's very difficult to do that especially if they're 200 miles away and especially if you don't know where they are I'm presuming it's 200 miles on so there's something about working with the existential reality actually that no matter how much her parents you want it to be that part of that was unavailable okay so they will be less essential things yes and you'd expect them to occur as we go along in the sessions yes yeah they rise they rise and that the ebb and they flow is the term I use both they the ebb and they flow so the sessions yeah well thank you very much for describing that clinical picture the treatment planning and where you plan to go sure thank you