Abstract
Peer supervision is a dynamic process which highlights constructive and supportive feedback among therapists while minimising feelings of being evaluated. Some of its benefits include decreased dependency on the expertise of a supervisor, freedom, and equality. In this article, we outline the benefits of peer supervision between a dramatherapist and a family therapist and how their common roots based on creativity and action-based approaches could be used remotely to enhance the goals of peer supervision. We discuss how we utilised such methods and more specifically role reversal in a virtual space during the first Covid-19 lockdown to facilitate the process of peer supervision and understand better the needs and perspective of the client. We propose that incorporating creative and spontaneous methods such as role reversal in a virtual peer supervision environment can potentially enhance the supervisory alliance and therapeutic practice.
Highlights
The Covid-19 pandemic disrupted many therapists’ ability to meet face-to-face with clients and supervisors
Research on the effects of the Covid-19 pandemic on health care professionals showed that support and validation from peers can motivate them and minimise the psychological strain experienced during this unprecedented situation (Mohindra et al, 2020; Ng et al, 2020)
While creative approaches to supervision have mainly been used in face-to-face sessions involving the physical environment peers mutually share, in this article we propose that such practices, and role reversal, could potentially be used in a virtual space to respond to the demands of the Covid-19 pandemic
Summary
The term peer supervision is used to describe supervisory alliances in which participants are not expected to evaluate one another’s performance as therapists (see, Basa, 2019). It can augment the dynamic challenges therapists are faced with, such as the lack of peer support relevant to working in private practice or in remote areas where trained supervisors are rare (Basa, 2019) It can further enhance the quality and availability of supervision offered to therapists (trainee and experienced) while providing an alternative/supplementary avenue to traditional supervision (Basa, 2019; Benshoff, 1992; Hawkins and Shohet, 2012). This suggests that through peer supervision, all participants can assist one another by making effective use of their unique skills (Bernard and Goodyear, 1992)
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