Child, adolescent and adult mental health

Child protection

Juvenile justice

Disability

Complex and developmental trauma

Statutory environments (child protection, violence, mental health, juvenile justice, family court)

Crisis interventions

Debriefing and safeguarding

National Disability Insurance Scheme (NDIS)

Victims of Crime

Housing and homelessness

Cognitive Behaviour Therapy

Sensorimotor Psychotherapy

Eye Movement Desensitisation and Reprocessing (EMDR)

Neurofeedback training

Leadership and change

Neurodiversity (ASD, ADHD, FASD, FND)

Positive Behaviour Support

Veterans Affairs

Neuro-affirming Practice

• accountability (to supervisees, to their clients, to the organisation and to the profession);

• reflection (the process of thinking about the past, in the present in order to learn for the future);

• support (encouragement, guidance, validation, etc.);

• education (modelling, instructing, role-playing, referencing reading, explaining, etc.);

• offers protection to clients (cases are reviewed);

• offers reflective space to practitioners (enabling insights for improvement);

• helps practitioners identify their strengths, weaknesses, biases and world views;

• helps learning from peers;

• offers the opportunity to keep up to date with professional developments;

• alerts practitioners to ethical and professional issues in their work and creates ethical alertness;

• provides a forum to consider and hold the tensions that emerge from the needs of various stakeholders in a supervisee’s work (the organisation, the client, the profession);

• allows practitioners to measure the impact of their work on their lives and identify their personal reactions to their professional work (a health-and-safety early warning system);

• offers a third-person perspective (feedback) from the supervisor who is not part of the client system;

• is ultimately for the welfare of, and better service to, the client;

• creates a forum/platform of accountability for all those to whom the practitioner is accountable (organisation, clients, profession etc.) in areas such as competency, knowledge and acceptable standards of work; and

• updates workers to the best in innovation, insights and research in their chosen areas of work.

• Issues of competence: skills, mastery, technique, decision making and appropriate action.

• Issues of emotional awareness: knowing oneself, differentiation of feelings, ability to use one's own reactions and emotions diagnostically.

• Issues of autonomy: sense of one's own choices and decisions, independence and self-directedness, sense of self.

• Issues of identity: theoretical consistency, conceptual integration, sense of self as a therapist, limits of self.

• Issues of respect for individual differences: deep and basic respect, active effort to understand, appreciation of difference.

• Issues of purpose and direction: formulation of treatment plan, long and short term goals, cognitive map of client progress.

• Issues of personal motivation: personal drives and meaning, reward satisfaction, complex and evolving nature of motivation.

• Issues of professional ethics: legal issues, professional standards, integration into ongoing practice.