Magazine Picture Collage in Group Supervision Le collage ... · Collage is an art form in which...
Transcript of Magazine Picture Collage in Group Supervision Le collage ... · Collage is an art form in which...
296 CanadianJournalofCounselling / RevuecanadiennedecounselingISSN0826-3893 Vol.44No.3 ©2010 Pages296–306
MagazinePictureCollageinGroupSupervisionLecollagedephotosdemagazineensupervisiondegroupe
BlytheC.ShepardUniversity of Lethbridge FrancisL.GuenetteUniversity of Victoria
abstractA magazine picture collage activity was used with three female counsellor educationstudentsasavehicle tosupport theminprocessingtheirexperienceascounsellors intraining.Theuseofmagazinepicturecollageingroupsupervisionisdescribed,andthebenefitsandchallengesarepresented.Thecollagesservedasjumping-offpointsforgroupdiscussionsondevelopingasenseofcompetency,aquestforanswers,discoveringtheirstrengths,findingpersonalandprofessionalbalance,andmovingtowardstherealitiesofthecounsellingprofession.Collageworkcanprovideanalternatemediuminsupervisiontodevelopreflectiveanalysisandself-exploration.
résuméOnaemployélecollagedephotostiréesdemagazinescommemoyend’aider3étudiantesencounselingàdécortiquerleurexpériencedeconseillèresenformation.L’emploiducollagedephotosdemagazinesensupervisiondegroupeyestdécritetl’onenprésentelesavantagesetlesdéfis.Lescollagesontservid’amorcesauxdiscussionsdegroupesurledéveloppementd’unsentimentdecompétence,larecherchederéponses,ladécouvertedespointsforts,laconciliationentreviepersonnelleetvieprofessionnelleetlechemi-nementvers laréalitéde laprofessiondeconseiller.Letravaildecollagepeutfournirunnouveautypedesupportensupervisionpermettantdefavoriserl’analyseréflexiveetl’autorévélation.
Artworkhasbeenusedformanyyearstoassistindividualsinexploringval-ues,perceptions,andemotions.Theuseoftheexpressiveartsintherapyisbasedonthebeliefthatthecreativeprocess involvedinthemakingofart ishealingandlife-enhancing(Rubin,2001).Expressivetherapiesoffernonverbalwaystoexpressfeelingsthataredifficulttoputintowordsorevencoherentthoughts.Creativetherapiescanprovideasafeemotionaloutletthatallowsindividualstogainpersonalinsightsandtomoveforwardpsychologically(Rubin,2001).Otherbenefitsincludeanincreaseinpersonalawareness,ameanstomitigateemotionalresponsestostress,anopportunitytoexpressdeeperpersonalmeanings,andtheprovision of a container for unpleasant emotions (Neswald-McCalip, Sather,Vigil-Strati,&Dineen,2003;Newsome,Henderson,&Veach,2005;Wilkins,1995;Wong-Wylie,2006).
MagazineCollageinGroupSupervision 297
Whileconductingresearchoncounselloridentitydevelopmentwithmaster’slevelstudents,wenotedhowart-basedactivities,andinparticularcollage,werebeneficialinsupportingstudentstoprocesstheirexperienceascounsellorsintrain-ing.Thefocusofthisarticleisonthecollageactivityasavehicleforsuperviseestoexpresstheirdevelopmentaspractitionerswithinagroupsupervisionformat.Priortodescribingthecollageactivity,webrieflyreviewtheutilizationofart-basedpracticesingroupsupervision.
useofexpressiveartsingroupsupervision
Anumberofstudieshaveupheldthebenefitsofgroupsupervisionforstudentsascost-efficient,time-efficient,andclinicallyrich(Bernard&Goodyear,2004;Borders, 2007;Ray&Altekruse, 2000).Benefits as outlinedbyBernard andGoodyear(2004)includeavoidingcounsellingstudentdependence,opportunitiesforvicariouslearning,diminishingthehierarchicalissuesbetweenthesupervisorandthecounsellingstudent,increasingthevarietyofbehaviouralandexperientialsupervisionstrategies,andhelpingalleviatethesenseofintellectualandemotionalisolationfeltbybeginningcounsellors.Groupsupervisionprovidestheoppor-tunityforpeerstointeractmoreopenlyandtooffersupporttooneanotherintheirgrowth.
Whenexpressive-arts-basedmethodsareemployedinagroupsetting,aspecialkindofcreativeenergymaybeactivatedandcirculatedwithinthegroup,takinggroupmemberstoplacestheymaynothavegottentoontheirown(Malchiodi,2002;Wilkins,1995).“Theuseofcreativeapproachestosupervisionopenschan-nelstotheintuitivefacultiesofthesupervisees.Theyallowagreaterspontaneityand theopportunity toconveydeeppersonalmeanings inawaywhichotherapproachesmaynot”(Wilkins,1995,p.257).
McCalip(2000)describesthepotentialbenefitsofcreativeworkinmeetingtheneedsofdevelopingcounsellors.ShecitessupervisiontechniquesbyCosta,whousedfamilysculptingandroleplayinmarriageandfamilyprogramstoas-sisttraineesinrespondingtodiverseclientsituations.McCalipalsonoteshowLettintegratedsimultaneousdrawingwithtalkingtoencourageself-awarenessintrainees.Thecombinationofdialoguewithdrawingpromotedanin-depthexplo-rationoftheclient-counsellorrelationship.DuPreezandRoos(2008)exploredthedevelopmentofcounselloridentitythroughaseriesofvisualprojectsthattheyfoundincreasedtrainees’capacitytoreflectonthemselvesandincreasedtheirlevelofself-knowledge.Groupsupervisionusingexpressiveartsmaterialscanprovideopportunitiestoshareanddiscussmetaphoricalrepresentationswithpeersandsupervisorsandpotentiallytoopenupnewavenuesfordiscussion.
magazinepicturecollageactivity
Collageisanartforminwhichimagesand/orobjectsarecombinedinonepieceofartwork.Theterm“collage”comesfromtheFrenchwordcoller,which
298 BlytheC.ShepardandFrancisL.Guenette
means“topaste”(Harrison,2003).Creatingcollagecanbeafreeingandplayfulexperience,astherearenorules.Theartformisidealforthosepeoplewhoarenotgiftedindrawingorsculpting.Collagehasbeendescribedasaright-brainrandom-abstractactivity.Inaleft-brainedlinearworld,collagecanhelppeopleescapeboundariesandlookbeyondlimitations(Harrison,2003).
Theuseofmagazinepicturecollageiswellestablishedineducationalsettings(Seymour1995;Williams,2000)andhasbeenusedwithintheclinicalnursingsupervisionrelationship(Williams,2000).Theapproachrequiresnoartorarttherapyskillsbythesupervisor;thematerialsarefamiliar,inexpensive,andread-ilyavailable;andthemethodissuitableforadministeringinagroupsetting.Forpracticumstudentsthisformofartmaylessenanxietyasitis“anon-threateningmediumwhereanindividualdoesnotneedtofeel‘artistic’inproducingtheirpieceofwork”(Williams,2000,p.274).Thepicturesarealreadycreated,andtheindividualisonlyrequiredtoplacethemonposterboarduntilsatisfiedwiththecomposition.
Magazinepicturecollageoffersanopportunitytoengageinanextremelyrich,visual,kinestheticexperienceasparticipantsmoveshapes,colours,words,andim-agesontheposterboardbeforegluingtheminplace.Materialsrequiredincludeavarietyofcolourfulmagazineswithavarietyofimages(e.g.,food,animals,people,landscapes,flowers,phrases),agluestick,scissors,andaposterboard.Williams(2000)foundthatthismediumgeneratedreflectivequestioningfromwhichtoexploreissuesandperceptionsamongnursingstudents.Heviewedthemagazinecollageasa“metaphoricalrepresentationofeventsandinfluencesthroughwhichthesuperviseecan‘see’theirsituationfromdifferentperspectives”(p.273).
thecollageactivity
Threefemalepracticumstudentswhohadreceivedgroupsupervisionintheirfirsttermusingavarietyofactivities includingdrawings,groundingactivities,andjournalreflectionsunderthedirectionofthesecondauthorvolunteeredtocontinuewithgroupsupervisionthatfocusedontheirdevelopmentascounsellorsaspartofasmallresearchproject.Theymetwiththesecondauthorattheendoftheirfirstfield-basedpracticumandatthebeginningandendofthetwo-termpracticumintheirsecondyearforatotalofthreesessions.Althoughavarietyofart-basedapproacheswereusedintheresearchproject,superviseesreportedinthecourseofaresearchstudythatthemagazinepicturecollagewasthemosthelpfulexerciseinprocessingtheirexperiencesasdevelopingcounsellors.
Eachsessionfollowedthesameformat.Studentssignedconsentformsaspartoftheresearchprojectofwhichtheseactivitieswereapart.Theywerethenaskedtocreateacollagethat“representsyourinterpretationofwhereyouareatrightnowasacounsellorintraining.”Superviseestookturnsdescribingtheircollagesandfollowedthatwithagroupdiscussionabouttheprocessofbecomingacounsellorandtheissuesfacedasdisplayedintheircollages.Afterdigitallyphotographingtheircollages,thesessionendedwithabriefcheck-out.
MagazineCollageinGroupSupervision 299
Inthesecondandthirdmeeting,superviseeswerealsoaskedtoreflectontheirpreviouslymadecollagesinresponsetothequestions“Whenyoulookatwhatyoucreatedatthatmomentintime,whatdoyouthinkaboutwhatithadtosayaboutyourexperienceasacounsellor intraining?Howdoyouthinkandfeelaboutthatmessagenow?”Thecirclingbackprocessofreviewingpastcollagesinlightofthepresentcollageservedasacounterpointtothecurrentself(Markus&Nurius,1986),allowingpersonalassessmentofprogressmadetowardbecomingacounsellor.
In each session, supervisees were given about 30 minutes to select images,pictures,andslogansfromalargenumberandvarietyofmagazinepicturesandtoassembleandgluethemontoaposterboardinresponsetotherequesttorep-resenttheirexperiencesasacounsellorintrainingatthismomentintime.Duringthecreationoftheircollages,groupmembersworkedinsilenceastheybecameabsorbedintheirtask.However,oncethecollagewascompleted,eachmembertalkedabouttheirrepresentationwhilethesupervisorandothermembersactivelylistened.Individualsoftenfocusedonaparticularimage,butatothertimeseveryimagewasdiscussedasequallyimportant.Asthestoryunfolded,thesupervisornotedanythemesthatemergedandencouragedgroupmemberstoaskclarifyingandreflectivequestions.AsWilliams(2000)noted,collageworkacts“asatriggerorseriesoftriggerswhichheightenawarenessofvaluesandwhichclarifyrelation-shipsoftheimagesasthediscussionunfolds”(p.276).
tina’scollages
ThreeofTina’scollagesprovideanexampleofhowcollagewasusedtoexpressherexperienceasacounsellorintrainingoveraperiodof18months(Figures1,2,and3).Theaccountsofthesecollagesincludeadistillationofherwordsalongwithdirectquotations.Ellipsesareusedtoindicateomittedinformation.
CentralfiguresinthecollageinFigure1arethethreeblackbirds.Tinafeelslikeababybirdasshecompletesherfirstpracticum.“Thefearisaboutneedingsomuch…nourishment,information.ThefacultyarethemotherbirdsandtheyarewithholdingwhatIneed.”Theinformationandskillssheneedsarenotbeingdeliveredfastenoughbyfacultymembers,andshefearsshewillnothaveenoughskilltoavoidharmingherclients.Thereissomuchtolearn.TheimagesofthedressandscalesarereminderstoTinathatsheisnotengaginginself-care.Nearthebeginningoftheprogram,Tinabelievesshecandrawonherinnerstrength,representedbythegoddess.“Isurroundthisimagewiththeimageofagrownbird.Iwillmakeitthroughthisstage,andwithagoddess-likeimage,Iwillbeenough.Icandothis,Ihavewhatittakes.”
Atthebeginningofthesecondyear,Tinaidentifiesthetinyfigureinthebot-tomsectionofthecollageshowninFigure2asapersonscalingarockcliff.“[M]ylearningcurve,Iguess.Butthepersonlooksverystrong,likeshechoosestobedoingitandshecandoit.Thatisagoodreminderforme—Ihavechosenthiscliff.”Whenquestionedastotheimportanceofthecottage,flowers,anddessert,
300 BlytheC.ShepardandFrancisL.Guenette
Figure1Tina in first session: The fear of needing so much
Figure2Tina, beginning of second year: The end is in sight
MagazineCollageinGroupSupervision 301
Figure3Tina, end of second year: Less dark but still a struggle
Tina shares that that is the future: “serenity,mountains, andbalance.”Groupmemberswerecuriousabouttheslogansdepictedonthecollageandencouragedfurtherclarificationoftheirmeanings.
Thewords“wherethetruthlies”—itisreallyaboutconnectingwithpeople.Thetruthisinmyselfandintheclient.Noslowingdownthough…theendisinsightbutitisjustthebeginningofanotherjourney.Balance…notgettingcaughtup…workingouttheknots.Idon’twanttobedoingfastfoodcoun-sellingbutfinediningcounsellinginstead.Itisnotaboutdoingitquicklybutquality.ThisfieldIaminopenssomanyotherdoors—agatewaytoadventure.Seeingthequieterpartofmyself.Iamnottherescuer.Ihavedevelopedshiftingperspectivesonaclient.Iammoreatease.Tinawassurprisedbythedifferenceinthefinalcollage(Figure3)attheconclu-
sionofhersecondpracticum.Thiscollagewaslessaboutbeingacounsellor—otherpartsofherlifewerebeginningtoemerge.“Iamnotsofocusedonthegoalofbeingacounselloranymoreforsure.”Whenweaskhertotellusabouttheangryyoungman,shestates,
Ididn’tthinkIwasangrybutthatguywithhismouthopenbutmaybeIam.Idon’twanttobecomeanactivist.Peoplesayyouneedtobeanactivistforyourclientsbutthathomelessguy.Thosearemyclients.Beinganactivistmightjustbewaytoomuchforme.Thewordtoughcameupalot.
302 BlytheC.ShepardandFrancisL.Guenette
Tinawasdiscoveringtheday-to-daychallengesofworkingasacounsellorwererequiringmoreofherthanshehadanticipatedandquestionedwhichparticularclientgroupwouldbeagoodfitforher.Sheidentifiedherselfasthewomaninthecollage.
Sheissortofsadbutjustcalmsittinginthegarden.I’mawareofenvironmentsthatbringserenitymorethanIwas.Itisnowaboutbalancingcounsellingandotherthings.Itisalotlessdarkbutstillastrugglebutthenwaymorepos-sibilitiestoo.
debriefingthecollages
Self-reflectionistheprocessofexaminingtheimpactofpersonalvalues,be-liefs,andexperiencestodevelopadeeperunderstandingofone’spersonalandprofessionalbiases,experiences,andbeliefsasthesemayinfluencefutureactionandlearning.ByviewingeachcollageasamomentintimeinTina’sexperienceasadevelopingcounsellor,groupmembersandthesecondauthorwereabletopinpointareasofconcern(e.g.,normalizingtheperceivedneedforhaving“all”theskillsandknowledgebeforeseeingclients;brainstormingwaystostrengthenhersupportsystems).Thecollagesalsoservedasjumping-offpointsforimportantgroupdiscussionsarounddevelopingtheirsenseofcompetency,theirquestforanswers,discoveringtheirstrengths,findingpersonalandprofessionalbalance,andmovingintotherealitiesofthecounsellingprofession.
Developing a Sense of Competency
Thecollageactivitygeneratedarichvarietyofreflectionfromthestudents.In the following sections, selected quotes provide a glimpse into the insightsthatemergedfromadebriefingoftheactivity.Intheirfirstcollages,superviseesexpressedtheirconcernaboutharmingtheirclients.“ThereisthefearIhavebutIknowIneedtopushpastthatandengage,butatthesametimeIdon’twanttoscrewupandhurtanyonebecauseofmyincompetence.”Onesuperviseesur-roundedherfearofnothavingenoughtimetodothepersonalworkthat“reallymattersinbecomingacounsellor.”Shesurroundedthisfearwithherneedtofocusonhealthyeatingandrelaxation.
Duringthesecondsession,thesuperviseeswereabletolookbackandseehowtheyhadmovedfromself-doubttofeelingmoresecureintheirabilitiestoprovideservicetoclients.
IamclearonfeelingmoreconfidentbutthereisstillthispartofmethatfeelslikeImightwanttothrowupeverytimeIgetreadytoseeaclientandfeelsgreatreliefwhentheyareno-shows.I’mmoreintouchwithboththeconfidentandscaredpartofmyselfnowandknowthattheconfidenceismoreandthefearislessthanitusedtobe.Stillthetwoofthem,though.Onesuperviseenotedthenumberofwordsonhercollageusingthephrase
“wherethetruthlies”tounderstandtheimportanceshenowplacesonthecon-nectionwith“mytruthandwiththeclient.”
MagazineCollageinGroupSupervision 303
Astheyprocessedtheircollagesattheendofthesecondpracticum,thethreesuperviseescouldseeintheircollageshowtheirconfidencehadgrownthroughthequalityofthesupervisionreceived.Foronesupervisee,thefaceofastrongrelaxedwomanrepresentedhowshewaslessanxiousandhowshehadgainedconfidencefromtheacknowledgmentshereceivedforherowninitiativeatherpracticumsite.
The Quest for Answers
All the supervisees portrayed in various ways their need for certainty andanswers.Onegroupmemberrepresentedherreactiontotheambiguityof thecounsellingprocessas“amachinegonewildwithallthegearsandcogswhicharesupposedtoworkinacertainwaybutforsomereasontheywon’tworkforme.”Anothermemberdisplayedasharkinthemiddleofhercollage.Whendebriefing,thestudentspokeaboutbeing“constantlyonyourlearningedgesoyouneverfeelcomfortable.Italmostseemsdesignedtomakeyoucrazy.”
Themessagethat“thereisnosuchthingasdoingitperfectly,nosuchthingasaperfectsessionorcounsellor”isrepresentedbyacliffinoneofthefinalcollages.“Idon’tseeeveryclientasthatcliffformeanymore.I’mnotindangeroffalling,Icandothework.”Anothergroupmembernoted,“Iamhavingtherealizationthattherewillneverbearightwaytodothis.”
Discovering Their Strengths
Thecollageswereusefultogroupmembersinrediscoveringtheirstrengths.Their senseof themselves as counsellors across the three sessions showedhowtheymoved“fromalittlegrasshopperwhoknewnothingtoapseudo-employeein‘real’counsellingwork.”Overtimeafoundationwasbuilt,while“ontopIamstillsmall,aseedlingreally,butmyrootsarestronglyplantednow.IknowIwon’tgetpulledoutwhenitgetswindy.”Throughtheirappliedworkatpracticumsites,theybecameawareoftheirinnerstrengthandresilience.“Manypeoplewithwaymoreexperiencejustwerenotgoodontheflyandinthemoment.SoIwasabletoseethecontextformyownstrength.”
Balancing the Personal and the Professional World
Intheirfinalcollages,allsuperviseesfoundwaystoportraythattheyhadcomefullcircle.“IfeellikeI’vemovedthroughthepartofdevelopmentofmeasacoun-sellor…itisaboutmorethanthatnow…nottosayIwon’tkeepdevelopingforsure.”Anotherplacedtheword“HEALTH”inthecentreofhercollage,notingthat,“Itisn’tsomuchnowaboutbeingacounsellor—itismoreaboutbalancingbeingacounsellorwiththerestofmylife.”
Moving into the Realities of the Counselling Profession
Phraseslike“integratethis”and“buildingcommunity”aswellasapictureofatreadmillwereusedbygroupmemberstodiscussthechallengesofworkinginthefield.Advocacyforclients,workingwithawiderangeofmentalandconcurrentdisorders,andresourcingclientswereidentifiedasthemajorshiftsastheytookon
304 BlytheC.ShepardandFrancisL.Guenette
professionalpositions.“WhatIamhearingissographicIamgettingtraumatizedbythem.AndthathastochangeandIknowthat.IknowIwon’tstayinsubstanceabuseformorethantwoyears.”Thecollageactivitieswereviewedasvehiclesforexpressinganddiscussingtheirfearsandanxietiesastheyenteredtheprofessionalworld.“Theartworkallowedmetobetransparentwithmyselfandwithmypeers.”
thebenefitsandchallengesofusingmagazinepicturecollageingroupsupervision
Creative approaches to group supervision, including collage work, increaseopportunitiesforpersonalawarenessandreflectionbutrequirecarefulplanning.Group cohesion is necessary in order for supervisees to experience a sense ofbelonging,acceptance,andsafety.Formingsmallerself-selectedgroupsfromthelargercohortwasonewaywefosteredcohesion.Groupmembersalreadyhadahighlevelofcomfortwitheachother.Assupervisors,weincreasedcohesionbyasking supervisees to share their experienceswith eachother, andwe ensuredmodellingofgoodlisteningandreflectingskills.Asgroupmembersgainedcom-fortwiththeprocessofsharingtheirperspectivesoftheirwork,theybegantochallengeeachothertoexploretheiremotionalreactions.
Findingtimetocommittothisprocesswascertainlyachallenge.However,thefirstauthorwasabletodrawontheresourcesprovidedbydoctoralstudentswhowereeagertoactassupervisorstoasmallgroupofstudents.Inthismanner,allstudentscouldbeprovidedwithgroupsupervisioninadditiontoothertypesofsupervisionexperiencestypicallyofferedintheprogram(e.g.,one-on-one,dyads,peer,andwholeclasssupervision).
Keepingaclearboundarybetweenpersonalconcernsandprofessionaldevelop-mentwasanotherareaofunease.Throughthecollagework,superviseesdisclosedpersonalaspectsoftheirlifethatsupervisorsmaynothavebeenprivytoinmoretraditional supervision approaches. Art-based approaches in supervision canbeverypowerful anddisclosing.Therefore,maintainingboundaries thatkeepthesupervisor-superviseerelationshipfromshiftingtooneoftherapist-clientisessential.Bytakingadvantageofpotentialboundarycrossingsasteachablemo-ments,supervisorscanmodelappropriateboundarysettingandtheimportanceoffollowingcodesofethics.
Inthefuture,wewouldprovidearangeofexpressiveartactivitiestosuperviseesingroupsupervisiontoincrease“self-awarenessbyhavingthemexpressthemselvesinasymbolicmanner”(Gladding,2005,p.10).Additionally,ajournallingactivityfollowingtheexpressiveartactivitywouldassistsuperviseesinintegratingnewperspectivesandself-knowledge.
conclusion
Theuseofexpressiveartsinsupervisioncanactasacatalystinaccessingalter-nateformsofknowledgeandinretrievingbeliefs,feelings,andexperiencesoutside
MagazineCollageinGroupSupervision 305
ofone’simmediateawareness.Creativemethodscanallowforthedeconstructionofaproblemstoryandtheconstructionofastorymoreresonantwithstudents’valuestotakeitsplace(Crocket,2004).Thisisespeciallymeaningfulforcoun-sellorsintrainingbecausethestoriesthatdevelopingcounsellorstellthemselvesinfluencehowtheydeveloptheirownpersonaltheoryofcounselling(Wong-Wylie,2006).Expressive-arts-basedapproachescanhelpnavigatetheunknownandfindmeaningbybuildingabridgebetweenpastandpresentandbetweenone’sownstoryandthejourneythatstoryrepresentsasthesuperviseeandsupervisorengageininteractivemeaningmaking.Collageworkcanprovideanalternatemediuminsupervisiontodevelopreflectiveanalysisandself-exploration.
ReferencesBernard, J.M.,&Goodyear,R.K. (2004).Fundamentals of clinical supervision. Boston,MA:
Pearson.Borders,L.D.(2007).Snapshotofclinicalsupervisionincounselingandcounseloreducation:A
five-yearreview.InL.Shulman&A.Safyer(Eds.),Supervision in counseling: Interdisciplinary issues and research(pp.69–113).Binghamton,NY:Haworth.
Crocket,K.(2004).Storyingcounselors:Producingprofessionalselvesinsupervision.InD.A.Paré&G.Larner(Eds.),Collaborative practice in psychology and therapy(pp.171–182).NewYork,NY:Haworth.
DuPreez,E.,&Roos,V.(2008).Thedevelopmentofcounselloridentity–avisualexpression.South African Journal of Psychology, 38(4),699–709.Retrievedfromhttp://www.journals.co.za/ej/ejour_sapsyc.html
Gladding,S.T.(2005).Counseling as an art: The creative arts in counseling(3rded.).Alexandria,VA:AmericanCounselingAssociation.
Harrison,H.(2003).Collage for the soul: Expressing hopes and dreams through art.Gloucester,MA:Rockport.
Malchiodi,C.A.(2002).The soul’s palette: Drawing on art’s transformative powers.Boston,MA:Shambhala.
Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954–969. doi:10.1037/0003-066X.41.9.954
McCalip,R.(2000).Drama,drawing,anddoublemeanings:Addressingtheneedsofdevelopingcounselorsthroughcreativework.CACD Journal, 20,57–61.Retrievedfromhttp://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/19/20/a1.pdf
Neswald-McCalip,R.,Sather,J.,Vigil-Strati,J.,&Dineen,J.(2003).Exploringtheprocessofcreativesupervision:Initialfindingsregardingtheregenerativemodel.Journal of Humanistic Counseling, Education, and Development, 42,223–237.Retrievedfromhttp://www.accessmylibrary.com/archive/6103-journal-of-humanistic-counseling-education-and-development.html
Newsome,D.W.,Henderson,D.A.,&Veach,L.J.(2005).Usingexpressiveartsingroupsuper-visiontoenhanceawarenessandfostercohesion.Journal of Humanistic Counseling, Education, and Development, 44,145–157.Retrievedfromhttp://www.accessmylibrary.com/archive/6103-journal-of-humanistic-counseling-education-and-development.html
Ray,D.,&Altekruse,M.(2000).Effectivenessofgroupsupervisionversuscombinedgroupandindividualsupervision.Counselor Education and Supervision, 40(1),19–31.
Rubin,J.A.(Ed.).(2001).Approaches to art therapy: Theory and technique(2nded.).NewYork,NY:Brunner-Routledge.
Seymour, R. J. (1995). Creating a collage: A meaningful interactive classroom strategy. Nurse Education, 20(3),19–21.doi:10.1097/00006223-199505000-00015
Wilkins,P.(1995).Acreativetherapiesmodelforthegroupsupervisionofcounsellors.British Journal of Guidance and Counselling, 23(2),245–257.doi:10.1080/03069889500760251
306 BlytheC.ShepardandFrancisL.Guenette
Williams,B.(2000).Collageworkasamediumforguidedreflectionintheclinicalsupervisionrelationship.Nurse Education Today, 20,273–278.doi:10.1054/nedt.1999.0393
Wong-Wylie,G. (2006).Narrativesofdeveloping counsellors’ preferred themesof counsellingstoriedthroughtext,metaphors,andphotographicimages.Qualitative Report, 11(2),262–301.Retrievedfromhttp://www.nova.edu/ssss/QR/QR11-2/wongwylie.pdf
About the AuthorsBlytheShepardisanassociateprofessorofcounsellingpsychologyattheUniversityofLethbridge.Hermaininterestsareinruraladolescentlife-careerdevelopment,possibleselves,counsellortrain-ingandsupervision,andethnographic-narrativeresearch.
FrancisGuenetteisadoctoralstudentandSSHRCDoctoralFellowattheUniversityofVictoriawheresheworksonseveralresearchprojectsandteachesintheareaofcounselloreducation.
AddresscorrespondencetoBlytheShepard,FacultyofEducation,UniversityofLethbridge,4401UniversityDrive,Lethbridge,AlbertaT1K3M4;e-mail:[email protected]