Building bridges: Contextualising a counselling supervision course in Nepal and its potential impact on international practice. Issue 1 (17th August 2021)

• Record Type: Journal Article
• Authors: Saunders, Jennifer M.
• Is Part Of: Counselling and psychotherapy research. Volume 22:Issue 1(2022)
• Page Start: 1
• Page End: 11
• Publication Date: 2021-08-17
• Subjects: contextualisation -- counselling supervision -- Nepal -- training; Counseling -- Periodicals; Psychotherapy -- Periodicals; 616.891405
• DOI: 10.1002/capr.12459
• Languages: English
• ISSNs: 1473-3145

Abstract

Abstract: In Nepal, supervised counselling practice is relatively new. Supervision training is minimal. The researcher was invited to teach the first master's‐level supervision course in the country. She was aware of how easily Western concepts are unquestioningly taught and accepted. She wanted to learn what was involved in producing a course that was contextually appropriate. Using action research methodology, she employed a dialogical approach to her teaching and learning. A thematic analysis of data from a focus group discussion led to recommendations for policy change in Nepal and implications for international practice. The researcher found that students were disempowered by the inappropriately hierarchical supervision they currently received and also by so much Western study material. The participants recognised a surprising amount of power in the concept of a contextualised supervision course. As well as giving them worth and identity, the students believed it could enable them to uphold ethical counselling standards in the absence of a professional body in Nepal. Cultural strengths and challenges in the context of counselling supervision were also identified. Although the contextualisation process was more complex than expected, it also produced more sense of ownership. Some of the students wanted to continue to develop and help teach the course in the future. Data from the reflective research journal and further discussion identified key issues for the process of contextualisation of supervision practice and teaching. They describe one way of 'building bridges'.