Exploring contracts and contracting within supervisor training

Abstract

This article explores how to foster contracting as a process in supervision. It evaluates the teaching of contracting within a four-day supervision course at the University of Birmingham delivered over the last six years to 63 qualified Educational Psychologists. Two methods were used: a survey generating 20 responses and a focus group comprised of five participants, who elaborated on the results of the survey. The survey indicated a growth in confidence and knowledge about contracting. Helpful activities highlighted included modelling the use of a contract within the training, sharing examples of contracts and transcultural supervision activities. However, there was hesitation about the use of formal contracts to support the working relationship between supervisor and supervisee, indicating a need to support understanding of contracting as a process which enables and supports the supervisory alliance. As a result, the discussion introduces a model bringing three elements of contracting together, namely the formal contract, transcultural supervision activities and mini-contracting within sessions, as a process, with the outcome of promoting a strong supervisory alliance. The limitations to the research include the course being evaluated by those facilitating it and the limited number of respondents. The conclusions highlight the importance of being clearer about the elements of the contracting process and the need for an explicit link from the process of contracting to the quality of the supervisory relationship.