SUPPORT THROUGH STORYTELLING:
A JOURNEY OF NORTHERN PRACTITIONER DEVELOPMENT
by
Tyler K. Ringdahl
BSc Honours in Psychology, University of Northern British Columbia, 2010

PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF EDUCATION
IN
COUNSELLING

UNIVERSITY OF NORTHERN BRITISH COLUMBIA
December 2023
© Tyler K. Ringdahl, 2023

Abstract
In the challenging mental health landscape of Northern British Columbia, a tale of connection
unfolds - a narrative woven into the fabric of rural life that binds practitioners in a shared
struggle for support. The complexities of care within this region, marked by the culmination of
multiple health crises, have stressed the importance of centralizing practitioners as the
protagonists within this story of social wellness. A need for meaningful clinical support has
arguably never been greater, rising in response to the contextual needs of an often-isolated
workforce, generally lacking specialized training in counselling processes. This story delves into
the complex, fragile relationships that compose a Northern system of care, shaped by a unique
socio-cultural climate and held in place by a tenuous thread. While acknowledging the scarcity
of empirical evidence on the counselling experience in rural settings, this narrative draws on the
value of engaging Northern practitioners’ voices in shifting supportive service delivery. In the
quest for professional growth and competency, clinical supervision has materialized as a crucial
collaborator in supporting professional practice, recognizing the invaluable position of
developmental location in bridging the theory-to-practice divide. The following project seeks to
redress these disconcerting discrepancies by providing an avenue to access and interpret helpers’
experiences, facilitating ongoing growth and development as conceptualized within an integrated
developmental framework. Stories unfold as particularly salient means to aid this process of
exploring practitioners’ developmental trajectories, fostering understanding, validating
experiences, and unravelling complex elements of practice. This resource attempts to tap into
this profound power of story to aid clinical supervisors in empowering practitioners,
conceptualizing the process, and assisting helpers in navigating their nuanced narratives as they
embark upon their journey of self-discovery in hopes of helping others.

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Table of Contents
Abstract ........................................................................................................................................... ii
Table of Contents ........................................................................................................................... iii
Acknowledgement ............................................................………………………………………………v
-PRELUDEAWAKENING
an introduction: the stories that bind us
Chapter 1. Introduction ................................................................................................................. 1
That which is Possible ............................................................................................................... 1
It is Time .................................................................................................................................... 2
A Story of Substance ................................................................................................................. 2
Grounded in Connection ............................................................................................................ 3
An Invitation .............................................................................................................................. 4
-ACT IVISION
setting the stage
Chapter 1. Introduction Cont .......................................................................................................... 6
The Three Great Conflicts ......................................................................................................... 7
The Journey Ahead .................................................................................................................... 7
-ACT IICONNECTION
reviewing what is relevant: traversing the conduit of care
Chapter 2. Literature Review ......................................................................................................... 9
Connection to Self: A Vision of Clinical Supervision ............................................................... 9
The Path to Purpose ................................................................................................................. 10
A Battle against Self ................................................................................................................ 10
A Gateway to Growth .............................................................................................................. 11
Act I - The Setup ...................................................................................................................... 13
Act II - Confrontation .............................................................................................................. 22
Act III - Resolution .................................................................................................................. 39
Connection through Clinical Supervision: Integrating the Northern Helper ........................... 49
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-ACT IIIINTEGRATION
project: a path to purpose & perspective
Chapter 3. Proposed Project ........................................................................................................ 53
A Northern Vision .................................................................................................................... 53
Now What? Moving Beyond the Who, What, Where, When, & Why .................................... 54
A Passage to Purpose ............................................................................................................... 55
-EPILOGUECURIOSITY
the stories that remind us
Chapter 3. Proposed Project Cont................................................................................................ 57
The Turning of Tales ............................................................................................................... 57
Navigating a New World ......................................................................................................... 58
Scraping the Surface ................................................................................................................ 59
References .................................................................................................................................... 60
-CONCLUSIONSUPPORT THROUGH STORYTELLING
a journey of Northern practitioner development
Chapter 4. The Hero’s Journey ................................................................................................... 71

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Acknowledgement
First, I would like to extend the warmest thanks to the Social Sciences and Humanities Research
Council for their generous contribution of the Joseph Armand Bombardier Canada Graduate
Scholarship Award that gave me the time and space to pour my heart into the following work.
It is with excitement and apprehension that I share this story. I am excited that I have been
afforded an opportunity to represent the Northern truth of clinicians. Yet, I am apprehensive that
I may not be able to adequately express in words the extent of our experience. In this sense, this
is not my story alone to tell. I humbly acknowledge that this body of work has been shaped by a
great many people who have played pivotal roles in developing my own character, and mapping
my journey thus far. With immense gratitude, I offer thanks to these people in my life, the
relationships that have defined my path, and the connections that have grounded me in passion,
propelling me down a path of purpose.
I am honoured to be writing this resource on the traditional territory of the Lheidli T’enneh, part
of the Dakelh (Carrier) First Nations, stewards of the land who have taught me of the deep
interconnectedness that binds us all, an integral feature of human wellness. I thank my mentor,
Linda, for teaching me humility and the importance of honouring the context we find ourselves
in, striving to support the voices of those who have been silenced.
I thank my family. My wife, for teaching me of grace and acceptance, displaying such patience,
passion, and purpose, forever in my corner, guiding me in the search to balance the scales of
social justice, which pushes me onward. My children, for being a constant reminder of humanity,
permitting my presence in their worlds of wonder and ceaseless curiosity.
My brother Mike, for showing me that we can be vulnerable and strong at the same time. My
brother Matt, for showing me that we can live our lives untethered to the demands of society,
finding peace in the pleasures of this world. I thank my mother for her enduring compassion and
relentless resiliency in the face of hardship; she is eternally empathetic, a symbol of strength and
a true testament to the Northern spirit.
Lastly, I would like to thank my father, who is no longer with us, yet at the same time, always
with us. I thank him for embedding in me a sense of selflessness, bestowing upon me a duty to
serve others and fight for those whose voices shout silently into the void.
This story is dedicated to those who suffer in silence.
It is now time to tell this tale…

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-PRELUDEAWAKENING
an introduction: the stories that bind us
To speak the unspoken, a voice for the voiceless, counsellors utilize the fundamentally
unifying force of connection to stand in solidarity among those individuals in search of support,
in pursuit of purpose. Curiosity is cultivated, and investigation is invited as practitioners attempt
to invoke insight and intensify intuition, hoping to arm those negatively affected by
circumstances in life with the arsenal of attunement, invaluable knowledge in the discovery of
self that encourages empowerment and strengthens one’s voice. When bound together, many
voices carry as one, the euphony of sound reverberating and resounding with magnificence,
representing a truth, co-constructed in the company of others, a clamour that takes shape into a
life of its own, something impossible to ignore. The power of connection carries this message
forth, drawing on a collective capacity of strength, possessing an energy capable of opening
minds and hearts to that which is possible, stimulating growth through relationship.
That which is Possible
We now turn our attention to the potential of what can be. While there is a rich history of
mental health research detailing the complex and unique nature of service delivery in rural and
remote areas of the world, this coincides with a well-documented dearth of literature eliciting
practitioner voices from these very regions (Breen & Drew, 2012). When paired with the
alarming lack of clinical support for practitioners attempting to navigate the complexities of care,
the combination can be disastrous, exposing individuals to elements of practice outside of their
competencies. The following project seeks to redress these disconcerting discrepancies,
providing an avenue to access and explore the experiences of helpers. Ultimately the hope is to
amplify these voices for the value they hold, tapping into their inherent strength and guiding

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authentic practice capable of sustaining this vital workforce, proving a fruitful avenue for
ongoing professional development. At a time when the provision of mental health and addiction
services in Northern British Columbia (BC) appears to have reached a precipice of peril, marked
by the culmination of multiple health crises, the importance of centralizing practitioners as the
protagonists within this story of social wellness, has arguably never been greater.
It is Time
It is time for this story to be told. It is time for these voices to be heard. It is time to turn
towards those who typically suffer in silence, the hidden victims of secondary trauma, and bear
witness to their story so that learning and growth can replace ignorance and stagnation,
threatening to impede professional progress in remote regions where resources are restricted. By
applying the foundational principles of counselling that focus on fostering functional
relationships, we learn the importance of connection to self, others, and the world around us,
embracing the interconnectedness that defines our distinctly human experience, delivering depth
to our existence. By reversing roles and taking on the responsibility of attending to the
practitioners who characteristically concern themselves with the care of others, we can begin the
journey towards connecting our Northern community, allowing space for these voices to create a
contextually relevant future of remote practice not only for themselves, but those they care for,
and the institutions they are part of. For those so used to listening, it is now time for their story to
be heard.
A Story of Substance
Throughout time, people have held stories as sacred symbols representing the integral
elements of what it truly means to be uniquely human. People are pulled into the depths of
another’s experience, submerged into the evocative language that gives shape to a complex inner

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world. Within this realm, individuals are subsequently left to make sense of their surroundings,
carefully navigating a narrative journey, figuratively attempting to assemble the puzzle pieces
that aid in understanding. Words are bound together with emotion and layered heavily with
meaning, forming stories that draw forth a visceral response from those engaged in the text,
capable of transfixing and transforming, opening a window into the many parts of our self.
Through this ability to explore the substance of self and place in the world, stories radiate this
almost ethereal, magical quality, possessing the power to unearth meaning and purpose. Voices
become amplified when the sound of their story speaks from their hearts to ours, when their
melody resonates and truly touches upon what matters in our world, striking an emotional chord
that echoes the things we value most.
Grounded in Connection
The intricate tapestry of life unfolds through tales told, with storytelling emerging as a
connective force to pull people together, capable of captivating and transfixing audiences. Stories
transcend differences among people, creating a bridge that brings diverse groups of individuals
together and brings us closer to ourselves in the process, granting access to our unique internal
truths. We behold these truths in the presence of others, using stories as a medium to speak a
common language, learning life lessons through collaborative co-construction. In this sense, the
discovery of truth and purpose in life is bound to our connection to ourselves, others, and the
world. As inherently social beings, a human's growth and development are connected to Mother
Earth and the people who inhabit her. In the following pages, we will explore how to understand
and facilitate this connection, witnessing how the stories of Northern practitioners are very much
representative of the distinct human experience, the challenges we collectively face, and the
search for meaning through connection as we overcome adversity.

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An Invitation
This story is ultimately grounded in connection. Rooted within the context of relational
practice, practitioners navigate their client's concerns in the light of a unique set of personal
experiences, growth guided amid collaborative, interconnected interpretation. This is a reminder
that while the focus of this literary piece is centred upon supporting a group of individuals
responsible for the mental wellness of those in Northern BC, the information provided will be
contoured through the prism of our experiences. This in turn will dictate how we envision what
is portrayed on the page. So, rather than detaching from your subjective experience and
attempting to objectively consume the following text from a position of neutrality, as postured by
a positivist paradigm, I implore you to take this opportunity to settle into the parts of this story
that truly mean something to you. I invite you to actively engage in the word in a constructive
and productive manner for your ongoing growth and development, an overarching goal for all
parties involved in this endeavour. The hope is that mutual respect can be garnered, fostering an
environment where we can learn from one another. Rather than setting aside your preconceived
notions of the world and your place within it and approaching this work as a blank slate, I urge
you to celebrate and honour the complexity of the context you find yourself in, grounding and
guiding yourself in the light of your experiences. Lean into the elements that make you… you,
deriving meaning from the pieces of this writing that speak to you. Approach this reading as a
learning experience where you can actively engage with the page and genuinely question
yourself in a manner that connects you to a deeper understanding of self. Hold space for the
exceptional parts of yourself that uniquely define your character, acknowledging the aspects of
your presence that differentiate and connect you to the people around you. Use this knowledge of

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self as a vehicle to influence the direction of this process, organically taking advantage of your
personal location as you embark upon this journey of interconnected understanding.

5

-ACT IVISION
setting the stage
Our story unfolds in the Northern reaches of BC, a province renowned for its rugged
landscape and resourceful people. In an area lacking some basic amenities that ease the many
challenges encountered, groups have developed an inner strength, hardiness, and a certain
resiliency necessary to navigate the isolated terrain that disrupts and complicates connection.
Ultimately, this is the very truth that this story speaks of… connection. It is a tale of the intricate
fabric of life that weaves us together, binding us as one in a similar struggle, all the while
threatening to pull us apart, the emergence of a complex interplay of opposing forces held in
place by the unique socio-cultural climate ingrained in the geographic region. Unfortunately,
some of the same systems designed to alleviate pressure on an overburdened mental health
population have inevitably contributed to restricting the movement of the vital parts that propel
this system of care: front-line practitioners. Arising out of a need for stability and structure, a
pervasive system has emerged in the Northern portion of the province of BC, permeating the
various sectors of healthcare and, at times, constraining practitioner growth. In many ways, those
delivering mental health support in the region are tethered to this system, which is slow to evolve
and adjust to the presenting needs of care providers, regrettably stifling creativity and
authenticity because of well-intentioned, albeit arguably misguided efforts of standardizing the
provision of services. The immense volume of health care needs in the region has necessitated
hiring those without specialized counselling qualifications, leading to a dire need for
individualized clinical support, yet this understanding is seldom realized in practice. In a system
possessing so many moving parts, it becomes essential to respect and honour each part's

6

particular roles, taking time to explore the complexities arising and providing adequate oversight,
attention, and awareness of the unique needs of Northern practitioners.
The Three Great Conflicts
As we turn our attention to the vast array of issues saturating the field of work in
Northern practice, the emerging themes are oddly reminiscent of stories of old, rooted in the
traditional heroes' battle against nature, society, or self. Interestingly, the story we seek to
chronicle contains elements of all three great conflicts. As we bear witness to the Northern
practitioner's plight, we can observe this overarching triad of challenges revolving around
connection, taking shape amidst the practitioner’s relationship with self, expanding outwards to
include relations with others, all infused in the world around them, effectively mimicking the
storybook heroes’ traditional fight against self, society, and nature.
The Journey Ahead
These points of conflict provide a remarkable base for referencing and conceptualizing
the inherent struggles in Northern counselling practice as it pertains to these broad domains of
connection, or rather, disconnection, as the opposing forces dictate the system's health. In the
following pages, we will deconstruct some of the commonly identified barriers to implementing
adequate support of professionals, actively exploring the essential elements that disrupt the
delivery of dignified, ethical counselling services in Northern BC. We will utilize O’Neill et al.’s
(2016) pivotal study of mental health provision in Northern Canada, which provides an excellent
depiction of the commonly experienced struggles from a practitioner’s point of view and offers a
vision of improved counselling practice in this unique area of the world. The following section
will break down the major vision point of clinical supervision, granting insight into the

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intricacies infused in Northern practice and revealing the opportunities that lay ahead in the
journey before us, shaping our path of discovery.

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-ACT IICONNECTION
reviewing what is relevant: traversing the conduit of care
Despite acknowledging the challenges and barriers to providing care in Northern BC,
there is an unfortunate scarcity of empirical evidence exploring the counselling experience in
rural mental health settings (Imig, 2014). Breen and Drew (2012) probe deeper to cite a gap in
the literature on recommendations, specifically from practitioners’ points of view. More recently,
however, O’Neill et al. (2016) have provided professional and paraprofessional mental health
workers an opportunity to be heard. A “Northern Vision” (O’Neill et al., 2016, p. 137) was
voiced by participants, reflecting ideas for improvement of services and support of Northern
practitioners. As we traverse the conduit of care in this second act, we will take time to cover one
of these core vision points, linking a practitioner to self through the process of clinical
supervision. Honouring Northern voices by providing a space to speak was a vital starting point.
Now, we are challenged to bring this 'vision to life by pulling together these understandings to
proactively support the vulnerable people in these climates by creating a viable means of
fostering professional development in care providers. We begin by examining our practitioners’
connection to self.
Connection to Self: A Vision of Clinical Supervision
As we delve deeper into the conduit of care, we focus our scope of inquiry towards the
individual. We will now look at practitioners' relationship with self in this particular context of
care. To support this understanding, we carry with us a knowledge of the immense value in
connection to community and the people around us, as we now consider the importance of
connecting to self and the reliance upon our community and those within it to provide us with the
insight needed to grant greater appreciation for what makes us who we are in this setting. In a

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profession where the personal and professional self are so intimately bound, it is through a deep
awareness and relationship with oneself that a vision can be created to move us out of
ineffective, patterned ways of being that have outlived their purpose, thereby shifting into a
novel, more relevant means of meeting the needs of a Northern population.
The Path to Purpose
The path to purpose is twisted as the provision of professional development often fails to
take advantage of the most viable source of support, the practitioner themselves. Efforts to
improve practice are often dictated by didactic training, neglecting the real-world experiences of
front-line workers, voices falling to the wayside. Evidence-based best practices are favoured over
practice-based evidence in an attempt to navigate the complexities of care in the North, where
the landscape does not necessarily resemble the norms held in more populated areas of the
province. Thus, clinicians are subjected to a disconnected system of support built upon the
foundations of abstract theoretical notions, guided blindly by a set of values, beliefs and attitudes
representative of a majority population that fails to accurately reflect the clinician's unique set of
experiences and the realities of a Northern environment. Silence begets more silence,
disempowerment serving to widen the gap between theory and practice, a crevice that risks
further expansion in the absence of voices that will speak front-line truths, the ongoing neglect of
practitioner input surely signalling the greatest threat to progress and our efforts to bridge this
therapeutic space.
A Battle Against Self
As we turn inward, we will move forward in recognition of the distinct nature of our
Northern counselling environment and its momentous impact on the community, including the
collaborative relationships that form the Northern Health Authority's (NHA) multidisciplinary

10

care setting. These understandings will aid our appreciation of how Northern practitioners shape
their knowledge of self, supporting a more comprehensive view of the numerous factors
influencing counselling practice in this particular setting. We look to how clinicians have been
moulded by a complicit, convoluted system of care, the faults and fallacies that impede progress,
as well as the triumphs and tribulations of the dedicated individuals finding their fit and,
alternatively, shaping the system they are so intimately tied to. The battle will be brought to a
more personal level as we tease apart O'Neill et al.'s (2016) vision point, a dream of consistent
clinical supervision. These hopes are based on an ideal rarely attained in the Northern bounds of
practitioner support, yet described by participants in O'Neill et al.'s (2016) study as essential to
building competency and integral in combatting the ill effects of secondary trauma. Thus, we are
left to consider not only how positive professional growth is facilitated and encouraged but also
the ethical question of protecting practitioners and what meaningful support actually looks like
within this care context. This is a vision of unity with oneself. This relationship ripples outward
to connect people with those around them, a true appreciation of the passion, purpose and pain
that drives people headlong into this work, entangling clinicians in the messy web of managing
mental wellness.
A Gateway to Growth
Clinical supervision is a gateway to exploring these relationships and the accompanying
overlap between a practitioner's personal and professional lives, each vital in itself. Yet, the
dynamic relationship between the two offers an invaluable depth of appreciation for the
clinician's unique location. As emphasized by participants, supervision and opportunities for peer
consultation afford a buffer against the isolative effects of Northern practice and bolster the
capability to manage challenges, leading to longevity in the field and the ability to supply clients

11

with consistent, efficacious care (O'Neill et al., 2016). As we enter this personal space of
vulnerability, we will rely upon insight and awareness of self to guide the way forward,
illuminating our path of self-discovery and growth in search of therapeutic alignment through
relational connection.
The Three-Act Structure to Tell our Story of Self
To support the conceptualization of the various components in play, the three-act
storytelling structure will be used to travel the developmental path of the health authority
practitioner as they come to know themselves better, cultivating their capacity to care for others.
The first act, referred to as 'the setup,' will introduce the characters, setting, and conflict, laying
out the current state of clinical supervision in the NHA, implications for clinicians working the
front lines, and the following complications. With the groundwork laid, we will cover act two,
'The Confrontation,' a section where clinicians face perhaps the greatest obstacle in their path:
themselves. We will now consider the developmental process of counsellor identity formation,
reflecting upon what brings people into the helping field and the personal pieces that ground
them in the work framed within a Northern perspective. The third and final act, 'the resolution,'
will conclude this section on clinical supervision and the connection to self. This is not a proper
ending, but rather, a placeholder, serving to signal a humble beginning, a place of appreciation
and understanding for the plight of our practitioner, where space is given to articulate the unique
needs of a Northern helper. With curiosity, we will consider how to apply what has been learned
from related research and how to effectively move forward in support of a group of Northern
practitioners, helpers who are commonly professionally isolated due to the immense volume of
need and limited number of trained clinicians. Concluding this narrative piece, we propose a

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potential resource that supports not only the understanding of but also the practical engagement
in clinical supervision.
Act I - The Setup
Clinical supervision has become prominent in the preferred pedagogy of preparing
mental health professionals (Bernard & Goodyear, 2019). It is characterized, as other signature
pedagogies, by engagement, uncertainty, and formation (Shulman, 2005). Engagement speaks to
the method of learning through dialogue facilitated between instructor and learner, built off the
inherent strength of collaborative partnership. Uncertainty is part of the experience as both
parties negotiate the learning space with conversations that mirror the presenting needs of the
practitioner. Shulman (2005) describes formation as how the instructor or supervisor begins to
understand the participant's thought process and utilizes relational practice to encourage and
shape perceptions of interventions in line with sound clinical intention, co-navigating the
complexities of the work. This is a dynamic, action-orientated process of reciprocal sharing
grounded in social connection with a trusted mentor.
Core Features of Supervision
As we consider the implications in practice, it is helpful to note the difference between
'clinical' supervision. This term appears more commonly in the literature than any other
profession-specific language (Bernard & Goodyear, 2019) and 'managerial' or 'administrative'
supervision. Attempts to merge the two distinct roles harm therapeutic alliance by introducing
multiple relationships into the professional development space. In such a vulnerable setting, trust
and safety are paramount, with the ability to reprimand and evaluate performance representing
risks to building a foundation of trust, thereby potentially jeopardizing the working relationship,
a barrier to meaningful support. Further to this point, while clearly there are differing

13

professional needs that dictate the supervision modality employed, evidence points to a set of
core features irrespective of discipline (Skovholt & Ronnestad, 1995; Snowdon et al., 2020;
Wheeler & Richards, 2007; Worthen & McNeill, 1996). One primary consideration is
therapeutic alliance, akin to its integral role within the counselling dyad. Overall, clinical
supervision serves an invaluable function in the education of practitioners, and according to
Bernard and Goodyear (2019), rests upon the following three premises: clinical supervision is its
own unique form of intervention, supervision has broad commonalities among the diverse range
of mental health professionals, and lastly, clinical supervision is efficacious in developing
professional competencies. Throughout this paper, the term supervision will be used
interchangeably with clinical supervision to refer to the above-noted ideas and notions around
the developmental support of interdisciplinary professionals in mental health care within the
NHA. While acknowledging the range of unit-specific approaches, understandings of
supervision, and differing leadership styles that dictate the importance, prioritization, and
implementation of strategies for addressing professional growth and development, a rough
overview will serve to cover the current state of affairs, providing context and appreciation of the
unique challenges faced in this environment.
A Northern State of Affairs
The importance of clinical supervision in the social sciences has been reinforced across
disciplines and an array of literature (Bernard & Goodyear, 2019; Corey et al., 2021; Holloway,
1995). Its value is easily detected in the prioritization placed by regulatory bodies across
disciplines on utilizing this particular platform for learning. Through critical discourse,
supervision taps into a supervisee's thoughts, feelings, beliefs, attitudes, knowledge, skills, and
overall perception of the care process. This iterative process allows practitioners to reflect upon

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personal location and integrate standards of care into service provision that align values with best
practices and ethical decision-making, ultimately centralizing the safety and well-being of both
client and practitioner. Despite a growing awareness of clinical supervision's merit in supporting
safe, effective, ethical practice (Barnett & Molzon, 2014), there remains a challenge in either
accessing or implementing it consistently, especially in Northern BC (Kuhn, 2009; Morrissette,
2000; O’Neill et al., 2013; O’Neill et al., 2015; O'Neill et al., 2016; Schmidt, 2009; Weigel &
Baker, 2002). These troubles are mirrored in the life of a practitioner working under the health
authority, an environment where struggles to attain training, resources, and qualified
practitioners abound, the combination of which creates a situation where barriers are more
plentiful than opportunities to fulfill this level of support. Furthermore, within the context of the
NHA, an agency already struggling to meet the vast needs of people impacted by mental health
concerns in communities, nuanced factors emerge at the various levels of the healthcare system
to amplify existing issues and affect front-line workers.
Blind Spots: A Leadership Perspective
While the necessity for continuous professional development and support that more
adequately reflects the needs of Northern counsellors has been highlighted in recent research
(O'Neill et al., 2016), the advantages of utilizing clinical supervision to meet these means have
yet to be universally applied at the NHA. Practitioners commonly work in complex, specialized
mental health and addiction care areas without specialized training to support their efforts. In
fact, onboarding practices for mental health counsellors within health authorities have been
criticized for failing to properly align new hires with expectations around their position and the
realities of burnout and secondary trauma (Harrison & Westwood, 2009). A lack of sufficient
support and guidance, including relevant training and supervision, continues to plague Northern

15

practice, contributing to confusion and feelings of inadequacy. Workers are often left to make
sense of the confusing therapeutic space in isolation with little guidance beyond their
interdisciplinary teams. While, at times, this can build resiliency, allowing practitioners to
support one another, the value of this depends upon the experience and training levels of those
involved. Unfortunately, as touched on in the earlier section on collaboration, health authorities
tend to build interdisciplinary teams without much forethought given to the functional integration
of diverse members (Enthoven & de Bruijn, 2010), relying instead upon assumptions of
professional competency and belief that the groups will naturally learn and work well together.
These conditions give rise to an assortment of unmet needs due to differences in perspectives and
values carried into the work, especially if opportunities are not presented to engage in intentional
conversations that process experiences and provide direction on moving forward in partnership
and supportive enterprise. The fact that leadership roles are filled by individuals of varying
backgrounds, whether it be nursing, social work, or counselling subdisciplines of the social
science field, adds a layer of complexity to the support of practitioners, especially when there is a
misalignment in values. Power imbalances further complicate issues as interventions from
leadership tend to be problem-orientated and centred on seeking solutions over understanding
practice, focussing on content over process, exemplifying the medical model in which care is
based. Issues are readily apparent as dual roles become naturally assumed, with leaders seeking
to satisfy the diverse demands of administrative and clinical needs, confusing the intention of
supervision in a clinical sense. Given this rudimentary understanding of the systemic shortfalls
and leadership blind spots, we now look to interpret the impact on individual practitioners.
Bringing into Focus: A Practitioner Perspective

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Clinical supervision presents a universal teaching tool that transcends the helping fields,
helping to bridge the gap between a group of individuals striving towards similar goals, yet in
vastly different ways. It is a pedagogy embedded with recognition of the importance of
understanding how people learn, fostering developmental location, and working across each of
the cognitive, affective, and behavioural domains to align learners with their primary needs as
well as interests, responsive to the changing circumstances that ofttimes define professional
growth. In the ideal situation, learners, our emerging healthcare professionals, are presented with
environments that are compassionate, understanding, and authentic, coinciding with an
experience that is engaging, accommodating, adaptive, and meaningful. As is most often the case
in practice, the functional reality of support for practitioners in the North is not representative of
the ideal. Contextual nuances, imposter syndrome, and logistics in practice further complicate
the process of providing practitioner support.
Nuanced Understanding. It becomes imperative to take stock of the unique backdrop
upon which practitioners are placed, a setting contoured by an exceptional set of circumstances
that give way to special considerations in practice. As outlined above, the immense need of the
region results in clinicians being hired with undergraduate degrees with typically little to no
specialized training in counselling due to the high volume of demand for mental health services.
Consequently, these practitioners are not bound by any explicit guiding principles or imposed
requirements around ethical behaviour or professional development as outlined by regulatory
bodies that endeavour to inform, legitimize, and protect all parties in practice. This means that
although individuals may be well-intentioned, they often need more fundamental training and
understanding in counselling practices, including an absence of meaningful engagement in
clinical supervision, possibly leading to misunderstandings of this reflective practice's personal

17

and professional value. Moreover, if leadership mirrors this same misunderstanding,
disconnected from the nuances in the field, supervision can take on a form that more closely
resembles an administrative versus a clinical approach. This can leave practitioners skeptical and
uncertain of the process, primarily if not clearly defined, reflecting an intervention that is
punitive or based on performance evaluation instead of being supportive. This neglects a vital
opportunity to build the safety and trust needed to establish a supportive environment of growth
for healthcare professionals, particularly those in the beginning stages of their career, a sensitive
time of professional identity formation and a time commonly characterized by fear and doubt,
perfect conditions to promote imposter syndrome.
Imposter Syndrome. Building competence and confidence is a critical feature of
supporting the development of a novice counselling workforce, especially given the high
likelihood of associated fears of inadequacy characteristic of early stages within the profession
(Bischoff & Barton, 2002). Thompson (2004) points to the potential of these fears taking root to
impede progress, manifesting as anxiety, a noxious deterrent along the path to competence,
ultimately detracting from the development of competent counselling skills. Clark et al. (2022)
draws attention to the potentially debilitating effects on the health of a workforce, with a
corresponding increase in stress, burnout, and dissatisfaction with work, if left unchecked.
Examining the pervasiveness of imposter syndrome, Clark et al. (2022) conducted a study of 158
individuals, discovering a negative impact across an array of mental health professionals’
practice. So while a seemingly natural part of the developmental process for many in the field of
counselling, this psychological phenomenon plays host to a range of detrimental effects for the
budding professional. A theme has emerged as this experience being integral to the identity
formation of a therapist. This finding points to the intimately personal nature of this

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developmental process and the importance of providing professionals with awareness around the
normalcy of the phenomenon and support in helping them connect to self as a means of
navigating these complicated feelings that will undoubtedly surface. These findings highlight the
need to adequately address issues that arise through education, mentorship, and self-reflection.
Bischoff and Barton (2002) suggest the use of supervision and mentorship to minimize
unfavourable outcomes and support the growth of competent, confident clinicians, pointing to
the value of clinical supervision as not only a protective but a supportive reflective tool.
A Northern Imposter Perspective. While speculative, it follows to expect comparable
findings if sampling health care professionals in Northern BC, especially in light of the general
lack of education, training and support for most of those occupying counselling roles, regardless
of discipline. So paired with evidence suggesting a multitude of mental health professionals
being subjected to the effect of imposter syndrome, particularly counsellors, along with the
conditions of Northern counselling practice, the increased susceptibility of NHA practitioners
who are often thrust into complex interpersonal work on specialized units, often without
specialized or even foundational training in counselling processes, should be considered. This is
a regular occurrence in practice due to the structure of mental health service delivery as it
functions in the province, where the health authority takes on complex care due to access to
higher level services such as psychiatry and psychology; however, due to increased needs and
low resources, front-line workers typically take on the brunt of the workload, frequently without
access to these advanced interventions. This environment creates the perfect condition to fuel
these feelings of inadequacy and ignite fears of being exposed as a fraud or unqualified
professional, ironically, yet perhaps not surprisingly, contributing to hesitance around sharing
concerns of practice, effectively silencing an individual in need of support. Given this unique

19

situation, addressing issues that arise and proactively assisting people in building reflective
practices that can buffer against the ill effects of a complicated work setting, supporting
professional growth, and enhancing well-being becomes even more imperative. Thus, health
authorities are faced with the dilemma of facilitating practice supervision.
Logistics in Northern Practice. As voiced by front-line practitioners in O'Neill et al.'s
(2016) study on mental health provision in Northern communities, clinical supervision is a vastly
underutilized tool in the region, whether due to difficulty accessing the appropriate format that
fits the presenting needs of practitioners, or the ability to even access it at all. A challenge arises
in delivering an intervention that will meet the diverse needs of the helping community, where
we witness a variable range of education, experience, and competencies, necessitating equally
eclectic levels and forms of support. So, besides the importance of clarifying administrative
versus clinical supervision, there is also a logistical piece around what style of supervision makes
the most sense to implement. While a detailed account of the diverging forms is beyond this
paper's scope, we will note that, in general, three broad formats consist of individual, group, or
peer-based versions, as well as combinations of all three. In the North, where resources are
limited, financially restricted organizations may be inclined to prioritize a group supervision
approach, which, while valid, if implemented effectively, needs greater consideration in this
context due to the potential for unintentionally further segregating and exposing an already
vulnerable group of clinicians. Group supervision certainly adds a layer of complexity at the best
of times, with a group of individuals possessing a solid clinical base, highlighting the need for
special attention to be paid in the North, where a gathering of practitioners is likely to yield stark
differences in education, experience, and skills, leading to subsequently distinct personal and
professional needs. While these contextual factors will unquestionably dictate the particulars

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around 'how' clinical supervision is organized so that it is delivered in a format that fits the
targeted population, the realities of practice also warrant special considerations of 'who' will
provide the service.
The Who. Again, we bear witness to the harmful effects of a widespread lack of training
and education in Northern counselling practice, rearing its head to impact the support of
practitioners already isolated compared to their Southern counterparts. As can be imagined,
complications are encountered when attempts are made to secure qualified counsellors to
facilitate this therapeutic intervention due to the scarcity of people credentialed in this
specialized area of care. Naturally, this fosters a propensity to pursue practitioners from larger
city centres in the south of the province where the likelihood is more likely to obtain what is
believed to be the preferred scholastic background, prioritizing education over experience in the
search for support. Zapf (1993) speaks to the issue of bringing in an “outsider” to practice, citing
the glaring disconnect between Northern and Southern viewpoints, where the former holds
traditional perspectives on environmental stewardship and cooperation, along with a present
focussed orientation, and alternatively the latter centres' ownership, autonomy, and orientation to
the future. The author further states that conventional urban models of practice may not only be
inappropriate but potentially damaging (Zapf, 1993, p. 694). As was highlighted by participants
in O'Neill et al.'s (2016) study, current ethical codes, as outlined by professional bodies, do not
fully encompass the breadth of the Northern experience, failing to honour cultural values and
norms that guide and connect people. Incongruence raises an insurmountable barrier in
overcoming the struggle to understand, challenging prospective supervisors in connecting with
practitioners possessing qualitatively differing realities, as the region's socio-economic situation
conflicts with interventions typically employed. Misunderstanding can thus contribute to

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disconnection and dilution of intended support, forming a more significant rift between the ideals
and the realities of Southern to Northern practice, which is comparably more isolated in
resources and people, further subjugating a group of marginalized professionals.
A Novel Setting
A picture is beginning to form of a uniquely convoluted service delivery setting, as our
location reveals revelations of the novel experience of the Northern practitioner. The nature of
support in the North is similarly complicated and confusing for practitioners as it is for clients. A
hope is that the preceding ponderings will prove fruitful in speaking Northern truths and
providing the necessary context to generate dialogue to shape thoughts and ideas and give way to
meaningful interventions and supportive practices that more humbly respect and reflect the
landscape of care. To better understand the unique components of this chasm of connection
within a developing practitioner, the following act strives to conceptualize the elements that
bridge this gap between the personal and professional self. We will look at the developmental
stages of the emerging counsellor's identity, visiting a few key locations along the way, paying
particularly close attention to an NHA practitioner's relationship with self and how clinical
supervision ties in.
Act II - Confrontation
With the groundwork laid, we take these preceding understandings of our distinct setting
and look more intently at the identity formation process in counselling practice, what Northern
practitioners can expect, and the role of clinical supervision. Those of us entering the helping
field in servitude of others can often attest to the seemingly inescapable happenstance of being
led down the road towards becoming a counsellor. While this path is uniquely personal for all
who travel it, we will outline the broader themes that influence and unify Northern practitioners'

22

experiences along their journey toward personal and professional growth. As we deconstruct the
process of change, we see a departure into the unknown, initiation into a new way of being after
exposure to various trials and tribulations, and a return to a new understanding of self, having
changed and grown from the experience. This process is cyclical as individuals continuously
grow and learn in many ways, constantly shifting and being impacted by their surroundings,
forever in flux, a recursive, reflexive interplay of personal and professional factors intertwined in
delicate existential beauty. While this journey is solely our own, conversely, there are common
themes that unite and connect us, pulling and pushing, prodding and testing the fortitude of our
moral fibres, marrying us in the twisted, convoluted road ahead, encouraging us to look at our
personal truths and what this means within the context of others.
The Path that Designs Us
Understanding this rocky road that defines the developmental trajectory of professional
growth aids clinical supervisors in becoming further attuned to a counsellor's needs. Models
serve to ground supervisors in the work, providing a framework to conceptualize the presenting
conditions and build treatment plans or approaches that cultivate counselling competencies and
target meaningful professional development. Bernard & Goodyear (2019) note the existence of
several models of clinical supervision, grouped into one of the following three categories:
models grounded in psychotherapy theory, developmental models, or process models. The
diverse nature of clinical approaches mirrors the diversity of people occupying clinical roles and,
thus, the diversity needed to satisfy the presenting needs of practitioners. While each model
possesses certain advantages and limitations that set them apart, the reality is that practice is
never as neatly packaged to the point where a purist approach will meet the needs of all. Each
clinician is guided by the experiences that help them interpret the world and its people, leading to

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theoretical orientations that align with these perspectives and consequently shape interventions
applied. According to Bernard and Goodyear (2019), it seems relatively common to integrate
various approaches, as is true in psychotherapy (Norcross & Goldfried, 2011). This makes sense,
particularly in the context of Northern practice, where the range of skills, abilities, and training is
diverse, altering the support needed for practitioners such that flexibility becomes essential to
address the complexity of human nature in a supervisory role. While not an entirely novel
practice, clinical supervision is undoubtedly in a state of fluidity. New research continuously
defines this distinct area of study (Watkins, 1998), shaping our understanding of supporting
practitioner development and improving the quality of counselling practice in general.
A Developmental Path
In considering the various developmental stages a counsellor moves through on their
professional growth journey, the integrated developmental model (IDM) (Stoltenberg, 1981;
Stoltenberg & Delworth, 1987; Stoltenberg & McNeill, 2010; Stoltenberg et al., 1998) will be
employed as a conversational aid to help readers conceptualize the various elements involved.
This specific model was selected in part because of its robust description of supervisee processes
and its accompanying applicable nature with suggested supervisor interventions that target the
various levels of maturity and growth, making it the most accepted and utilized stage
developmental model of supervision at present (Bernard & Goodyear, 2019). It is important to
note that while the IDM provides a comprehensive framework, recognized on several fronts for
its strength in promoting professional growth across a range of domains through acknowledging
developmental processes (Borders & Leddick, 1987; Johnston & Milne, 2012; Ladany & Inman,
2008; Lambie & Sias, 2009; Stoltenberg, 2005; Stoltenberg & Pace, 2008), the IDM, much like
other models, plays host to certain limitations. A chief criticism levelled at the IDM is its

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primary focus being centred on graduate students in training, with a diminished emphasis on
post-degree supervisees. Corey et al. (2021) proceed to cite an additional pitfall as the IDM’s
narrow definition of applicable interventions specific to each developmental level, leaving a
slightly ambiguous trail to the practical support of practitioners. These concerns bring to light the
notion that there is no one-size-fits-all, shining a spotlight on the unique contextual demands that
define the North, where issues of privilege, power, and cultural diversity abound. Supervisors are
thus bound to the needs of those directly in front of them, necessitating the use of a range of
approaches to best support the demands of practitioners, reinforcing the importance of openness
and flexibility through integrative practices that offer the support needed to combat complex
human behaviour. While IDM may have its drawbacks, it is founded on the premise that
therapist efficacy relies on the ability to integrate various theoretical perspectives in a
meaningful way to respond appropriately to the developmental level of the practitioner
(Stoltenberg & Delworth, 1987). This principle is particularly salient in the confines of a
Northern counselling climate, where the contrast between training and experience can be quite
striking, resulting in proficient practitioners with limited formal preparation, necessitating an
adjusted developmental approach to best foster competencies. Furthermore, in practice, IDM
revolves around the central roles of therapeutic alliance, self-awareness, and self-reflection,
acknowledged as critical features in clinical supervision. For these reasons and what appears to
be a strong alignment with the presenting needs of Northern practitioners, we will utilize an IDM
perspective to frame and ground ourselves as we explore the relationship between clinical
supervision, knowledge of self, and the Northern practitioner.
An IDM Perspective

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From an IDM perspective, counsellors are thought to progress through a series of three
main stages or levels of professional identity formation (Stoltenberg & McNeill, 2010), with the
third level divided into two parts as practitioners become proficient across a multitude of
domains (i.e., conceptualization, assessment, and interventions). These levels are tied closely to
the three overriding structures of self-other awareness, motivation, and autonomy. It is crucial to
keep in mind that this is an iterative, non-linear process as individuals move through these
dimensions of practice, provoking a range of feelings as certain competencies become better
understood or are met with more confusion. Self-other awareness refers to the location of an
individual in terms of awareness of the client's inner world and self-preoccupation, focusing on
the elements of cognition as it relates to thought content and affective components of emotional
change. Motivation indicates where the supervisee sits in relation to interest and effort expelled
in practice and training. Autonomy signifies the level of independence displayed. According to
the authors, these are identifiable markers essential to assessing professional growth (Stoltenberg
& McNeill, 2010) and assist the supervisor in selecting and integrating interventions. The
markers are reflected in each developmental level and readily apparent across the following set
of eight domains or core competencies: intervention skills competence, assessment techniques,
interpersonal assessment, client conceptualization, individual differences, theoretical orientation,
treatment plans and goals, and professional ethics, as outlined by McNeill & Stoltenberg (2016),
and which become targets of professional development efforts. Based on predictable barriers,
stages of growth, and processes within, supervisors can more effectively anticipate and plan for
support of what is yet to come. Now, we will briefly cover the four developmental levels as they
apply to Northern practitioners, integrating the overriding structures of self-other awareness,

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motivation, and autonomy throughout our discussion to give a sense of the trajectory of
professional growth as it applies to the NHA, giving specific consideration to Northern practice.
Level 1 - Vision: Setting the Stage. The stage is set as we embark upon the first
developmental level. This period is defined by humble beginnings as the practitioner understands
what has carried them down this path in life. Initial exploration yields essential discoveries of
what characteristics define this individual, the beliefs, attitudes, and biases that shape their
views, the values they hold close to their heart, and what this all means in the Northern
counselling context. The profession's newness can bring ambiguity and uncertainty in the
supervisees as they decide how to proceed, the stark reality of a highly complex environment
realized. It is through the guidance of a clinical supervisor that clarity of vision can be cocreated, giving the strength to push forward, overcome hurdles, and develop deeper
understandings of basic counselling skills and values, teasing out the elements of their
professional identity such that they can come to know themselves better.
IDM Integration - Motivation. Drawing upon developmental considerations derived
from the IDM, this level represents a period of newness for the beginning practitioner who is
adjusting to their novel role or perhaps focusing on developing a particular skill or therapeutic
modality. Motivation tends to be high due to anxiety and the pressure to use the 'best' or most
'correct' approach while working with clients. While experience and guidance can work to
dissolve this illusionary vision of the perfect approach, consider the clinician devoid of a
professional designation, specialized training, or clinical support in counselling processes.
Confusion and the quality of motivation may be particularly amplified in the experiences of a
Northern practitioner who struggles to make sense of the work where they are subject to

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considerable expectations under the weight of limited oversight and availability to the
professional community.
IDM Integration - Autonomy. Autonomy is guided by the presenting needs and
individual characteristics of the supervisee. Still, it is inclined to include more and more structure
to support confidence and include positive feedback, which fuels acceptance of self, an essential
quality to handle the obstacle of self-doubt that arises. Self-doubt, while a normal part of the
developmental process, can wither one's belief in themselves and their accompanying
professional capacity if left unchecked. Self-efficacy combats the detrimental effects of selfdoubt, looked upon as our connection to ourselves and the stories we internalize around our
capability to help. The greater our belief that we can support others, the greater the likelihood
that we will find satisfaction in our work, highlighting how important it is for supervision to
process these feelings and make sense of complicated interpersonal work. A robust reflective
practice, such as clinical supervision, can inspire a greater connection to the self, connecting us
with others. As helpers, we appreciate the importance of bringing our authentic selves into the
therapeutic space, the principal tool for delivering care. Hence, the value garnered from
awareness and knowing oneself is immeasurable and arguably essential, as the greater this
understanding is, the greater our therapeutic leverage is in understanding those around us.
IDM Integration - Awareness. At this time, awareness is in a stage of growth, with
clinicians commonly experiencing a disconnect in the affective domain and a preoccupation with
self. As a supervisor serving as a mentor, it is essential to focus on creating a healthy working
therapeutic relationship which fosters honesty and trust, creating a safe environment capable of
exploring vulnerabilities with openness and humility. The therapeutic triad of empathy,
genuineness, and unconditional positive regard (Rogers, 1957) becomes instrumental in

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achieving these ends, infusing the relationship with deeply humanistic qualities that honour the
developmental stage of a beginning counsellor. By attending to the counsellor's needs and
specifying how they approach the work, a supervisor can build upon strengths and empower
them in a time of need, where support and encouragement are as meaningful as practical practice
advice. Understanding and trust in self is the foundation upon which skills and competencies can
be built. Once self-absorption is reduced, McNeill and Stoltenberg (2016) suggest using
questions and probes to explore and focus on fundamental areas, allowing for the development of
counselling competencies.
The Stage Has Been Set. Within the first level, the stage has been set to venture into the
unknown with a clearer vision of what will come. The clinician has answered the call to help
despite uncertainty creeping into the comfortable space of what is known and familiar. Equipped
with a greater understanding of self, there is an acknowledgment of the foundations upon which
their character rests and the pillars that will uphold their practice. There is an appreciation for the
struggles of what is yet to come and an awareness of the people and tools that will serve the
crucial role of providing guidance and support along the way.
Level 2 - Connection: Traversing the Conduit of Care. The plot thickens as the
Northern counsellor presses onward, traversing the conduit of care and delving deeper into their
developmental journey. The second level is where foundational skills are built upon and
integrated into practice. Greater clarity of one's professional counselling identity forms as
practitioners begin to weave their values, beliefs, and experiences into a cohesive way of being
with others and understanding themselves. Personal biases are confronted, along with an
exploration of the underlying purpose and meaning behind counselling practice and the roles that
we will play. More hands-on experience with a range of populations and presentations is helping

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shape unique approaches and a merging of personal and professional identities. This is the part of
the counsellor's journey where novel and challenging situations are confronted as practitioners
navigate this new world. Through these experiences, lessons are learned in how to share space
with others and connect with a person's story in a manner that holds meaning, such that our
stories become intertwined, and we co-construct truths for that which matters. This level of
connection inevitably brings about substantial personal and professional growth. Still, it is not
without internal conflict and confusion as the process pushes the practitioner into uncomfortable
expanses of their psyche.
IDM Integration - Autonomy. As counsellors continue to grow their self-understanding,
the second level is a time of exploration, discovery, and refinement. The high dependence
typically found within the first level is replaced with a greater sense of autonomy, as risk reveals
reward, and clinicians learn to trust themselves and what they bring to the field. Unique
understandings of self grant a practitioner insight into what moves them and how to use this
knowledge intentionally to guide their practice. Experiences mould perceptions of this complex
work, with arguably the greatest ally residing within oneself. Mentorship and support are
especially critical as clinicians form a more profound image of who they are and what they are
capable of. Northern practice can function as a double-edged blade, where opportunities for
developmental growth are abundant due to the high exposure to practice experiences in a lowresource environment, which can lead to meaningful integration of knowledge and reinforce selfconfidence or, alternatively, carry the risk of destabilizing belief around professional competency
and belonging. These early experiences are critical, and more so, the access to mentors or models
in the system that can shape practices and normalize some of the doubts and obstacles common
in a profession centred on interpersonal care. Unfortunately, what seems more common is a lack

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of oversight and clinical supervision that creates additional barriers to settling into a vulnerable
area of work (O'Neill et al., 2016).
IDM Integration - Motivation. According to the IDM, motivation at this time is unsettled
as counsellors fluctuate between periods of confidence, insecurity, and confusion. The cyclic
nature of moving through these experiences marks this stage, at times debilitating counsellors
who struggle with the instability inherent in the process of change, mirroring the work our clients
go through and, to a broader sense, life. There is a certain level of independence at this stage.
However, we witness a similar vacillation in motivation as individuals contend with needs for
autonomy versus dependency, which can stress therapeutic relationships. Support needs to be
flexible enough to meet the fluctuating needs of a growing practitioner. The issue that arises in
addressing this need within the NHA is that efforts are typically focused on standardizing care,
whether through client interventions or, in this case, practitioner training and support. As is
evident in Northern practice, support is not always generalizable, and the demands of this setting,
and many others, necessitate a truly client or practitioner-centred approach, which is difficult for
organizations to formalize into practice. This results in additional workload and confusion at the
managerial level. All these considerations point to the critical need to generate awareness in all
parties involved.
IDM Integration - Awareness. A greater awareness of others is attained throughout this
developmental level, allowing the focus to shift from self to the client in a positive respect. This
enhanced quality allows the emerging counsellor to adeptly express empathy centred on the
client's concerns. Using counselling micro-skills such as active listening, reflecting, and openended questioning, clinicians learn and cultivate the tools and techniques essential for facilitating
effective communication, augmenting therapeutic alliance with the strength of rapport, and

31

recognizing the meaning behind stories, ultimately assisting efforts towards supporting positive
change. A greater sense of self contributes to increased interpersonal freedom, forming a
connective bond that supports introspective reflection. While this level symbolizes significant
strides towards appreciating oneself and building a counselling identity, it is also a turbulent time
as dependence dictates direction, with the practitioner taking more ownership of care. The
unsettled nature of this time demands an equally adaptable, malleable supervisory relationship
that can respond to the needs of a vast intra- and inter-personal change representative of this
period. The Northern practitioner is particularly susceptible to turbulent times as they are often
thrust into an environment outside their respective training range and forced into generalist
practices despite needing more specialized education, preparation, and guidance in supporting
such interventions. Limited access to specialized services, a broad scope of client concerns,
constraints around resources, and multifaceted roles that practitioners must fill all contribute to a
time of unease that must be fully comprehended to be sufficiently supported, lest the ill effect of
imposter syndrome again rears its ugly head. Confusion can give rise to questions of competency
and capacity to manage the presenting issues, especially within the Northern practitioner, who is
known to be less supported within a highly complex system of care.
Transcending the Corridor. After the second level, the practitioner reaches several major
learning milestones on their path towards helping others and developing an identity as a
counsellor. They began their journey setting forth from a place of familiarity, quickly surrounded
by the unknown. They are now prepared to take on what lies ahead with a greater sense of self,
armed with the purpose that drives them and the allies that aid them. While the first level gave
birth to a vision, the second level saw our practitioner grow and develop extraordinarily, crossing
the confusing conduit of care as many firsts were encountered, bombarded by tests and

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challenges that teach friendship and fear. A relationship grows within self to buffer the efficacy
of work done with others, competency, and capability garnered through the hardships of helping.
This stage bore witness to the primary crux of the developmental process. As the clinician
advances into the unknown, they build up the confidence to face what is commonly most
dreaded: professional inadequacy. Exposure to pressure outside of one's comfort zone refines the
counsellor's presence, forming a unique identity forged in the fire of trials and tribulations and
quenched in the brilliance of personal growth. This is the reward, growth and acceptance through
a deeper connection to self, inevitably breathing life into what has brought us to this place and
reinforcing the decision to accept the call to help others.
Level 3 - Intention: A Path to Purpose & Perspective. The final level of this
metamorphic journey is travelled as the practitioner uncovers their path to purpose and
perspective, paved with the progress of intention. This leg of the adventure provides a clear
window into the inner world of our clinician, who has undergone momentous personal growth
that has forever changed their life and the way they see it. We see our helper transformed as they
integrate a newfound understanding of self, attained through experiential exercises, into their
essence of being. Challenges have shaped the character of our practitioners such that they will
never be the same. They now possess a clarity of vision that sustains a deeper connection to self
and others, subsequently providing a compass for intentional practice, revealing a path to
purpose shaped by adversity, resiliency, and courage in accepting the call to action. At this point
in the journey, clinicians are experiencing success in their careers, building intrinsic motivation
and the belief in self. Yet, it becomes clear that the consequence of growth and greater
appreciation for the field is this profound understanding of counselling practice's immense depth
and breadth, revealing the gaps that do and will forever afflict our knowledge base. The more we

33

learn, the more we discover we do not know, the Dunning-Kruger effect (Kruger & Dunning,
1999), the reward being an insight into the reality of the complex nature of interpersonal work.
Practitioners are now equipped with an appreciation for the ever-increasing scope of practice, as
each new client brings new teachings that will continuously form their opinion of self and the
world around them. Layers of learning build upon one another as newfound obstacles challenge
previously held beliefs and the integration of understandings such that every practitioner can
forge a path distinctly their own, navigating their autonomy with collective strength. The
culmination of this stage is the creation of a newborn sense of peace and contentment, crafted
from connection and reinforced through reflective practice.
IDM integration - Motivation, Autonomy, & Awareness. This is a phase of integration,
with counsellors navigating towards an even more profound sense of self that brings about a
personalized approach to conducting themselves in therapy and client care. Personal beliefs,
attitudes, values, and experiences are all integrated at this stage into the clinician's professional
identity, helping them shape intentional practice. Biases and brutal truths are confronted as
clinicians gain greater clarity and capacity to process feelings generated from
countertransference, a natural consequence of sensitive interpersonal work. Thus, knowledge and
skills become more easily integrated into practice, amplifying the efficacy of the counsellor in
sophisticatedly amalgamating the various tools at their disposal, authentically connecting and
engaging with others through therapeutic intention. The IDM theorizes that a counsellor's
motivation is now consistent, with occasional doubt surfacing, yet not overshadowing and
impacting service delivery. A counsellor's autonomy has peaked as they begin independent
practice, moved by greater trust in themselves and their accompanying professional judgment.
Awareness again reverts to self as in the first level. Yet, it is distinctly different in that

34

counsellors can now attend to the feelings that surface within themselves, helping to
conceptualize a client's issues and effectively attend in session. Counsellors become attuned to
their strengths and areas that could benefit from refinement, thus providing a direction for
subsequent professional development tasks that guide the way onward, further refining practice.
Intentional, Integrated Practice. As we consider the twisted road that resembles the
counsellor's developmental journey, with fondness, we can reflect upon modest beginnings that
give rise to personal and professional growth. The path can be discombobulating as our horizon
is broadened, insight blinding as we understand the reality of practice, the true scope of
interpersonal work, and not knowing what we do not know. Again, as practitioners grow and
learn, they are humbled, ironically realizing they know less than they once thought they did. A
strong vision is formed and refined within the first level of the journey, with the individual
taking stock of the purpose and meaning behind their decision to embark upon their goal of
becoming a counsellor or helper. This is a time of reflection as helpers consider the qualities that
naturally suit them in such a profession, shaping their lives such that they have been driven
towards this endeavour. Connection marks the thematic focus of the second level, with
practitioners encountering internal conflict as they traverse the conduit of care, characterized by
confidence, insecurity, and confusion, a conflicting time. While the first two levels consisted of
remarkable learning, the third level shifts to integration as these teachings are incorporated into a
new way of being. Our practitioner learns that change is one of the only things constant in life.
Without ongoing, deliberate attention to shifting internal and external landscapes, a counsellor is
at risk of debilitating consequences that impact their ability to function well within and outside
their profession. Alternatively, thoughtfulness and responsiveness to our personal and

35

professional needs will invariably safeguard longevity in the field, infusing a clinician's life with
meaning and purpose through the support of others.
Scraping the Surface: A Developmental Journey
The road to becoming a counsellor demands much from the aspiring helping professional,
stripping their soul bare as they tread down an unrelenting path towards purpose, leaving
vulnerable parts of themselves open and exposed, susceptible to the fears that threaten to poison
progress. The demands seem even more remarkable in a Northern population of practitioners
who must contend with additional barriers such as a lack of resources, training, and supervision.
In the best of conditions, the gravity of the work can be overwhelming, especially in the initial
stages of development, as the nature of this new habitat seems wild and impassable, making it
difficult to traverse and frequently remind a person of their inadequacies. In part, these
inadequacies can surface in the presence of expectations around how Northern practice should
look without considering the exceptional, contextual factors that practitioners have to wade
through. Practitioners in the North find themselves subject to incongruencies in practice,
constantly confronted by ethical anomalies such as dual roles, pitting the ideal standards of care
against the reality, and challenging helpers to advance their authenticity, thickening the
narratives of their story to better define and understand their personal journey.
Dual Standards. Consider, for instance, the disconnect between current codes of ethics
outlined by professional bodies and the reality of counselling care in rural and isolated regions,
which showcase a lack of respect and honour for cultural norms and values that define Northern
people (O'Neill et al., 2016). Dilemmas frequently arise due to a clash between ethical principles
and articles, some of which are not in line with standards of practice that are essential to meet the
needs of individuals living in rural settings. One such instance is evident when the principle of

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fidelity is applied to the ethical article of dual relationships. Dual relationships have garnered
much attention in the field of counselling, especially in rural settings, where they have been
identified as one of the main ethical challenges that practitioners face (Warren et al., 2014).
Ethical codes caution that counsellors should undertake efforts to avoid dual relationships
(CCPA, 2020). While the basis for this reasoning is sound, especially if there is a risk of harm to
the client or the chance that a professional judgment could be impacted, the reality is much more
complicated. In fact, this statement, in some ways, stands in stark contrast to the requirements of
working in these locations, where forming relationships with people in the community is either
essential to building trust or unavoidable due to the size and context of work in these
environments. This contributes to confusion as clinicians face discrepancies between the
standards and realities of practice.
Blurred Boundaries. Often, practitioners have to carefully navigate intersecting personal
and professional relationships, where upholding the principle of fidelity can be put into question
as roles become blurred. Further to this point, fidelity speaks to integrity in the counselling
relationship, with dual relationships commonly viewed unfavourably and associated with ethical
violations. In contrast, it could be argued that counsellors in rural communities are ethically
bound to engage in dual relationships, lest they unintentionally segregate themselves from the
people and values of the community they are attempting to serve. Consequently, clinicians may
inadvertently alienate themselves and fragment efforts to build the essential element of trust
needed to perform their role. In certain circumstances, engagement in dual relationships honours
a counsellor's commitment to their client and the broader community. These issues further
underscore the value of accessing clinical supervisory interventions to support the exploration of
these idiosyncrasies and the inevitable overlap between personal and professional life.

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Advancing Authenticity. Each step forward provokes intense personal scrutiny, often
carrying the immense weight of personal reflection, although subsequently building strength and
allowing individuals to advance in a meaningful way if supported sufficiently. It is a time of
growth and reinvention as a person prunes pieces of themselves that no longer serve a purpose
and refamiliarizes themselves with relevant parts, as the focus shifts to what truly matters for the
individual regarding their work with others. Supervision frameworks can provide a gateway to
intentionally explore critical topics of interest, focusing learning so that it is most advantageous
to the practitioner who can come to understand normal developmental processes within the
helping profession, accept the realities of practice, and be supported as they uncover their
authentic fit.
Humble Beginnings. During the time spent thickening the narratives that map this
journey, our main character, the practitioner, takes on a more active role in writing the script,
moving beyond the boundaries of what was believed possible into the realm of what is actually
possible. This novel setting of discovery provides the prospect for new ways of being, generating
a stronger voice in our lead character and illuminating the possibilities that exist outside of what
is comfortable. The ego is targeted as all elements of the self are recognized, cleansing our being
in the honest reality of the range of the human experience, humbly embracing the failures, losses,
and pain that authentically define existence in this world. We bear witness to the developmental
process that explains the road travelled along the journey, the wheel of time grinding the gears of
growth where development is facilitated by the turning of tales, stories that are lubricated with a
therapeutic presence, melding empathy, congruence and unconditional positive regard, the
formula that eases the tension of progression. Supervision helps unbind the internal and external
restraints that slow developmental progress, applying awareness and connection to self as the key

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to unlocking personal autonomy and motivation for moving into new terrain with the confidence
and courage to face unforeseen challenges. Given what we know about the importance of clinical
supervision and the developmental process of counsellor identity formation, it is time to take this
knowledge and integrate these understandings into Northern practice, highlighting the key
considerations and applying them to the creation of resources that hold practical relevance.
Act III - Resolution
We have covered what clinical supervision is and why it is valuable, particularly where
we are situated and with whom, yet this section seeks to explore the question of how. How do we
structure meaningful support for practitioners while appreciating and respecting the nuances of
counselling practice in Northern BC? This supervisory setting certainly underscores the
importance of context when considering the critical features at play. Informed by existing
literature, our focus will centre around what appear to be two fundamental requirements for
effective clinical supervision implementation in the North: intention and relationship.
Intention
The truth is that while supervision can be a liberating process, it can also be condemning
in that it shines a light on the darker sides of our self, at times illuminating the fears and
insecurities that live within our inner critic. Skovhold (2012) refers to this enlightenment, an
acknowledgment of these parts of our self, the personalities and interpersonal behaviours that
impact a helper's professional work, as an inescapable "loss of innocence" (p. 286). If not
handled in an intentional, supportive nature, this focused awareness can draw attention to the
negative perceptions we hold of our struggles and inadequacies. It is a delicate process that
warrants close consideration of how to introduce the intervention, especially when dealing with a
group of professionals who may have little or no knowledge or experience of the process, as is

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the case for many rural Northern practitioners. To further complicate matters, supervisors must
contend with the fact that most practitioners struggle to identify their own therapeutic
effectiveness (Walfish et al., 2012). Ironically, despite recognition of the value of clinical
supervision in garnering insight around professional practice (Rice et al., 2007), developing new
skills (Caras & Sandu, 2014), increasing job satisfaction (Bogo, 2011; Cole & Daining, 2004;
Kavanagh et al., 2003), promoting professional development (Ben-Porat & Itzhaky, 2011; Bogo,
2011), and providing a safe, supportive environment to navigate ethical dilemmas (Vallance,
2004), most organizations lack policies, procedures, and intentional approaches to implementing
this helpful tool in practical settings (Lynch & Happell, 2008).
Intentional Implementation. The absence of clear guidelines means that each healthcare
setting is left to employ its own ideas about how to deliver supervision best. Again, as
distinguished above, this denotes the importance of recognizing the differences between
managerial and clinical supervision, differentiating and respecting the diverging roles and
responsibilities, and appreciating each as a separate entity (Bond & Holland, 1998; Driscoll,
2000). Lynch and Happell (2008) emphasize the need for a straightforward, structured approach
to avoid confusion and create a sustainable practice that considers the key factors of leadership
and organizational culture.
Championing Change. Unfortunately, the specifics around organizational
implementation of clinical supervision practices at the system level are in a state of infancy
(Clifton, 2002; Driscoll, 2000), with our understanding only continuing to grow as attention is
applied to this area. Recognizing the importance of providing guidelines around intentional
implementation, supervision texts are dedicating portions to outline recommendations on
approaching this issue and managing the process of putting the pieces in play (Bond & Holland,

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1998; Driscoll, 2006). However, the range of healthcare settings and the diverse needs of
practitioners make establishing standards extremely challenging, indicating again that context is
critical, something we are only too familiar with in Northern practice. We know the significance
of considering the prominent role of organizational culture in clinical settings when
contemplating the implementation of supervision. Bernard and Goodyear (2019) believe
supervision will likely be compromised without systematic intervention when its goals or values
conflict with the organization's culture. Daly et al. (2014) echo this need for intentional planning
when championing change, citing courage, creativity, vision, and effective communication as
valuable constituents of the process.
Sustainable Practice. Leadership becomes instrumental in conducting effective and
enduring change, with an initial assessment of organizational culture recognized as vital (Bond &
Holland, 1998; Clifton, 2002; Driscoll, 2006). Driscoll (2006) describes the push and pull factors
that strengthen or weaken implementation efforts. One pull factor that can impede
implementation is the resisting force of diminished trust. Participants in Lynch & Happell’s
(2008) study on implementing clinical supervision with nurses in a rural mental health setting in
Victoria, Australia, spoke to this negative aspect of organizational culture with their doubts and
disbelief that management could successfully sustain supervision services for staff. Marquis and
Houston (2023) denote a lack of trust between front-line workers and the management or
organization as one of the most salient features in resistance to change. In such a climate,
external facilitators have contributed to shifting culture and encouraging engagement (Bond &
Holland, 1998; Clifton, 2002). Driscoll (2006) and Clifton (2002) speaks further to this point,
emphasizing the value of building a collaborative practice that incorporates the viewpoints of
front-line workers such that they can contribute to the conversation centred on their needs,

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effectively giving an opportunity to establish trust and transparency in the process that is being
built for them, in partnership.
Therapeutic Trust. Bernard & Goodyear (2019) deem that the level of trust in a
supervisory relationship correlates with the level of engagement on behalf of the supervisee;
however, this occurs in a matter of degrees, where interactions within the alliance can either
bolster or detract from a productive, collaborative endeavour, each exchange impacting the
overall quality of the relationship. Hence, fair, ethical, and equitable dealings can foster a
positive connection. However, this is not to say these environments are devoid of disagreement.
In contrast, conflict can arise for various reasons, particularly in response to the evaluative,
feedback-orientated nature of the supervisory relationship (Robiner et al., 1993), a natural
consequence of working through sensitive, inter-intrapersonal issues. Perhaps paradoxically,
these relational ruptures, if managed with immediacy and openness, can strengthen the
therapeutic relationship that supervisees have with their clients through modelling effective
strategies around relational repair (Patton & Kivligham, 1997). This highlights the intricate
considerations surrounding clinical supervision and the bearing that the core conditions of
therapy come to weigh on the effective implementation of this supportive service.
A Practitioner-Centred Design. We must humbly concede to the complex nature of
psychological practice but equip ourselves against the challenge of implementation with an
understanding that an effective design considers sustainable practice, utilizing strong leadership
to build trust by shifting power dynamics and improving organizational culture. The pull factors
that resist change need to be addressed, and the push factors that support change need to be
embraced; most importantly, the practitioner needs to be central in the conversation, giving voice
to dispel myths and speak truths, co-creating a realistic intervention from a place of intention and

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purpose. Considering the external factors in the implementation of clinical supervision, we now
focus on the specific relational factors that guide the interpersonal supervisory process and
determine the quality of the relationship, along with the ensuing level of support.
Relationship
Delivering an advantageous supervisory experience has been likened to the therapy
process in that the flow hinges upon a genuine, honest presentation and the capacity to be
authentic and present, the worth ultimately dictated by the relationship quality (Majcher &
Daniluk, 2009). Embedded within this belief, rooted deeply in humanistic psychology, echoes
the wisdom of Rogers (1951), compassion and care cultivating the core conditions of therapy.
There is overwhelming agreement among scholars that a shared trust and agreement on goals
leads to a productive supervisory relationship (Ramos-Sanchez et al., 2002; Ronestad &
Skovholt, 1993; Worthen & McNeill, 1996). While the presence of these conditions can enhance
the experience, their absence has the potential to bring about significant harm through the loss of
confidence, self-efficacy, and possibly even a general mistrust of the profession, in addition to
the culminating adverse effects of added chronic stress (Nelson et al., 2008). These findings
illustrate the absolute necessity of the supervisory working alliance and adherence to the tenets
of sound relational practice.
Humanistic Undertones. When an appreciation for the multifaceted nature of
professional growth in counselling is paired with a profoundly humanistic approach (Rogers,
1951), the connection is capable, both within and outside the supervisory relationship. This is a
strengths-based approach that shifts not only the way the supervisee can see themselves but also
how the supervisor perceives and works in collaboration alongside the professional, the
relationship between client and therapist closely linked to client outcomes (Horvath & Symonds,

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1991; Norcross & Wampold, 2011; Orlinsky et al., 1994). By emphasizing the clinician’s innate
resources, strengths, and values that drive their helping behaviour, their purpose can be
magnified, an essential quality that provides direction, empowers change and honours an
individual’s unique developmental journey. It becomes integral for supervisors to craft a climate
of curiosity, empowering personal and professional growth by infusing the environment with
trust and safety, an ideal space to encourage exploration through narrative discourse.
Interpersonal Skills. Anderson et al. (2016) exemplify the poignancy of interpersonal
skills, uncovering the noteworthy finding that a clinician's interpersonal characteristics are a
potent predictor of psychotherapy outcomes. In fact, this social aptitude, especially concerning
shorter-term counselling relationships of 12 sessions or less, is an even greater indicator of
success in session than training received in a graduate counselling program. This discovery
augments the argument that positions process over content, pointing to the challenge commonly
faced with the complex characteristics of the social sciences and integrating theory (content) into
practice (process). While a practitioner can cognitively wrap their mind around the effective
elements of working with others, it is quite another thing to apply these understandings in a
meaningful, practical sense while in the therapeutic space, knowledge conceding to the art of
practice. Ultimately, the ability to connect rises above all else because without a relationship, and
in the absence of safety, love, and belonging, the basic human needs outlined by (Maslow, 1943),
no amount of theoretical knowledge will suffice to support clients with their needs. Enter
Roger’s therapeutic triad (Rogers, 1957).
The Therapeutic Triad. The value in forming relationships grounded in empathy,
unconditional positive regard, and congruence is pivotal, seemingly as integral in psychotherapy
as it is in clinical supervision for offering a foundational base through which counsellors or

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supervisors can support clients or practitioners in discovering more about themselves, finding
their voice, and putting thought into action.
Empathy. Empathy serves as a connection point, providing an emotional conduit to
understand and be understood. This, in effect, reduces feelings of isolation, an unfortunate byproduct of many clinicians’ professional lives in Northern and remote practice. In terms of
supervision, knowing and appreciating a supervisee's unique and collective experience is
extremely important as the work is so incredibly nuanced, with preconceptions of the ideals of
practice potentially clouding the realities of approaches necessary to support people in the
region. Empathy is the critical bedrock upon which the therapeutic alliance rests, a fruitful
environment for growing productive relational bonds of collaborative partnership. Just as the
client-therapist alliance has received much acclaim for its prominent role in therapeutic outcomes
(Castonguay & Hill, 2012; Gelso & Carter, 1994; Wampold & Imel, 2015), so too have
researchers verified its equally dominant position within the realm of clinical supervision in
supporting professional development (Milne & Watkins, 2014; Stoltenberg & McNeill, 2010), a
critical component in the change process (Ladany et al., 1999). A solid supervisory relationship
can contribute to greater supervisee disclosure and is a positive indicator of stronger superviseeclient relationships (Goodyear, 2014). Thus, in effect, empathy breeds more empathy,
understanding and trust, fostering voice and giving space to speaking and being heard.
The Backbone of Relational Practice. Empathy is the backbone of relational practice,
and supervision allows it to be seen and felt in the most intimate sense as a clinical supervisor
supports a practitioner in facing these vulnerable parts of themselves in companionship,
supporting their ability to do so with others, connection to self garnered through connection with
others. In an area of the world afflicted by exceptional mental health conditions, where

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practitioners are generally under-resourced, under-trained, and under-supported, it becomes
imperative not to forget or diminish the power of foundational skills. While searching for
solutions to complex problems, relying on the sage advice of learning to walk before you run
may be beneficial. It is a marathon and not a sprint, and humanistic qualities grant us the
capacity to endure the gruelling trials of professional growth, strengthening our resolve through
connective practices, a formula that includes empathy as described above and the key ingredients
of unconditional positive regard and congruence.
Unconditional Positive Regard. When empathetic understandings are processed through
a lens of respect, acceptance, and non-judgment, a client or practitioner can be valued for who
they are as a person, outside of their behaviours, beliefs and experiences that sometimes come to
define them in the eyes of others. Watkins and Scaturo (2013) refer to the powerful, positive
outcomes that can result from modelling these ways of being, chiefly disarming defence
mechanisms, combatting supervisee anxiety and fear, easing access to learning opportunities, and
fostering professional growth. With anxiety and fear being such a common developmental
experience, as thoroughly outlined in the IDM (Stoltenberg et al., 1998), this is a significant
consideration when seeking to implement adequate supervision in Northern settings, where
worries of competency abound in environments commonly devoid of sufficient training and
support. Aside from impacting a practitioner’s ability to learn (Dombeck & Brody, 1995),
anxiety also affects a supervisee’s ability to perform in practice (Friedlander et al., 1986), as well
as their quality of engagement in supervision (Mehr et al., 2015). Unconditional positive regard
is one piece of the relational puzzle that works to moderate such ill effects and barriers to
developmental growth. Equipped with warmth and a genuine nature, supervisors possess a
greater chance of cultivating a growth-orientated climate of care that nurtures positive change.

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Congruence. The final element of the humanistic trifecta is congruence, also known as
genuineness or authenticity. This refers to when a therapist or supervisor brings more of
themselves into the counselling space, acknowledging the power of relationship in facilitating
change, self recognized as the key therapeutic tool at the practitioner’s disposal. Authenticity has
been shown to enhance the quality of the therapeutic alliance, contributing to beneficial client
outcomes and the effectiveness of therapy (Kolden et al., 2018). An authentic presence
establishes trust through openness and transparency, with honest insights lighting the way down
an unpredictable path of professional progression. It takes vulnerability and acceptance of self,
two compelling and essential personal qualities, to effectively help others on their journey of
self-exploration. This nebulous notion of' doing things the right way' can sometimes challenge
and interfere with a Northern practitioner's growth, an impractical task in such a complex field.
This self-doubt can generate pressure, and the subsequent expectations can detract an individual
from finding their true way, potentially stifling creativity as attempts are sometimes made to
emulate how others do it or how they are told it should be done rather than revelling in one's
inherent qualities and seeking to uncover their own path. Authenticity can equate to greater
professional freedom, that is, freedom in expressing oneself in practice, settling into a deeper
appreciation of self, and connecting to a personalized style that supports the creative art form that
defines interpersonal work.
The Roots of Relationship. Beyond a theoretical orientation, a person-centred approach
embodies a sense of being present and connecting meaningfully with others through the mindful
application of necessary and sufficient conditions for therapeutic relationships, including the
supervisory relationship. Altogether, the three humanistic qualities of empathy, unconditional
positive regard, and congruence form a synergetic triad, each part amplified by the presence of

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the other, the whole being more significant than the sum of its parts. A person-centred approach
humanizes suffering, empowering individuals to use their voice to support themselves as the
expert of their condition, tapping into their inner reservoir of strength and resilience. This quality
of the humanistic approach is exceptionally salient in the supported development of a
practitioner who relies on their voice to help others. Clinical supervisors can thus leverage the
power of a deeply humanistic relationship, fostering a robust therapeutic alliance, enriching selfawareness, and facilitating personal and professional growth for the benefit of the helper.
Remember that these conditions are less of a strategy or technique and more of an intrinsic set of
qualities that individuals can cultivate within themselves to encourage therapeutic growth.
Fostering Intentional Relationships: The Centrality of Self
While ample attention is typically paid to relationships outside of self, especially for the
helper, we must maintain the centrality of self within this process because it is through personal
insight that we can learn and grow the capacity to be with others. Supervision supplies the
opportunity to shift these scales of care, immersing the practitioner in a more balanced,
sustainable approach to supporting others through self-exploration. Practitioners would be well
served to contemplate how these relational factors pertain to building a therapeutic space with
others and be encouraged to look inward, giving thought to the relationship with self.
Unquestionably, there is unparalleled interpersonal value in holding empathy, unconditional
positive regard, and congruence. Now consider the therapeutic significance of practitioners who
can also empathize with their plight, accepting the doubts and uncertainty that naturally arise and
embracing these insecurities with a relentless unconditional positive regard, all the while
contently settling into their authentic, genuine self that guides them with clarity towards purpose,
intimate knowledge of self informing practice. We are again reminded of the importance of

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intention and relationship, two integral factors in connected practice, supporting the complexity
of the work and implementing an approach to clinical supervision that meets the complex needs
of the Northern practitioner.
Connection through Clinical Supervision: Integrating the Northern Helper
As this section closes, we reflect upon the Northern practitioners' developmental path, a
convoluted road of self-discovery littered with the trials, tribulations, and triumphs that come to
characterize this tumultuous time, an internal battle against self. The pivotal role that clinical
supervision has the potential to play in supporting and developing mental health practitioners'
relationship with self has been realized, rising to prominence in its ability to challenge and
champion professional growth. Northern voices have long echoed this call for action, helpers
envisioning a future in which rural and remote regions of BC receive adequate and consistent
supervision that honours their distinct context of care (O’Neill et al., 2016). In summary, the
successful implantation of supervision support can significantly increase morale, decrease stress,
and reduce burnout by targeting competency and self-esteem, lessening the emotional strain of a
challenging work environment, encouraging self-awareness through connection to self (Edwards
et al., 2006; Ho, 2007; Rice et al., 2007). Additionally, supervision functions to augment the
safety and quality of ethical care through monitoring decision-making (Vallance, 2004), an
incredibly nuanced facet of Northern settings that is important to consider. Furthermore,
supervision is intrinsically a reflective practice that increases clinical competency while
simultaneously stimulating professional identity development (Stoltenberg et al., 1998).
Integrating supervision into practice sites also takes advantage of its mitigating effects on
professional isolation by offering a connection to the community (Coleman & Lynch, 2006), an
especially relevant concern for Northern practitioners.

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An Absence of Awareness
As the robust volume of literature showcases, the value of implementing clinical
supervision into practice spaces is considerate, its beneficial effects spanning a vast array of
professional domains. However, despite the extensive positive qualities impacting the client,
practitioner, supervisor, and organization, there remains an alarming need for utilizing this
comprehensive form of support and pedagogy in health authorities. This is partly due to a need
for more specialized training in counselling processes among leadership teams and front-line
workers, who, without, are left with a lack of awareness of the necessity and value of
incorporating clinical supervision as a standard of practice. These misunderstandings and
ingrained beliefs around best practices interact with the previously discussed challenges of
geographic and professional isolation, limited resources and difficulties accessing professional
development, and a lack of meaningful support emerging as a primary concern. Unfortunately,
the multidisciplinary nature of mental health provision in health care settings further complicates
matters because each discipline carries into practice its own set of attitudes, beliefs and values
that guide clinical intention. One must consider the diverse personal and professional qualities,
including skillsets, training, and educational backgrounds that all members carry into the
therapeutic space.
A Vision of Clinical Supervision
In light of these obstacles, if attempted, efforts to implement clinical supervision are
often deficient in the insight essential to navigating Northern practice's nuances. This set of
understandings only serves to further recognize and highlight the need for an introspective,
reflective process that targets developmental growth and the mindful integration of theory into
practice. We witness policy and practice collide as the Northern practitioner must contend with

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the unfettered demands from an overwhelmed system of care, often disconnected from the
realities of front-line workers, who are left attempting to balance the expectations of theory
versus practice. A vision of unity surfaces amid this chaotic environment where the complex
nature of the work is conceptualized developmentally with the assistance of clinical supervision.
These understandings help guide the intentional implementation of support with recognition of
the centrality of the practitioner at the heart of the therapeutic process in clinical supervision and
the critically crucial connective force of relationship, encompassing empathy, unconditional
positive regard, and authenticity, the soul of relational practice. This is akin to working from a
client-centred stance, positioning the practitioner at the core of care, with supervision offering
the opportunity to hear an all too often silenced voice in the vital support of those who support
others.
From Clinical Supervision to Professional Development
As the journey continues, new allies are revealed, and trust is sought in self. Supervisors
materialize as influential collaborators in the quest to support counsellors in achieving
professional growth and competency, as realized through an emphasis on personal development.
While several alternative frameworks exist to help guide this process, the IDM is exceptionally
sympathetic to the plight of the Northern helper due to its comprehensive and holistic approach
to conceptualizing practitioner development. Despite undergoing a vast developmental
maturation reflected in immense inter- and intra-personal growth, it becomes evident that the
journey is far from over. Growth is an iterative, fluid process. As counsellors come to understand
and accept the intricate parts of themselves that unify their experience, it is with an honest
appreciation that they realize they have only scraped the surface, leaving much left to be
explored. They have cautiously approached and gotten acquainted with their authentic self. Now,

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the path advances beyond the realm of what has been written, providing an opportunity to chart
new territory in creating a novel narrative. At this time, we are better equipped with the
knowledge and understanding of the perils of our unique journey to develop further as
practitioners, recognizing what will aid us along the way. We pack our bags with the necessities
of unconditional positive regard, empathy, and authenticity, reflecting upon what will serve us
best as we embark. We connect with like-minded companions, including colleagues and
supervisors, who provide mentorship to support our practice. Still, most importantly, we connect
with ourselves, employing reflective practices to allow an openness to curiously explore our
experiences and those of the individuals we support. We arm ourselves with the introspective
habits that will shield us along the way, setting out again to stretch beyond what is comfortable,
wading alongside our clients in the uncertainty that clouds discovery.

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-ACT IIIINTEGRATION
project: a path to purpose and perspective
The ‘Northern Vision’ (O’Neill et al., 2016) shines as a beacon of hope for Northern
practitioners, a compass capable of guiding practitioners along the path towards a deeper
understanding of their unique helper experience. It signals the potential for change, the prospect
for front-line mental health workers to see support that more accurately aligns with their needs. It
entails a departure from the comfort of complacency, a challenge to the status quo that has
normalized and accepted a disconnected workforce. It is a setting where minimal resources, lack
of support, and abysmal effort to engage service providers have become standard practice
because of its prominent position as known and familiar, contentment in the chaos we
comprehend and ignorance in the intuition that offers opportunity. Progress demands a
willingness to part ways with how things have been and an openness to embrace the uncertainty
of what can be. We must infuse the nebulous crevices of the Northern counselling landscape with
curiosity, inviting those most intimately affected to speak on behalf of their genuine reality,
giving voice to their vision, such that we can together combat the deep-seated roots that have
taken hold of this rugged land, imposing systemically stimulated barriers, in addition to those
naturally occurring in a counselling climate, inevitably disrupting opportunities to enhance and
improve practice. It is time to invite the anticipated discomfort accompanying change, a natural
tendency, protective in nature yet restrictive in growth. It is time to pull it all together, travel the
path to purpose and perspective, and integrate theory into practice.
A Northern Vision
Exceptional conditions call for radical responses, stark diversions from the norm, where
novel approaches must contend with traditional worldviews that control and impact practice

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models. This is a concept that those from Northern communities are well acquainted with, as
innovative approaches are often required to respond to unique situations. Conventional means
either fail to meet the community values, or worse, exert a negative influence on the people,
whether the helpers providing care or the clients in need of support (Zapf, 1993). When
addressing practical issues, such as the one before us, it seems imperative that sustainable change
be anchored to the very values inherent in the people we aim to serve. It is through reliance on
those with intimate knowledge of the contextual nuances of Northern practice, experiences
moulding a distinct worldview that we can begin to anticipate the twists and turns of a
complicated journey, a setting shaped and contoured by the characters and stories we need to
immerse ourselves in to best appreciate the present narrative. In this sense, we can revel in the
power of collaboration and community. Together, we stand a better chance of widening the depth
and breadth of our understanding and using this knowledge for the practical purpose of
actionable change. Collectively, we can ease the burden of support by redistributing the
responsibility of this onerous task, enlisting front-line practitioners as the primary driving force
behind professional development efforts. Through their thoughts, opinions, and perspectives, we
can more effectively utilize the value of their voice to reveal the way forward for themselves
individually and refine and ultimately realize our collective Northern vision of improved support
for mental health workers in the NHA.
Now What? Moving Beyond the Who, What, Where, When, & Why
The Northern Vision provides a general map to the convoluted link between community,
collaboration, and clinical supervision, the connective trifecta, tied together by the common
thread of professional development. This is a vision of growth based on our protagonists'
relationship amongst the respective vision points, support and development threatened by the

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antagonistic forces brought about by nature, society, and self, conflict arising in a disruptive
fashion to negate growth in the Northern practitioner. These connection points serve as a
navigational siren, calling attention to the important landmarks along the way, which we have
briefly touched upon, unveiling the ‘who,’ ‘what,’ ‘where,’ ‘when,’ and ‘why’ that form the core
of our story, the protagonist and their plight illuminated. With the stage set, we venture forth into
the unfamiliar terrain, relying upon the voices of practitioners to traverse the conduit of care,
seeking to bring to life a vision of improved counsellor support grounded in a deep contextual
understanding, something that only those intimately affected could truly shed light upon. We
humbly plunge into the ambiguity that serves as a natural bi-product of growth, listening to our
community with the hope of rising one another, a clarity of vision co-created in the democracy of
knowledge, tethered to trust, an interconnectedness that binds us to the world, our work, and the
people around us. This leaves the question of how? How do we tap into the heart of this issue,
shedding light on new understandings of Northern counselling practice, and utilize these
understandings to cultivate qualitative change in how practitioners are supported in the NHA?
A Passage to Purpose
While no clear path exists to guide us with ease toward a simple solution to this complex
issue, there is profound power in pairing clinical supervision and storytelling, the essence of
which is hoped to be distilled within this final project. As we conclude our discourse, we do so
with a clearer vision of how to navigate the narrative landscape ahead, utilizing the emancipatory
strength of clinical supervision to explore this vision of a new world orientated around stories.
We move forward equipped with the structure and tools to traverse this conduit of care more
confidently, anticipating the uncertainty of the path ahead, yet more prepared to handle the twists
and turns of discovery in self and others. Hopefully, this comprehension will cultivate clarity,

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creating conditions that offer insight and foster a future of improved practitioner support.
Together, we can co-create a vision for Northern care that centralizes front-line workers in the
process of generating understanding, granting access to their often-unspoken truths, and working
to reduce the tremendous gap between theory and practice. Armed with the rigour of relevancy,
the following resource seeks to redress this void, supporting practitioner growth by providing a
path to share the developmental journey held within these stories. It is time for these stories to be
told.

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-EPILOGUECURIOSITY
the stories that remind us
Stories provide the conduit to explore the rich intricacies contained within our
relationships. Interpretation is held in the mind of the beholder, moulded by the prism of our
experiences, with meaning diffused and refracted through the unique lens through which we
view the world. This determines what elements hold personal significance and provide guidance.
We integrate the unknown into our value and belief system, slogging through the muddy waters
of hidden cervices to find clarity of mind, sometimes encountering more questions than answers,
and being pulled in a multitude of directions in search of our truth. As we begin to make sense of
our internal world through this complex interplay of self-reflection situated in our social context,
a sense of wonder is inevitably tapped into, generating a curiosity for the world and how we fit
within it. This natural and distinctly human quality of searching for meaning can elicit
vulnerability yet give rise to substantial personal growth.
The Turning of Tales
O’Toole (2018) refers to humans as “storied beings,” believing in the profound power of
stories to transport us into the experiences of others, granting us a gateway to understanding. The
inherent value of stories is witnessed through a long history of oral storytelling as a means of
transferring the tales that have shaped our lives. As the journey endures, new allies will be
discovered, and trust will continue to be sought in self. Supervisors materialize as collaborators
in this quest to support counsellors in achieving these aims of professional growth and evolving
competency, realized through an emphasis on personal development. We bear witness to a
developmental process that explains the road travelled, the wheel of time grinding the gears of
growth where development is facilitated by the turning of tales, stories lubricated with a

57

therapeutic presence, melding empathy, congruence and unconditional positive regard into an oil
that eases the tension of progression. We are unbound by the internal and external restraints that
slow progress, applying awareness as a key to unlocking personal autonomy and motivation for
moving into new terrains with the confidence and courage to face unforeseen challenges.
Navigating a New World
An integrated developmental model that utilizes elements of narrative therapy is merely
one such instrument available for supervisors to support conceptualizing the process and
assisting counsellors in their efforts toward professional growth. In the tool to follow, you will
witness how the narrative structure of storytelling can increase understanding, validate
experiences and explore intricate elements of practice to generate meaning. Stories will provide a
framework to explore the narratives that define the counsellor’s trajectory of development, with
the hero’s journey (Campbell, 2014) emerging as a familiar landscape that allows people to draw
meaning from their experiences and find companionship as they relate to the trials and
tribulations commonly experienced, dispelling existential fears of isolation along the road.
Stories remind us of our bond not only with those around us, but also, within us. There is
tremendous power in stories and even more power as we take control of the narratives that guide
our direction, freeing us from the constraints of the page and allowing us the self-determination
to liberate the parts of ourselves that have remained suppressed. It is a time of openness and
curiosity as we unfetter our inner voice, giving rise to the possibility of what can be and not
being restricted by perceptions of what is or what needs to be. We witness an integration
between our protagonist’s social, personal, and professional parts that blend beautifully to form a
unique contextualized character, affected by the narrative and environment they are deeply
submersed within. Awareness is acquired about relational practice and what it truly means to be

58

with another through their suffering and loss, holding hope with an empathetic, genuine
presence, and persisting beyond pain to empower and enlist others in the search for meaning and
purpose in their lives.
Scraping the Surface
As practitioners come to understand and accept the intricate parts of themselves that
unify their experience, it is with an honest appreciation that it is often realized they have only
just scraped the surface, leaving much left to be explored. They have cautiously approached and
gotten acquainted with their authentic self. Now, the path advances beyond the realm of what has
been written, providing an opportunity to chart new territory again in the creation of a novel
narrative. At this time, we are better equipped with the knowledge and understanding of the
perils of our unique journey to develop further as clinicians, recognizing what will aid us along
the way. We pack our bags with the necessities of unconditional positive regard, empathy, and
authenticity, reflecting upon what will serve us best as we embark. We connect with like-minded
companions, including colleagues and supervisors, who provide mentorship to support our
practice. Still, most importantly, we connect with ourselves, employing reflective practices to
allow openness to curiously explore our experiences and those of the individuals we support. We
arm ourselves with the introspective habits that will protect us along the way, setting out again to
stretch beyond what is comfortable, wading alongside our clients in the uncertainty that clouds
discovery.
this story has only just begun…

59

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