Tag Archives: Fieldwork

Ariella Bond

Reflective practice. Child and family focused. Attachment theory.
Strengths based approach, including when working with care and protection. Leadership and management development. Balancing work/personal life.

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Aroha McAsey

Mana Enhancing – fostering empowerment for professionals to deploy their authentic ‘self’ in working relationships, team dynamics and complexities. Group supervision where kotahitanga is enacted to solve problems and develop creativity. Developing the fundamental belief that practice ‘touch stones’ are as individual as the skill set a professional owns. Guidance to identify the work/personal life balance sought after by professionals embedded in meeting KPI’s, RBA’s and deadlines. Supervision in the ‘real’ world, connection with the great outdoors.

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Averil Jarlov

My areas of interest are in individual reflective learning, general support, safe practice, career development, work/life balance and maintaining whole well-being;

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Cherie Appleton

My supervision interest is in exploring, learning, supporting and contributing to building and maintaining/balancing ‘practitioner integrity and use of self’; My influencing supervisory frameworks include relational, solution focused, strengths based, appreciative inquiry, collaborative and holistic approaches with an applied systemic analysis.

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Diana McIntyre

6 years experience of community based social work, Lead Professional (Children’s Team), and therapeutic support with families, children, young people, and adults (health, mental health, sexual abuse, violence, trauma, anger); 2 years health social work (hospital and community based); 4 years secondary school counselling; 8 years teaching on the Massey University and Victoria of Wellington University Human Development and Counselling Team (Lecturer and Research Supervisor).

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Dr Margaret Pack

I am interested in trauma informed models for clinical supervision. I have published internationally on vicarious traumatisation and resilience and am interested in offering supervision for those social workers engaged in dealing their own responses to their engagement with trauma-informed work.

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Echo Bignall

Integrating theory and practice, utilising Kolb’s Learning Cycle and mindfulness in supervision to empower social workers to make the best decisions. Genuine interest in staff well-being and career development and co-working to develop individualised supervision templates through the use manaakitanga. Use of tikanga, championing voices and aspirations of whanau through modelling and leading. Use of wairuatanga through use of Maori frameworks. Use of kaitiakitanga, protection and recognition of Maori knowledge. Use of rangatiratanga to ensure Maori participation in all projects. Use of Te Reo, spoken, written, visual and waiata. Use of whakamanawa, by acting in mana enhancing ways. Use of whakapapa through strong and meaningful connections. Mokopuna focussed and ensuring voice of children and young people are heard.

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Edwina Poynton

Strengths based resilience focused practice, assisting supervisees to recognise and build on their strengths and develop their practice and new approaches. Focus on reflective practice and systems, whilst ensuring safe, accountable and professional practice. Child centred, family focused practice. Change process and developing teams. Individual and group supervision. Online and telephone supervision.

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Graeme Munford

Management supervision; family work; Christian social services; counselling practice.

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