for professionals working with
infants, children, young people,
carers and families
Face‑to‑face in Bristol, or online
Why have Clinical Supervision?
Clinical Supervision is an opportunity to focus on your clinical work, with in-depth discussion of your cases.
As well as providing support, and developing your thinking and intervention strategies in those individual cases, it is a means to develop wider theoretical and practical understanding of work with children and families, which is grounded in your experience.
Sessions can be face‑to‑face in Bristol, or online.
I always look forward to my supervision with Rachel, which I have been having for several years.
What I value most is her capacity to ‘get hold’ of the internal world of the child. Her thinking is precise, and her reference to theory is to the point. I always feel energised at the end of supervision, and ready to engage with my clients with renewed clarity.
Rachel Pardoe: Clinical supervision experience
As a Child and Adolescent Psychotherapist, Rachel has provided psychoanalytic and attachment-informed clinical supervision to individuals and groups since 1997, both independently and within the NHS (until 2019).
- Ongoing independent supervision to Child Psychotherapists, school counsellors, bereavement counsellors.
- NHS supervisees included Child Psychotherapists, Perinatal Mental Health clinicians, Primary Mental Health Specialists, Infant Mental Health Specialists and Specialist Health Visitors.
- As part of her NHS work, Rachel was also involved in in-depth discussions with other members of the multi-disciplinary team, including psychiatrists, family therapists and clinical psychologists.
- In 2016-17, Rachel trained as a Video Interaction Guidance (VIG) Supervisor, qualifying in October 2017. Rachel has supervised CAMHS Primary Infant Mental Health Specialists to achieve VIG accreditation, and continues to provide VIG supervision to clinicians in health and family support work (see VIG page).
Supervision with Rachel has provided me with a much needed reflective space.
Rachel’s support and careful questioning has allowed me to identify new ways forward and has helped me to keep the lived experience of the children I am supporting at the centre of my considerations.
By appointment, in Bristol or online.