Download pdf - Magazine Picture Collage in Group Supervision Le collage ... · Collage is an art form in which images and/or objects are combined in one piece of artwork. Theterm “collage” comes

296 CanadianJournalofCounselling / RevuecanadiennedecounselingISSN0826-3893 Vol.44No.3 ©2010 Pages296–306

MagazinePictureCollageinGroupSupervisionLecollagedephotosdemagazineensupervisiondegroupe

BlytheC.ShepardUniversity of Lethbridge FrancisL.GuenetteUniversity of Victoria

abstractA magazine picture collage activity was used with three female counsellor educationstudentsasavehicle tosupport theminprocessingtheirexperienceascounsellors intraining.Theuseofmagazinepicturecollageingroupsupervisionisdescribed,andthebenefitsandchallengesarepresented.Thecollagesservedasjumping-offpointsforgroupdiscussionsondevelopingasenseofcompetency,aquestforanswers,discoveringtheirstrengths,findingpersonalandprofessionalbalance,andmovingtowardstherealitiesofthecounsellingprofession.Collageworkcanprovideanalternatemediuminsupervisiontodevelopreflectiveanalysisandself-exploration.

résuméOnaemployélecollagedephotostiréesdemagazinescommemoyend’aider3étudiantesencounselingàdécortiquerleurexpériencedeconseillèresenformation.L’emploiducollagedephotosdemagazinesensupervisiondegroupeyestdécritetl’onenprésentelesavantagesetlesdéfis.Lescollagesontservid’amorcesauxdiscussionsdegroupesurledéveloppementd’unsentimentdecompétence,larecherchederéponses,ladécouvertedespointsforts,laconciliationentreviepersonnelleetvieprofessionnelleetlechemi-nementvers laréalitéde laprofessiondeconseiller.Letravaildecollagepeutfournirunnouveautypedesupportensupervisionpermettantdefavoriserl’analyseréflexiveetl’autorévélation.

Artworkhasbeenusedformanyyearstoassistindividualsinexploringval-ues,perceptions,andemotions.Theuseoftheexpressiveartsintherapyisbasedonthebeliefthatthecreativeprocess involvedinthemakingofart ishealingandlife-enhancing(Rubin,2001).Expressivetherapiesoffernonverbalwaystoexpressfeelingsthataredifficulttoputintowordsorevencoherentthoughts.Creativetherapiescanprovideasafeemotionaloutletthatallowsindividualstogainpersonalinsightsandtomoveforwardpsychologically(Rubin,2001).Otherbenefitsincludeanincreaseinpersonalawareness,ameanstomitigateemotionalresponsestostress,anopportunitytoexpressdeeperpersonalmeanings,andtheprovision of a container for unpleasant emotions (Neswald-McCalip, Sather,Vigil-Strati,&Dineen,2003;Newsome,Henderson,&Veach,2005;Wilkins,1995;Wong-Wylie,2006).

MagazineCollageinGroupSupervision 297

Whileconductingresearchoncounselloridentitydevelopmentwithmaster’slevelstudents,wenotedhowart-basedactivities,andinparticularcollage,werebeneficialinsupportingstudentstoprocesstheirexperienceascounsellorsintrain-ing.Thefocusofthisarticleisonthecollageactivityasavehicleforsuperviseestoexpresstheirdevelopmentaspractitionerswithinagroupsupervisionformat.Priortodescribingthecollageactivity,webrieflyreviewtheutilizationofart-basedpracticesingroupsupervision.

useofexpressiveartsingroupsupervision

Anumberofstudieshaveupheldthebenefitsofgroupsupervisionforstudentsascost-efficient,time-efficient,andclinicallyrich(Bernard&Goodyear,2004;Borders, 2007;Ray&Altekruse, 2000).Benefits as outlinedbyBernard andGoodyear(2004)includeavoidingcounsellingstudentdependence,opportunitiesforvicariouslearning,diminishingthehierarchicalissuesbetweenthesupervisorandthecounsellingstudent,increasingthevarietyofbehaviouralandexperientialsupervisionstrategies,andhelpingalleviatethesenseofintellectualandemotionalisolationfeltbybeginningcounsellors.Groupsupervisionprovidestheoppor-tunityforpeerstointeractmoreopenlyandtooffersupporttooneanotherintheirgrowth.

Whenexpressive-arts-basedmethodsareemployedinagroupsetting,aspecialkindofcreativeenergymaybeactivatedandcirculatedwithinthegroup,takinggroupmemberstoplacestheymaynothavegottentoontheirown(Malchiodi,2002;Wilkins,1995).“Theuseofcreativeapproachestosupervisionopenschan-nelstotheintuitivefacultiesofthesupervisees.Theyallowagreaterspontaneityand theopportunity toconveydeeppersonalmeanings inawaywhichotherapproachesmaynot”(Wilkins,1995,p.257).

McCalip(2000)describesthepotentialbenefitsofcreativeworkinmeetingtheneedsofdevelopingcounsellors.ShecitessupervisiontechniquesbyCosta,whousedfamilysculptingandroleplayinmarriageandfamilyprogramstoas-sisttraineesinrespondingtodiverseclientsituations.McCalipalsonoteshowLettintegratedsimultaneousdrawingwithtalkingtoencourageself-awarenessintrainees.Thecombinationofdialoguewithdrawingpromotedanin-depthexplo-rationoftheclient-counsellorrelationship.DuPreezandRoos(2008)exploredthedevelopmentofcounselloridentitythroughaseriesofvisualprojectsthattheyfoundincreasedtrainees’capacitytoreflectonthemselvesandincreasedtheirlevelofself-knowledge.Groupsupervisionusingexpressiveartsmaterialscanprovideopportunitiestoshareanddiscussmetaphoricalrepresentationswithpeersandsupervisorsandpotentiallytoopenupnewavenuesfordiscussion.

magazinepicturecollageactivity

Collageisanartforminwhichimagesand/orobjectsarecombinedinonepieceofartwork.Theterm“collage”comesfromtheFrenchwordcoller,which

298 BlytheC.ShepardandFrancisL.Guenette

means“topaste”(Harrison,2003).Creatingcollagecanbeafreeingandplayfulexperience,astherearenorules.Theartformisidealforthosepeoplewhoarenotgiftedindrawingorsculpting.Collagehasbeendescribedasaright-brainrandom-abstractactivity.Inaleft-brainedlinearworld,collagecanhelppeopleescapeboundariesandlookbeyondlimitations(Harrison,2003).

Theuseofmagazinepicturecollageiswellestablishedineducationalsettings(Seymour1995;Williams,2000)andhasbeenusedwithintheclinicalnursingsupervisionrelationship(Williams,2000).Theapproachrequiresnoartorarttherapyskillsbythesupervisor;thematerialsarefamiliar,inexpensive,andread-ilyavailable;andthemethodissuitableforadministeringinagroupsetting.Forpracticumstudentsthisformofartmaylessenanxietyasitis“anon-threateningmediumwhereanindividualdoesnotneedtofeel‘artistic’inproducingtheirpieceofwork”(Williams,2000,p.274).Thepicturesarealreadycreated,andtheindividualisonlyrequiredtoplacethemonposterboarduntilsatisfiedwiththecomposition.

Magazinepicturecollageoffersanopportunitytoengageinanextremelyrich,visual,kinestheticexperienceasparticipantsmoveshapes,colours,words,andim-agesontheposterboardbeforegluingtheminplace.Materialsrequiredincludeavarietyofcolourfulmagazineswithavarietyofimages(e.g.,food,animals,people,landscapes,flowers,phrases),agluestick,scissors,andaposterboard.Williams(2000)foundthatthismediumgeneratedreflectivequestioningfromwhichtoexploreissuesandperceptionsamongnursingstudents.Heviewedthemagazinecollageasa“metaphoricalrepresentationofeventsandinfluencesthroughwhichthesuperviseecan‘see’theirsituationfromdifferentperspectives”(p.273).

thecollageactivity

Threefemalepracticumstudentswhohadreceivedgroupsupervisionintheirfirsttermusingavarietyofactivities includingdrawings,groundingactivities,andjournalreflectionsunderthedirectionofthesecondauthorvolunteeredtocontinuewithgroupsupervisionthatfocusedontheirdevelopmentascounsellorsaspartofasmallresearchproject.Theymetwiththesecondauthorattheendoftheirfirstfield-basedpracticumandatthebeginningandendofthetwo-termpracticumintheirsecondyearforatotalofthreesessions.Althoughavarietyofart-basedapproacheswereusedintheresearchproject,superviseesreportedinthecourseofaresearchstudythatthemagazinepicturecollagewasthemosthelpfulexerciseinprocessingtheirexperiencesasdevelopingcounsellors.

Eachsessionfollowedthesameformat.Studentssignedconsentformsaspartoftheresearchprojectofwhichtheseactivitieswereapart.Theywerethenaskedtocreateacollagethat“representsyourinterpretationofwhereyouareatrightnowasacounsellorintraining.”Superviseestookturnsdescribingtheircollagesandfollowedthatwithagroupdiscussionabouttheprocessofbecomingacounsellorandtheissuesfacedasdisplayedintheircollages.Afterdigitallyphotographingtheircollages,thesessionendedwithabriefcheck-out.


Inthesecondandthirdmeeting,superviseeswerealsoaskedtoreflectontheirpreviouslymadecollagesinresponsetothequestions“Whenyoulookatwhatyoucreatedatthatmomentintime,whatdoyouthinkaboutwhatithadtosayaboutyourexperienceasacounsellor intraining?Howdoyouthinkandfeelaboutthatmessagenow?”Thecirclingbackprocessofreviewingpastcollagesinlightofthepresentcollageservedasacounterpointtothecurrentself(Markus&Nurius,1986),allowingpersonalassessmentofprogressmadetowardbecomingacounsellor.

In each session, supervisees were given about 30 minutes to select images,pictures,andslogansfromalargenumberandvarietyofmagazinepicturesandtoassembleandgluethemontoaposterboardinresponsetotherequesttorep-resenttheirexperiencesasacounsellorintrainingatthismomentintime.Duringthecreationoftheircollages,groupmembersworkedinsilenceastheybecameabsorbedintheirtask.However,oncethecollagewascompleted,eachmembertalkedabouttheirrepresentationwhilethesupervisorandothermembersactivelylistened.Individualsoftenfocusedonaparticularimage,butatothertimeseveryimagewasdiscussedasequallyimportant.Asthestoryunfolded,thesupervisornotedanythemesthatemergedandencouragedgroupmemberstoaskclarifyingandreflectivequestions.AsWilliams(2000)noted,collageworkacts“asatriggerorseriesoftriggerswhichheightenawarenessofvaluesandwhichclarifyrelation-shipsoftheimagesasthediscussionunfolds”(p.276).

tina’scollages

ThreeofTina’scollagesprovideanexampleofhowcollagewasusedtoexpressherexperienceasacounsellorintrainingoveraperiodof18months(Figures1,2,and3).Theaccountsofthesecollagesincludeadistillationofherwordsalongwithdirectquotations.Ellipsesareusedtoindicateomittedinformation.

CentralfiguresinthecollageinFigure1arethethreeblackbirds.Tinafeelslikeababybirdasshecompletesherfirstpracticum.“Thefearisaboutneedingsomuch…nourishment,information.ThefacultyarethemotherbirdsandtheyarewithholdingwhatIneed.”Theinformationandskillssheneedsarenotbeingdeliveredfastenoughbyfacultymembers,andshefearsshewillnothaveenoughskilltoavoidharmingherclients.Thereissomuchtolearn.TheimagesofthedressandscalesarereminderstoTinathatsheisnotengaginginself-care.Nearthebeginningoftheprogram,Tinabelievesshecandrawonherinnerstrength,representedbythegoddess.“Isurroundthisimagewiththeimageofagrownbird.Iwillmakeitthroughthisstage,andwithagoddess-likeimage,Iwillbeenough.Icandothis,Ihavewhatittakes.”

Atthebeginningofthesecondyear,Tinaidentifiesthetinyfigureinthebot-tomsectionofthecollageshowninFigure2asapersonscalingarockcliff.“[M]ylearningcurve,Iguess.Butthepersonlooksverystrong,likeshechoosestobedoingitandshecandoit.Thatisagoodreminderforme—Ihavechosenthiscliff.”Whenquestionedastotheimportanceofthecottage,flowers,anddessert,


Figure1Tina in first session: The fear of needing so much

Figure2Tina, beginning of second year: The end is in sight


Figure3Tina, end of second year: Less dark but still a struggle

Tina shares that that is the future: “serenity,mountains, andbalance.”Groupmemberswerecuriousabouttheslogansdepictedonthecollageandencouragedfurtherclarificationoftheirmeanings.

Thewords“wherethetruthlies”—itisreallyaboutconnectingwithpeople.Thetruthisinmyselfandintheclient.Noslowingdownthough…theendisinsightbutitisjustthebeginningofanotherjourney.Balance…notgettingcaughtup…workingouttheknots.Idon’twanttobedoingfastfoodcoun-sellingbutfinediningcounsellinginstead.Itisnotaboutdoingitquicklybutquality.ThisfieldIaminopenssomanyotherdoors—agatewaytoadventure.Seeingthequieterpartofmyself.Iamnottherescuer.Ihavedevelopedshiftingperspectivesonaclient.Iammoreatease.Tinawassurprisedbythedifferenceinthefinalcollage(Figure3)attheconclu-

sionofhersecondpracticum.Thiscollagewaslessaboutbeingacounsellor—otherpartsofherlifewerebeginningtoemerge.“Iamnotsofocusedonthegoalofbeingacounselloranymoreforsure.”Whenweaskhertotellusabouttheangryyoungman,shestates,

Ididn’tthinkIwasangrybutthatguywithhismouthopenbutmaybeIam.Idon’twanttobecomeanactivist.Peoplesayyouneedtobeanactivistforyourclientsbutthathomelessguy.Thosearemyclients.Beinganactivistmightjustbewaytoomuchforme.Thewordtoughcameupalot.


Tinawasdiscoveringtheday-to-daychallengesofworkingasacounsellorwererequiringmoreofherthanshehadanticipatedandquestionedwhichparticularclientgroupwouldbeagoodfitforher.Sheidentifiedherselfasthewomaninthecollage.

Sheissortofsadbutjustcalmsittinginthegarden.I’mawareofenvironmentsthatbringserenitymorethanIwas.Itisnowaboutbalancingcounsellingandotherthings.Itisalotlessdarkbutstillastrugglebutthenwaymorepos-sibilitiestoo.

debriefingthecollages

Self-reflectionistheprocessofexaminingtheimpactofpersonalvalues,be-liefs,andexperiencestodevelopadeeperunderstandingofone’spersonalandprofessionalbiases,experiences,andbeliefsasthesemayinfluencefutureactionandlearning.ByviewingeachcollageasamomentintimeinTina’sexperienceasadevelopingcounsellor,groupmembersandthesecondauthorwereabletopinpointareasofconcern(e.g.,normalizingtheperceivedneedforhaving“all”theskillsandknowledgebeforeseeingclients;brainstormingwaystostrengthenhersupportsystems).Thecollagesalsoservedasjumping-offpointsforimportantgroupdiscussionsarounddevelopingtheirsenseofcompetency,theirquestforanswers,discoveringtheirstrengths,findingpersonalandprofessionalbalance,andmovingintotherealitiesofthecounsellingprofession.

Developing a Sense of Competency

Thecollageactivitygeneratedarichvarietyofreflectionfromthestudents.In the following sections, selected quotes provide a glimpse into the insightsthatemergedfromadebriefingoftheactivity.Intheirfirstcollages,superviseesexpressedtheirconcernaboutharmingtheirclients.“ThereisthefearIhavebutIknowIneedtopushpastthatandengage,butatthesametimeIdon’twanttoscrewupandhurtanyonebecauseofmyincompetence.”Onesuperviseesur-roundedherfearofnothavingenoughtimetodothepersonalworkthat“reallymattersinbecomingacounsellor.”Shesurroundedthisfearwithherneedtofocusonhealthyeatingandrelaxation.

Duringthesecondsession,thesuperviseeswereabletolookbackandseehowtheyhadmovedfromself-doubttofeelingmoresecureintheirabilitiestoprovideservicetoclients.

IamclearonfeelingmoreconfidentbutthereisstillthispartofmethatfeelslikeImightwanttothrowupeverytimeIgetreadytoseeaclientandfeelsgreatreliefwhentheyareno-shows.I’mmoreintouchwithboththeconfidentandscaredpartofmyselfnowandknowthattheconfidenceismoreandthefearislessthanitusedtobe.Stillthetwoofthem,though.Onesuperviseenotedthenumberofwordsonhercollageusingthephrase

“wherethetruthlies”tounderstandtheimportanceshenowplacesonthecon-nectionwith“mytruthandwiththeclient.”


Astheyprocessedtheircollagesattheendofthesecondpracticum,thethreesuperviseescouldseeintheircollageshowtheirconfidencehadgrownthroughthequalityofthesupervisionreceived.Foronesupervisee,thefaceofastrongrelaxedwomanrepresentedhowshewaslessanxiousandhowshehadgainedconfidencefromtheacknowledgmentshereceivedforherowninitiativeatherpracticumsite.

The Quest for Answers

All the supervisees portrayed in various ways their need for certainty andanswers.Onegroupmemberrepresentedherreactiontotheambiguityof thecounsellingprocessas“amachinegonewildwithallthegearsandcogswhicharesupposedtoworkinacertainwaybutforsomereasontheywon’tworkforme.”Anothermemberdisplayedasharkinthemiddleofhercollage.Whendebriefing,thestudentspokeaboutbeing“constantlyonyourlearningedgesoyouneverfeelcomfortable.Italmostseemsdesignedtomakeyoucrazy.”

Themessagethat“thereisnosuchthingasdoingitperfectly,nosuchthingasaperfectsessionorcounsellor”isrepresentedbyacliffinoneofthefinalcollages.“Idon’tseeeveryclientasthatcliffformeanymore.I’mnotindangeroffalling,Icandothework.”Anothergroupmembernoted,“Iamhavingtherealizationthattherewillneverbearightwaytodothis.”

Discovering Their Strengths

Thecollageswereusefultogroupmembersinrediscoveringtheirstrengths.Their senseof themselves as counsellors across the three sessions showedhowtheymoved“fromalittlegrasshopperwhoknewnothingtoapseudo-employeein‘real’counsellingwork.”Overtimeafoundationwasbuilt,while“ontopIamstillsmall,aseedlingreally,butmyrootsarestronglyplantednow.IknowIwon’tgetpulledoutwhenitgetswindy.”Throughtheirappliedworkatpracticumsites,theybecameawareoftheirinnerstrengthandresilience.“Manypeoplewithwaymoreexperiencejustwerenotgoodontheflyandinthemoment.SoIwasabletoseethecontextformyownstrength.”

Balancing the Personal and the Professional World

Intheirfinalcollages,allsuperviseesfoundwaystoportraythattheyhadcomefullcircle.“IfeellikeI’vemovedthroughthepartofdevelopmentofmeasacoun-sellor…itisaboutmorethanthatnow…nottosayIwon’tkeepdevelopingforsure.”Anotherplacedtheword“HEALTH”inthecentreofhercollage,notingthat,“Itisn’tsomuchnowaboutbeingacounsellor—itismoreaboutbalancingbeingacounsellorwiththerestofmylife.”

Moving into the Realities of the Counselling Profession

Phraseslike“integratethis”and“buildingcommunity”aswellasapictureofatreadmillwereusedbygroupmemberstodiscussthechallengesofworkinginthefield.Advocacyforclients,workingwithawiderangeofmentalandconcurrentdisorders,andresourcingclientswereidentifiedasthemajorshiftsastheytookon


professionalpositions.“WhatIamhearingissographicIamgettingtraumatizedbythem.AndthathastochangeandIknowthat.IknowIwon’tstayinsubstanceabuseformorethantwoyears.”Thecollageactivitieswereviewedasvehiclesforexpressinganddiscussingtheirfearsandanxietiesastheyenteredtheprofessionalworld.“Theartworkallowedmetobetransparentwithmyselfandwithmypeers.”

thebenefitsandchallengesofusingmagazinepicturecollageingroupsupervision

Creative approaches to group supervision, including collage work, increaseopportunitiesforpersonalawarenessandreflectionbutrequirecarefulplanning.Group cohesion is necessary in order for supervisees to experience a sense ofbelonging,acceptance,andsafety.Formingsmallerself-selectedgroupsfromthelargercohortwasonewaywefosteredcohesion.Groupmembersalreadyhadahighlevelofcomfortwitheachother.Assupervisors,weincreasedcohesionbyasking supervisees to share their experienceswith eachother, andwe ensuredmodellingofgoodlisteningandreflectingskills.Asgroupmembersgainedcom-fortwiththeprocessofsharingtheirperspectivesoftheirwork,theybegantochallengeeachothertoexploretheiremotionalreactions.

Findingtimetocommittothisprocesswascertainlyachallenge.However,thefirstauthorwasabletodrawontheresourcesprovidedbydoctoralstudentswhowereeagertoactassupervisorstoasmallgroupofstudents.Inthismanner,allstudentscouldbeprovidedwithgroupsupervisioninadditiontoothertypesofsupervisionexperiencestypicallyofferedintheprogram(e.g.,one-on-one,dyads,peer,andwholeclasssupervision).

Keepingaclearboundarybetweenpersonalconcernsandprofessionaldevelop-mentwasanotherareaofunease.Throughthecollagework,superviseesdisclosedpersonalaspectsoftheirlifethatsupervisorsmaynothavebeenprivytoinmoretraditional supervision approaches. Art-based approaches in supervision canbeverypowerful anddisclosing.Therefore,maintainingboundaries thatkeepthesupervisor-superviseerelationshipfromshiftingtooneoftherapist-clientisessential.Bytakingadvantageofpotentialboundarycrossingsasteachablemo-ments,supervisorscanmodelappropriateboundarysettingandtheimportanceoffollowingcodesofethics.

Inthefuture,wewouldprovidearangeofexpressiveartactivitiestosuperviseesingroupsupervisiontoincrease“self-awarenessbyhavingthemexpressthemselvesinasymbolicmanner”(Gladding,2005,p.10).Additionally,ajournallingactivityfollowingtheexpressiveartactivitywouldassistsuperviseesinintegratingnewperspectivesandself-knowledge.

conclusion

Theuseofexpressiveartsinsupervisioncanactasacatalystinaccessingalter-nateformsofknowledgeandinretrievingbeliefs,feelings,andexperiencesoutside


ofone’simmediateawareness.Creativemethodscanallowforthedeconstructionofaproblemstoryandtheconstructionofastorymoreresonantwithstudents’valuestotakeitsplace(Crocket,2004).Thisisespeciallymeaningfulforcoun-sellorsintrainingbecausethestoriesthatdevelopingcounsellorstellthemselvesinfluencehowtheydeveloptheirownpersonaltheoryofcounselling(Wong-Wylie,2006).Expressive-arts-basedapproachescanhelpnavigatetheunknownandfindmeaningbybuildingabridgebetweenpastandpresentandbetweenone’sownstoryandthejourneythatstoryrepresentsasthesuperviseeandsupervisorengageininteractivemeaningmaking.Collageworkcanprovideanalternatemediuminsupervisiontodevelopreflectiveanalysisandself-exploration.

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About the AuthorsBlytheShepardisanassociateprofessorofcounsellingpsychologyattheUniversityofLethbridge.Hermaininterestsareinruraladolescentlife-careerdevelopment,possibleselves,counsellortrain-ingandsupervision,andethnographic-narrativeresearch.

FrancisGuenetteisadoctoralstudentandSSHRCDoctoralFellowattheUniversityofVictoriawheresheworksonseveralresearchprojectsandteachesintheareaofcounselloreducation.

AddresscorrespondencetoBlytheShepard,FacultyofEducation,UniversityofLethbridge,4401UniversityDrive,Lethbridge,AlbertaT1K3M4;e-mail:[email protected]