ARC Academy provides professional training and development for Speech & Language Therapists & Assistant Practitioners. With emphasis on the same Appreciative Reflective foundation as ARC Supervision & Communicology SLT Consultancy. Specialist focus on training in Clinical Supervision (reflective, solution focused, appreciative leadership) and learning and development courses for Assistant Practitioners
As the sun lingers longer and school terms wind down, ARC Academy continues to do what we do best: revisit the research, refresh our thinking, and re-formulate what therapy can look like — practically, playfully, and with purpose.
Supervision & Self-Support
Looking ahead to autumn, our theme will be Supportive and Restorative Supervision — including frameworks for stress inoculation, resilience-building, and assertiveness skills that protect the clinician as well as the client.What Works for Wellbeing?It’s easy to lose sight of your own needs in the support professions. But small things help. Research and clinical wisdom agree on a few principles:
Notice what’s depleting you (not just what’s demanding)
Schedule your breathers, not just your deadlines
Assert your boundaries early and kindly
Connect with purpose and people
We believe that burnout prevention is a skillset, not just good luck. Let’s keep sharing strategies that make this work sustainable — and joyful.
Spotlight on Leadership: The Pygmalion Effect
The Pygmalion Effect reminds us that high expectations often lead to improved performance. In therapeutic leadership and clinical supervision, this means:Believing in potential and communicating that belief clearlyCreating a culture where growth and reflection are the normModelling curiosity, calm, and flexible thinkingWhether you’re leading a team or guiding a family through intervention, the expectations you hold silently shape outcomes. Let’s be mindful of the climate we create through tone, structure, and belief.
New Course Launch: Attention, Mindfulness & Non-Directive Therapy
A new short course is now available exploring attention, regulation, and mindfulness-based therapy, with a special focus on non-directive, child-led approaches for autistic children in the Early Years and KS1. This is a Gestalt-friendly, sensory-aware offering rooted in real clinical questions — ideal for those wanting to refine their thinking around co-regulation, responsive attention, and building rapport beyond directive.
Coming Soon:
Narrative-Level Language Workshop
We’re preparing a new live session on narrative language that breathes fresh life into the classic Bloom and Lahey model, re-imagining how we work with story grammar and expressive language at different developmental stages. Watch this space — perfect for early intervention and lower primary caseloads.
Follow-on Comments & Follow-up Directives
We’ve been delving into some compelling research on how adult responses shape early expressive language. The subtle power of follow-on comments and follow-up directives is being reframed — and we’ll share strategies for how to use them meaningfully in everyday sessions and parent work.
Appendix: Quick-Reference Handout on Stress Inoculation Stress Inoculation: Mini-Toolkit for Busy Therapists 1. Cognitive Awareness – Know your early warning signs: emotional fatigue, irritability, disconnection – Track your stress triggers and habits of over-functioning 2. Assertiveness Micro-Scripts – “I’m not able to take that on right now. Let’s look at a better time.” – “That needs more time and energy than I have today.” 3. Reset & Reframe – Use 2-minute grounding resets: feet on floor, hand on chest, exhale slow – Reframe self-talk: from “I must” to “I’m choosing” 4. Small Rituals of Recovery – End each day with a completion cue: tidy desk, gratitude note, closing sentence – Use transitions (e.g., walking to car) as mental decompression space 5. Connection & Check-In – Peer check-ins every 2 weeks: 10 minutes of mutual reflection – Ask: “What’s been nourishing? What’s been draining?”
Keep this close at hand. Use it lightly but consistently. Little changes add up.
Whether you’re winding down with the school term or catching a breath between caseload cycles, we wish you space, shade, and moments of quiet sparkle this summer.
Well as I write this it is another cloudy, rainy day but we have had some sunshine and warmth in the last couple of weeks so fingers crossed the sunshine will be back soon. You can see from the photos that spring flowers and blossom are already here and proof of the blue skies. The birds are already vocal in the garden (particularly the sparrows who are always arguing it seems) and can be seen collecting nest building materials. I managed to take a break through most of January and since then I’ve spent time reviewing my training offerings and updating the calendar so the website is up to date (at least until early October and things can always change when you have family to fit in!). It does mean I missed creating a winter edition so the spring one is a little early!
Pathways to becoming a Clinical Supervisor.
I’ve been asked recently how I trained myself to become a supervisor and why there are so few training opportunities for those who find themselves asked to supervise someone.
I always reassure people that there are many pathways to becoming a supervisor and that for me an enthusiasm to make the supervisory relationship work is more important than anything.
Last summer I refreshed my reading on advanced supervision and the consensus is still that the most important factor is the relationship between supervisor and supervisee.
For me the first step was becoming a ‘good supervisee’ and it is the first step for most of us. I still feel sad when I listen to attendees on my training recalling their experience of a time when supervision didn’t work for them. There is often an aspect of ‘power’ in the dynamic, or someone who wishes to create clones of themself. The wonderful thing about our profession (and I enter my fortieth year as a practicing clinician this year) is the diversity in all our styles. If you ask 5 SLTs what to do with the same client we will probably all identify the same needs, but we will probably all suggest something slightly different for intervention. That’s one of the strengths of our profession.
So, it is the same for clinical, professional, practice supervisors … we all have a slightly different style. How boring it would be if we all had that same style.
The word “alliance,” and creating an alliance is sometimes used and it fits well for me in the model of supervision which I use.
Going back to my own pathway to being a supervisor. I still haven’t finished learning and never will. This week I discovered a framework which I’d missed – the 5 R’s of reflection which I knew immediately would fit in the supporting assistants course I run. I found Davys and Beddoes over the summer while preparing the Advancing your Supervision course and it is accessible with lots of ideas for questions to ask in a session. They also cover peer supervision and group supervision in a clear and accessible way.
I began as that supervisee, nervous of attending a group. I attended in-house NHS training and then chose modules on mentoring, reflective practice and training when I did my Masters at a School of Education at Leeds Beckett (a few years ago, but it was this century – MA in Professional Training and Development)
As part of that I conducted the usual small piece of research and mine was on awareness and use of reflective practice in SLT, with the application in clinical supervision. I was asked by my tutor to write it up for an article or series of articles in a journal like Educational Reflective PRactice journal, but never did as my daughter was young and my job as an SLT Principal leading a team was full on. I still regret not doing that, but there you go !
I attended training whenever the opportunity arose, a mixture of ad hoc days, external courses when I could find them and continual self directed learning and reflecting on my own practice.
So it isn’t a planned, progressive pathway. My learning and skill development has meandered rather than gone in a straight line.
Over time I added Solution Focused techniques, Appreciative Coaching and the wonderful Time To Think approach of Nancy Kline.
I stumbled across ACT (Acceptance and Commitment Therapy) and attended some CPD training and some of the strategies are very relevant to those of us working with families in the context of complex neurodevelopmental needs.
This year I’ve been finding out as much as I can about the informal ‘Have you got 5 minutes?” support we offer as therapists. (I have always believed this is one of the strengths of our profession and it isn’t true of all professions).
As a trainer I developed courses like ‘Being a good supervisee,” “Situational Supervision” (it’s about our casework and the situations we encounter and the people we work with as much as the clinical direction and decision making). I found myself training SLT colleagues, OT, Physio and Special School Nurses. People seemed to enjoy the training and feel empowered to supervise others, so I kept going and extended my skills as a trainer.
I thought I had left supervision behind when I moved to independent practice, but that wasn’t the case and I began by setting up a Supervision Group in response to a query on this very ASLTIP Forum! Over the next year the supervisions built up and I felt very privileged to be back in the fray …. supporting others with developing their clinical practice, reflecting on casework and that very important restorative resilient supervision which we all need at times.
More recently it’s been developing the Clinical Supervision Portfolio of online training courses which I offer at ARC Supervision. ARC stands for Appreciative, Reflective Conversations – and that’s at the essence of what we do in clinical supervision in SLT.
So, I didn’t go through a planned formal process to become an experienced supervisor, but I didn’t in my development as a clinician either.
In one of the lockdowns we were stuck in France and I began writing a book about supervision for Speechmark, called Reflective Clinical Supervision in SLT. I wish I had written a more practical book, but looking back I think I wanted to gather together all my learning and experience in SLT and add it to the literature.
What I have learned is that everyone’s pathway to becoming an experienced supervisor is different in the same way as routes to becoming an experienced therapist. We will all have different styles – and that’s ok. As long as our supervision isn’t a ‘cosy club’ and there is some challenge (which can be a gentle challenge) and we are open to and learning from our experience.
For me the key is to seize the opportunities, stay open to new ideas and remember it is that ‘alliance’, that relationship which is the cornerstone of effective supervision.
With Best Wishes
See you next time
Ruth
The Supervisor – Supervisee Relationship
Following on from the above, research is evidencing more and more the importance of the quality of the relationship being key to successful supervision.
That brings the work of Nancy Kline to mind, in paricular ‘Time to Think’ and ‘The Promise that Changes Everything’.
One of my favourite quotes is:
There is also her 10 components of thinking environments:
There is a really nice youtube video from the University of Huddersfield taking you through this.
(Note: you may need to refresh the tab when it opens!)
Nancy Kline’s work features in some of my training days and I will be putting a workshop based on Nancy Kline’s Time to Think in the calendar for later in the year.
Language Environments and Brain structure in infants
I came across this article and it is interesting. Perhaps articles are always interesting when they reinforce your clinical ‘values’ as a therapist.
With my ‘critical appraisal’ of evidence hat on I can see maybe each child would have wider language input than parent interactionns. However it is interesting to see a connection between strategies and brain development. I remember someone from the Michael Palin Centre talking about this when I did their training – and so there seems a growing body of neuro research around how a language environment affects brain structure. I have no idea how the children coped with those MRIs. The tool they used to sample parental interaction at home sounds interesting.
The Language Environment included: Turn taking (assume this was in play) Child-directed speech (child’s interests), Parentese – speaking with a higher pitch and slower tempo
“turn-taking in play, child-directed speech , and use of parentese are documented predictors of llater cognitive and academic achievement, and should be implemented as early as possible in both home and educational settings.”
Despite several attempts to simplify the ARC training offer I’ve never been entirely happy with this. After a thorough ‘spring clean’ there are now 4 Training Series and an evolving e-learning option. Consolidated into 4 different Series
Supervision & Support Series
Therapy Skills Series
Self Development & Leadership Series
Support Worker Series (The SLTA Framework & Assistants Day)
E Learning is finally underway with a PMLD course and Intro to the Support Worker Framework under development.
Management Know-How Workshop
Every time I run a Supervision Study Day I notice that much of the conversation focuses on what I think of as ‘management’ issues. When I looked at what is available for those who are new to a management role, or wish to strengthen skills in first line management, or even ‘managing yourself’ that there is little out there in the way of training. There used to be a lot more. There are now wider opportunities for Leadership, especially in the NHS, but that isn’t the same as Management Know-How. So, a new Study Day which focuses on managing people or part of a service is added to the ARC portfolio of training. How to set Team Objectives and identify your Team Success Factors is included. Follow the Link for further details.
Back to my Therapy Roots
I finally put together a series of Clinical Courses around my areas of interest. I was an RCSLT Adviser for more than 20 years and covered ASD and then Services to Education. Within ASD I focused on language and communication development and always included the work of Barry Prizant and Judy Duchan in my Therapy Kitbag. Learning about Gestalt approaches has made me realise I have a lot to share and set about organising and re-working resources. The GINNELL Day (Gestalt IN natural, everyday language learning Study Day is planned for the Autumn Term. Insights and ideas for language learning from pre-speech to narrative level resources will be available as an ongoing resource to those attending. I’ve also re-visited Bloom and Lahey’s Form, Content and Use model as that is often overlooked, but surprisingly modern in approach. The Play and Language Study Day is ready and that’s where I started out as a trainer and where I always return to when I’m in need of clinical inspiration.
Wishing you a Happy Easter, Ruth
Transistions
When I think back to key points of transition in my career, there are some ‘Take-aways’ to share. It is usually coping with the journey and putting energy where it needs to be.
The Change Curve doesn’t always help and I suspect it is a more cyclical model and we can revert back to an earlier stage and get stuck in a loop.
I remember, when changing one job, that 5 weeks in I realised I was homesick for my previous role. It can help to think of it that way.
I was recently planning the Supportive/ Restorative Supervision Study Day and came across a useful article in Nurse Education Today with several pointers for periods of change. The research focused on that transition from NQT to fully fledged practitioner, but these bullet points are relevant to all transitions.
My big learning point here was that, although I use Mindfulness clinically (in adult fluency therapy), and in my own life and writing, I always feel a little apprehensive at even mentioning it in supervision. Here ,mindfulness has a central place as a strategy to build resilience, and support us in our emotional ‘responsivity.’
“Resilience Based Clinical Supervision (RBCS) is underpinned by the principles of Compassion Focused Therapy. It aims to alleviate work related stress, and support individuals to reframe their experiences, through structured and reflective discussion. It incorporates skills which develop proficiency in mindfulness, distress tolerance, and positive reframing.”
In this approach to supervision the session is, “a forum for alleviation and prevention of stress.” The practitioner is encouraged to reflect on ‘emotional reasoning underpinning their behaviours and responses. The focus is regulating emotional responses, so it is all about emotional intelligence.
Supervision is a “facilitated reflective discussion,” and the key points of the study were the identification of the conditions needed to create a safe space (Individual and One to One).
Integrating of mindfulness based stress reduction exercises (based on Paul Gilbert’s work).
Focusing on the 3 emotional systems model which drive our responses in a situation. (based on Paul Gilbert’s work)
Spotting our own internal critic and how this affects our responses to a situationCommitting to self compassion (the work of Kristin Neff is useful here).
Time Management also gets a mention, so that was reassuring, as I see struggles with time and energy management at the root of so many issues brought to supervision.
The mindfulness ideas pull on the work of Paul Gilbert and I’ve set myself an objective of listening to his books again. I’ve added a few references at the end of the Newsletter.
For those who know VERVE, Stephen Porges is mentioned as a source for this study and you will see similar roots here.
Neff, Kristin, Self-Compassion: Stop Beating Yourself Up and Leave Insecurity Behind William Morrow & Co; 1st edition (2011)
Porges SW. Orienting in a defensive world: Mammalian modifications of our evolutionary heritage. A Polyvagal Theory. Psychophysiology 32:301–318. (1995)
Stacey G et al, The implementation of resilience based clinical supervision to support transition to practice in newly qualified healthcare professionals, Nurse Education Today, Volume 94, November 2020
This year I am working hard at putting my positive psychology learning into action and trying to value the change in the seasons. As a keen herb gardener I find the weeks when the garden dies back difficult. I’d like to get back to enjoy mist filled mornings, changing colours of the trees and roast chestnuts and baked apples. I’m getting there! Not 100 % success but some progress. Some of you know that ‘the other me’ writes about mindfulness, slow travel and blog about nature and the changing seasons here at my home.
That brings me nicely on to Resilience. At this time of year on a clear day we see the cranes migrating across to the south. And they actually do that thing which we learn about on Leadership Training. I believe it used to be in the original edition of Hanen It Takes Two To Talk. What happens is that when the leader gets tired the group pauses and circles and moves position so someone else takes the load of leadership for a while.
In some SLT roles that isn’t possible. There is no one to take on the role. You might be a sole trader or the only one in your team with a specific skill set. So how do you keep yourself well. What do you do to be a ‘self-renewing therapist’?! We consider this on the clinical supervision study day. It’s an individual thing and what works for one person might be totally wrong for another. It doesn’t matter. This is about self reflection and knowing what your kit of self supportive strategies includes.
There is some research into preventing Burnout in healthcare professions. I dip into Sanya Wallbank’s strategies on the clinical supervision training, but decided more time was needed on the Restorative Resilient Function of Supervision. So far, there haven’t been enough people to make a course viable but there is a date in the spring and I’ll do some advertising and generate some interest. The idea is to explore coping with pressure in our roles and look at the research and reflect on what works for each of us. This also involves what to do if you are supporting or supervising someone who is approaching Burnout.
I came across this strange tool recently which seems to work, but I have no idea how. It is one of those personality evaluations and this one involves choosing a range of colours you like then ones you don’t like before getting a print out.
Mine seemed to be uncannily accurate but it clearly can’t have any science behind it. What it can do is give you a quick and easy evaluation which you can then have a conversation around. If something identifies strengths and leads to a positive conversation then it has some value. I’ve just done this again and it is gives me a different profile! I still like it as a very quick way of producing something visual which can form the basis of a conversation about our strengths. It is so quick and easy to complete that I hope there is something in it!
See my Profile below!
So, lots happening at Arc Supervision. The Clinical Supervision Study Day continues (next one scheduled for February 6th) and an Advanced Supervision Day is coming next year. The Restorative Resilience Focused Day is ready to run. The CPD Short Workshops of Mindful Leadership, Appreciative Leadership and Time/Energy Management are available on request for individuals or groups. The dream is to hold an Assistants Day in the summer, but it can be much harder for Assistant’s to get funding for training so it is hard to gauge whether it will be viable.
I’m doing much more writing (unrelated to speech and language therapy) so I’m taking on fewer new supervisees. I don’t plan on stopping supervision – just working differently. I plan to scale down over time and focus on writing. I am also re-visiting mindfulness and doing a Mindfulness Teacher Training course in the New Year. Mindfulness isn’t for everyone so I don’t routinely bring it into supervision sessions, but if anyone wants a mindful approach then just say – and this can easily be added as can ACT (acceptance and commitment therapy).
If you’re interested in any training, then let me know.
Every year is different and we’ve had some happy and sad family events in the last 12 months. I don’t get ‘it right’ all the time, but know it is about how I respond and react and get back to that place of calmness and regulation.
ACT Acceptance & Commitment Therapy
I did a course on ACT last year. I have found it transformative in Supervision. The Diffusion (in the diagram) “Observe your thoughts without being ruled by them”
ACT was developed in the 1980s by psychologist Steven Hayes (University of Nevada) partly from Hayes’s own experience of panic attacks. He focused on no longer running and accepting himself and his experiences. In Speech and Language Therapy there are clinical applications in some areas and certainly in Adult Fluency. I wish I had known more about ACT when I was supporting families of children with complex needs. It would have given me a valuable source of strategies in family work.
After listening to someone’s self talk and knowing a little about what drives their thinking, the focus is on bringing in more confident and optimistic thinking and interacting. There is focus on how we relate and react to experiences. Exploring personal values and goals is also important (what’s important to us at home and work). The conversations cover recognising emotions and adapting thoughts and behaviours to “align with your values and goals”.
If anyone is interested in ACT then this video by Professor Nuno Ferreira gives some insight.
Speech & Language Therapy Training & Development 