Announcements

New dates recently added!
Seattle WA - October 2010
Blaine WA - January 2011
Honolulu HI - February 2011

Check the Upcoming Events menu on the right for details, dates and times.

Facilitation Training

2011 Systemic Constellation Facilitation Training Program is now accepting applications. First module of the cohort training program begins January 7-10.
Learn more >>

Mentor Group

If you have an interest in learning more about Systemic Family Constellations, the Constellation Mentor Group might be just what you're looking for.
Learn more >>

Printable Forms

Intake Form

Discloser Statement

Map & Directions

Counselors

Mark Johnson

Office Address & Phone:
6523 21st avenue NE
Suite 5B,
Seattle, WA 98115-6924
(206) 525-0525
markj@seattleconstellations.org

Testimonials

Testimonials Page

How do I begin to express my gratitude for having Mark Johnson as my mentor and my friend while I have explored the family constellation approach to systemic healing. I feel so fortunate that he has shared his gifts of humor and wisdom with me. My growth as a person and a facilitator is a direct reflection of the guidance he has provided. Mark’s workshops and training programs are filled with integrity, safety, and sacredness.

Therese Thomas RN, CHPN
Case Manager

Supervision

The description of two kinds of supervision available.

Supervision of Therapists working toward licensure.
Supervision and coaching of Systemic Constellation Facilitators

Philosophy of Supervision

My Philosophy of Supervision, Mark Johnson

I consider a well-formed relationship, based on trust and respect, to be paramount. As a therapist and as a supervisor, I value the “I-Thou-We” relationship and strive to hold an “unconditional positive regard” toward those I serve. I advocate for supervision where the strengths and successes of supervisees are brought forth, rather than focusing on weaknesses and problems. I assist the therapist in developing their own style and finding their own distinctive voice. I value collaboration and support interactions that bring a symmetrical voice into the supervisory relationship. I also accept the supervisory responsibilities that come with a hierarchical position. In situations where I have safety, ethical or legal concerns, I take a more directive stance. I use live supervision as well as video and audio taped review of raw data. I also use case presentation when there are many cases to review. I use humor appropriately and remain flexible, practical and responsive.

As in therapy, I have an overall trans-generational perspective in supervision. I believe in the importance of leading from the self. I consider it an important part of the supervision process to assist in the development of the person of the therapist/supervisee. I model and teach this in my direct and indirect interactions with the supervisee by managing self anxiety in order to influence systems, increasing awareness of the context of self, becoming aware of and openly discussing cultural/gender/power differentials. I actively practice relational inclusion and multi-directional partiality. I expect the supervisee and supervisor to be open about their process.

Supervision will focus on the self of the therapist as well as their professional and clinical development. I utilize the supervision roles of coach, teacher, mentor and administrator. With less experienced therapists, I am more directive in these roles. With increasing experience and seasoning, I welcome a collaborative relationship. I use a combination of live supervision as well as video- and audio-taped review of raw data. I am aware that live supervision is made more difficult in a private setting and make allowances for that with supervisees.

I am mindful of the hierarchical nature of the supervisor/supervisee relationship. I encourage an open exchange of crediting and challenging feedback about the supervisory process. I am transparent about my process in supervision. I am aware of my social and cultural position as a white, upper middle class, older male in a long-term heterosexual marriage as well as the hierarchical difference with the supervisee. I welcome an open exploration of the impact of diversity and power differential issues.

I believe there are systemic fields that interconnect all parties involved in the change process. I highlight isomorphism within and between the various overlapping (client/therapist/supervisor) systems. I support the supervisee to recognize relational, behavioral and situational patterns that appear in their own history/biography – specifically as it relates to the client and supervisor systems.

I use genograms to encourage the supervisee to place the current challenges faced by the client (or supervisee) into a relative and relational context. This exploration includes contextual issues as lifespan development, socio-economic-class status, gender, cultural-ethnic-diversity identification, employment, religion, relationship transitions, and health. During group supervision, I include the group dynamics to teach about isomorphic patterns and systemic interactions. I use symbolic-experiential exercises and systemic constellation work to reveal the unseen symmetry within relational systems. I assist supervisees to externalize these inner movements and images in order to increase awareness of interpersonal dynamics.

I am open to different theoretical orientations and styles toward therapy, although I prefer to supervise from a multigenerational perspective. I look for a favorable fit in experience, theoretical outlook and preferences. I take time to clarify with a potential supervisee about their expectations and to share mine. If we agree to work together, I contract with the supervisee in an open, collaborative process with regard to goals, supervisory relationship, fees, duration, assessment/evaluation, and dispute resolution processes. I am in private practice and expect to be supervising some therapists who are also in a private setting. I am aware of the additional safeguards needed to protect the clients, supervisee and the general public. To ensure safety and ethical behavior, the contract is specific concerning logistical and administrative expectations and procedures. Logistical and administrative parts of the contract are fairly standardized, but take into account the requirements imposed by licensure, AAMFT clinical membership and other institutional demands. In general, I work to craft a balanced contract designed to meet the individual and specific needs of the supervisee. I consider the contract to be a “living” document that needs to be reviewed and referenced during the course of supervision. I am open to revising the contract over time as needs and situations change. I maintain confidentiality. I am attentive to ethical issues and mindful of dual relationship issues that may adversely impact supervisees.

Differences Between Therapy and Supervision

I understand that some trans-generational supervisors have had (and many still have) a less restrictive boundary between therapy and supervision. I recognize there is a difference between an interaction that may have a therapeutic benefit for the supervisee and that of engaging directly in therapy. I have appropriate boundaries regarding the difference between supervision and therapy. I balance supervision activities between professional or clinical development of the supervisee and developing the self of the therapist. I view a supervisee’s personal challenges as an opportunity to help the supervisee learn about possible isomorphic parallels in the other relational systems (client/therapist/supervisor). It may also help to increase therapeutic maneuverability by decreasing emotional reactivity. I believe that in attending to ones’ own systemic healing the therapist/supervisor/mentor is able to become a more effective systemic therapist/supervisor/mentor. If personal issues appear to interfere with the supervisee’s ability to work effectively, I will refer them for therapy (or other appropriate resources) to resolve these issues. This is already a condition of supervision and is a mutually contracted agreement.

Assessment and Evaluation

I give open and frequent oral feedback throughout all aspects of supervision. At the beginning of the relationship, I convey my expectation that the supervisees are expected do the same. I am more focused on noting effective interventions, interactions and positive breakthroughs rather than leveling challenges. The supervisee is strongly encouraged to reflect on developing confidence and competencies through positive self-monitoring. Written or formal assessment will be made as needed and as contracted. Personal development as a therapist and competence in clinical competencies will be a regular part of feedback. There is some specificity built into the evaluation process as required by outside entities. These will be tracked with timely and appropriate assessments made.