Intervision (Peer Supervision)
Learning Through Professional Dialogue
At ACCPI, we believe that becoming a competent psychotherapist is not only a matter of acquiring theoretical knowledge and receiving formal supervision. It also involves developing the capacity to think collaboratively, reflect critically, receive feedback, and engage in professional dialogue with colleagues. For this reason, intervision (peer supervision) forms an important component of our training programmes.
Intervision is a structured professional meeting between colleagues, trainees, or psychotherapists at similar stages of professional development, where clinical cases, ethical dilemmas, therapeutic interventions, personal reactions, and professional challenges can be explored in a supportive and reflective environment. Unlike supervision, intervision does not involve a designated expert or supervisor who evaluates or directs the process. Instead, participants collectively contribute their perspectives, experiences, and reflections, creating a collaborative learning experience.
Intervision provides an opportunity for students to develop professional autonomy while maintaining a strong culture of ethical responsibility and mutual support. Through regular peer discussions, students learn to formulate cases more clearly, consider multiple therapeutic perspectives, identify blind spots in their clinical reasoning, and strengthen their reflective capacity.
Why Is Intervision Important?
Research in psychotherapy training consistently highlights the importance of reflective practice and professional dialogue in the development of therapeutic competence. Many aspects of psychotherapeutic work cannot be learned solely through reading or attending lectures. They emerge through discussion, observation, reflection, and the integration of different viewpoints.
Intervision helps students:
- Develop greater confidence in case formulation and treatment planning.
- Explore alternative intervention strategies.
- Increase awareness of transference and countertransference processes.
- Improve ethical decision-making.
- Enhance reflective and critical thinking skills.
- Reduce professional isolation.
- Build supportive professional networks.
- Develop a culture of lifelong learning and professional cooperation.
The ability to engage in constructive peer consultation is a professional skill that remains valuable throughout a psychotherapist’s career, long after formal training has ended.
Structure of Intervision Sessions
Intervision sessions may take place in person or online and are usually organised by small groups of students or psychotherapists in supervision. Meetings typically focus on one or more clinical cases, professional dilemmas, therapeutic challenges, or topics relevant to professional development.
A typical intervision session may include:
- Presentation of a clinical case or professional issue.
- Clarification questions from peers.
- Exploration of the case from different theoretical perspectives.
- Discussion of possible interventions and treatment strategies.
- Reflection on relational and emotional processes.
- Ethical considerations and risk assessment.
- Summary of learning points and future directions.
The emphasis is not on finding the “correct” answer but on expanding understanding and developing professional thinking.
Intervision and Confidentiality
All participants are expected to maintain the same standards of confidentiality that apply within supervision and psychotherapy practice. Any client material discussed during intervision must be adequately anonymised, and identifying information must never be disclosed.
Respectful communication, professional conduct, and adherence to ethical standards are essential requirements for participation.
Intervision is a professional learning activity and should always be conducted in a manner that safeguards the dignity, privacy, and wellbeing of clients, colleagues, and participants.
Intervision Protocols
To encourage reflective learning and document professional development, ACCPI students are required to complete an Intervision Protocol following each intervision session.
The protocol serves several important purposes:
- Recording participation in peer-learning activities.
- Documenting cases and themes discussed.
- Encouraging structured reflection on learning outcomes.
- Supporting the integration of theoretical knowledge and clinical practice.
- Demonstrating ongoing professional development during training.
Students are encouraged to reflect not only on what was discussed during the session, but also on how the discussion influenced their understanding of the case, their therapeutic thinking, and their future clinical work.
Intervision protocols form part of the student’s professional portfolio and may be reviewed during supervision, training evaluations, or professional development reviews.
A Culture of Professional Community
Psychotherapy is often described as both a science and a relational art. Learning to work collaboratively with colleagues is therefore an essential aspect of professional identity.
Through intervision, students develop the capacity to think with others, learn from different perspectives, tolerate uncertainty, and engage in ongoing professional reflection. These qualities contribute not only to clinical competence but also to the development of a strong and ethical professional community.
At ACCPI, we view intervision as an integral component of psychotherapy training and as a valuable practice that supports professional growth throughout a psychotherapist’s entire career.