Clincal Supervision

I offer both individual and small-group supervision for Creative Therapists (all disciplines), Schema Therapists, trainee TSM Psychodrama Trainers, and Bachelor-trained professionals working in social work and related professions. Supervision can take place either face-to-face or in a hybrid format.

As a supervisor, I adhere to the requirements of the relevant professional registers and codes of ethics. 

I am registered with the Register voor Vaktherapie, VSt, LVSC, and BADth.

What is supervision

Supervision is a process of learning through reflection on your own professional experiences. As a supervisee, you explore your thoughts, ideas, and behaviour to gain greater insight into your actions and develop lasting professional growth. You decide which experiences, questions, and themes are most relevant and would like to bring into the supervision process.

'Hanne was a guide throughout my professional journey. At times, she offered a roadmap; at others, she helped me discover unexpected paths. Sometimes she walked alongside me, and at other moments she encouraged me to slow down and trust my own direction. She taught me that there are no wrong paths and that asking for support or guidance is always a strength. It was a deeply meaningful and valuable process, and I learned an incredible amount from it'. Former Supervisee

'Thank you for your supervision. For your wisdom, inspiration, patience (!), warmth, authenticity, and humour. For our conversations, your way of working, the meaningful connections we built online, and the calmness and sense of safety you consistently provided. I am truly grateful for all of it'. Former Supervisee. 

What to Expect from Supervision

Clinical supervision is a developmental process that requires time, consistency, and a carefully structured beginning and ending. A supervision programme typically consists of 10 to 15 sessions over the course of a year, with meetings every three to four weeks. Sessions are 60 or 90 minutes in length, depending on your learning needs and our agreement.

To support reflective practice, I ask supervisees, whenever possible and with the client's informed consent, to bring at least two video recordings of therapy sessions during the supervision process. Watching these recordings together enables us to explore your therapeutic work in depth. We can examine your clinical decision-making, the interventions you choose, the therapeutic relationship, and the embodied processes that unfold within the session. Together we identify strengths, deepen your clinical awareness, and consider alternative interventions that may enhance your therapeutic effectiveness. Video review often offers insights that are difficult to access through discussion alone.

    Learning Goals and Evaluation

    At the start of the supervision programme, we develop a supervision agreement together. This outlines your learning goals, the way we will work together, and our mutual expectations.

    After each supervision session, you will write a reflective learning journal and send it to me well before our next meeting. This helps us monitor your learning process, build on previous sessions, and make the best use of our time together.

    I encourage you to prepare for each supervision session by reflecting on the questions, clinical dilemmas, or situations you would like to explore. This ensures that our work remains closely aligned with your learning goals and supports your ongoing professional development.

    Depending on the length of the supervision programme, we will schedule one or more formal evaluation sessions. Together we will review your progress, reflect on your learning goals, identify areas of growth, and consider any further development that may be helpful. These evaluation meetings also provide an opportunity for you to give me feedback on the supervision process. In this way, we can adapt the programme where needed and agree on new learning goals for the next stage of your professional journey.

    My approach to supervision is based on the belief that it should provide a safe, open, and collaborative learning environment—one in which you feel free to explore, experiment, ask questions, and learn from both your successes and the challenges you encounter in practice.

    An Integrative and Experiential Approach

    Every supervisee brings their own professional background, learning style, and learning goals. That is why I tailor my supervision to your individual needs and stage of professional development.

    My approach integrates a range of theoretical frameworks with experiential and creative methods. This enables you not only to develop new insights but also to translate them into your day-to-day clinical practice as a therapist.

    Depending on your learning goals, I draw on approaches including:

    • Schema Therapy
    • Drama Therapy and other creative arts and non-verbal approaches
    • Acceptance and Commitment Therapy (ACT)
    • Narrative Therapy
    • Classical Psychodrama and Trauma Survivor's Model (TSM) Psychodrama
    • Polyvagal Theory
    • Narrative Sandplay

    'Hanne balances the supervisory role with remarkable sensitivity and flexibility. She creates a space where you can speak openly, free from fear, shame, or the anticipation of judgment. It is a place where you are invited to reflect, explore, and learn. Her engaged, courageous, and inquisitive presence fosters a relaxed and psychologically safe environment in which creativity can emerge and new perspectives can unfold. In this way, she facilitates supervision that supports both professional development and personal growth'. Marcel Hoonhout, former lecturer and supervisor

    Have a question or would you like to connect?

    Please feel free to get in touch. I would be happy to meet with you, answer your questions, and think with you about a supervision programme that supports your professional development.