Several months of supervision with Dr. Maja have brought about significant changes in my perception of therapy. Maja has the ability to discern elements that go beyond the usual framework. She has provided guidance on many challenging issues where I felt stuck on my own. She was able to professionally point out errors I was making without being pushy or imposing. She instilled in me the confidence to follow my own path and trust my intuition in helping patients.
Supporting you every step of the way
Clinical Supervision is a regular requirement for HCPC registered psychologists and other healthcare professionals, BABCP registered therapists and other as well as other qualified psychotherapists. It is to ensure all clinical work is practiced safely and ensures all regulations are met.
As a supervisor, I offer clinical supervision to qualified HCPC registered psychologists (especially within counselling and clinical modality, although I also have experience of working for forensic psychologists), CBT therapists (including trainees working towards their accreditation), other qualified therapists and counsellors and other HCPC registered helping professionals.
I have experience of providing clinical supervision to trainees at universities (e.g. University of Hertfordshire, University of Reading) as well as in clinical and private settings.
My overall aim is to provide supportive, non-judgemental, yet honest and developmental feedback and grown and develop myself as a supervisor.
I believe that supervision should serve a several key functions, including:
– Providing a safe environment to explore and examine our own emotions and reactions in response to the work,
– Providing space to support wellbeing (restorative aspect of supervisory space)
– Providing a supportive environment in which we can truly consider any ethical concerns in order to ensure client welfare and professional standards,
– Providing a platform for developing knowledge, skills and understanding, which, in turn, increases clinicians’ effectiveness .
The extent to which these different aspects are stressed is dependent on your own needs.
In line with my own practice, I offer supervision for clinicians who integrate different theoretical models in their work. I have a particular interest in body-brain integrative therapies, especially within trauma work, which include Brainspotting and IFS, CBT, CFT, ACT, DBT and mindfulness-informed approaches as well as short term solution-focused approaches.
I tend to predominantly focus on adult mental health. I have a particular interest in anxiety disorders, especially PTSD, trauma and complex trauma as well as performance-related trauma and anxiety (any performance filed, including musicians, actors, other performers and athletes) and medically unexplained symptoms, which also cause health anxiety. I like to explore opportunities for post-traumatic growth, focus on resilience and development and my practice also is spiritually informed.
I like working with supervisees in transition, who are looking for opportunities for their own development or change.
I enjoy supporting therapists who are just starting out, setting up in private practice or transitioning between roles.
I also love supporting international psychologists, who are transitioning to the UK or trying to navigate a system that is different to their own past training and experience.
Supporting you every step of the way
I am a Clinical and Counselling Psychologist, who has experience of teaching and providing research supervision on a variety of psychology and psychotherapy programmes in the UK.
My supervisory experience includes supervision of many students, from BSc psychology and psychology and counselling courses, Masters by Research, Applied Masters in Psychology, Masters in CBT, PhD and DClinPsy programmes. I supervise as a director of studies (first supervisor), as a second supervisor or an external supervisor. I also have experience of chairing and examining doctoral vivas.
My research interests include:
– Culturally appropriate/relevant/ sensitive a) pedagogy b) counselling & therapy
– Counselling and therapy for diverse populations and disadvantaged groups
– Trauma, complex trauma
– Personal development and growth, transitions in life associated with changes instigated by moving between cultures or contexts, cultural adaptation and identity work (migrant populations, international students, etc.)
– Cognitive Behavioural Therapy, ACT, CFT and mindfulness
– Lifelong and lifewide education
– Multicultural education and provision for EALs and multilingual learners (psychological, pastoral care,educational and socio-developmental aspects)
– Qualitative methodologies (with focus on narrative research and concept mapping)
External Examiner for Professional Doctorate in Counselling Psychology by Dr Roberta Principi: Experiences of foreign counselling therapists working in the UK. A qualitative study.
I have also acted as an external examiner for several programmes including MSc in Cognitive Behaviour Therapy and Counselling, BA Integrative Counselling & BA Pastoral Care with Psychology, BSc (Hons) Psychology and BA Education Studies with Psychology and Counselling and I also acted as an external panellist on many validation and re-validation panels for a variety of undergraduate and postgraduate university courses.
– Beck, A., Naz, S., Brooks, M. & Jankowska, M. (2019). Improving Access to Psychological Therapies (IAPT) Black, Asian and Minority Ethnic Positive Practice Guide 2019. NHS England, NHS Improvement. Publishing Approval Reference: 000334. Full and short versions available at https://www.babcp.com/About/Documents.aspx
– Beck, A., Naz, S., Brooks, M. & Jankowska, M. (2019) The IAPT Black, Asian and Minority Ethnic Positive Practice Guide, CBT Today, 42, 2, 12-13.
– Jankowska, M. (2019). On bilingualism in monolingual English classroom environments – the challenges for Polish-English bilingual children, their parents and schools. In J. Wearmouth & A. Goodwin ‘Voice’ in educational institutions: students’, teachers’ and families’. London: Routledge.
– Jankowska, M. (2019). Bilingual Creative Writing Clubs – giving voice to bilingual children in English schools. In J. Wearmouth & A. Goodwin ‘Voice’ in educational institutions: students’, teachers’ and families’. London: Routledge.
– Jankowska, M. (2019). Cultural modifications of Cognitive-Behavioural treatment of social anxiety among culturally diverse clients, Cognitive Behavioural Therapist
– Jankowska, M. (2018) ‘Home’ academic not at home – a journey towards ‘pedagogy of connection’. In A., Hosein, C. Shu-hua Yeh & I. Kinchin. Academics’ International Teaching Journeys: Personal Narratives of Transitions in Higher Education. London: Bloomsbury.
– Jankowska, M. & Gaitán, A. (2016). Guest Editors’ Foreword, Lifewide Magazine, 17, 6-8.
– Gaitán, A. & Jankowska, M. (2016). Reflecting on being an immigrant academic, Lifewide Magazine, 17, 24-26.
– Jankowska, M., Coleman, S., Rainford, J., Stoica, I., Pac, A., Christian, A., Syngouna, M. Tsoukala, A., Adewuyi, A. & Barker, D. (2016). Bilingual Creative Writing Clubs: An ecology for cross-cultural learning, Lifewide Magazine, 17, 86-92.
– Pac, A. Christian, A.G., Muponda, T. & Jankowska, M. (2016) The Never Ending Journey of Crossing and Connecting to Another Culture, Lifewide Magazine, 17, 33-38.
– Jankowska, M. (2016). Pathways through life, Lifewide Magazine, 16, 43-48.
– Jankowska, M. (2014). On bilingualualism in (monoligual?) English classroom environment – the challenges for Polish-English bilingual children, their parents and schools, Sustainable Multilingualism, 5, 99-131.
– Gaitán, A., Adonu, J. & Jankowska, M. (2014). Using Patchwork Text Assessments to support and document the learning process, On Reflection – The Inclusive Journal for Practitioners, 27, 19-27.
– Jankowska, M. (2014). Concept mapping: A tool of multiple purposes in research. In P. Brindle (eds.), SAGE Cases in Methodology. Sage: London.
– Jankowska, M. (2014). Voice-centred Relational Method: Focussing on the voice, the relationship and socio-cultural context in narratives of personal development. In P. Brindle (eds.), SAGE Cases in Methodology. Sage: London.
– Jankowska, M. (2011) A reflection on adaptability; achievement motivation and success of Central and Eastern European students in one English university, COMPARE – a journal of international and comparative education, 41, 6, 81-818.
– Jankowska, M. (2010). Concept mapping – a reflective tool in Personal Development Planning (PDP), ALT – Journal of Assessment, Learning and Teaching, Special Issue: Employability, Number 10, Winter 2010, ISSN 1756-878.
– Jankowska, M. (2010). Enabling Student Development: with socially mediated concept mapping technique, Journal for Learning Development in Higher Education, Special Edition: Researching PDP Practice, November 2010, ISSN: 1759-667X, www.aldinhe.ac.uk/ojs
– Jankowska, M., Ataly, M., Gaitán, A. (2010). Who are you and what is your destination? – evaluation of an entry point and the role of cultural differences in Personal Development Planning. Problemy Profesjologii, Vol 2, Zielona Gora.
– Jankowska, M. (2009). Concept mapping technique as a vehicle for gaining insight into students’ understanding of personal development, ICERI 2009 proceedings, ISBN: 978-84-613-2953-3.
– Gaitán, A., Manton, R. & Jankowska, M. (2008). Moving forward from piloting e-portfolios: applying the lessons learnt to wider adoption. CRA ‘PDP & ePortfolio Newsletter’, Issue 15, http://www.recordingachievement.org/images/pdfs/newsletter/Issue15.pdf
– Jankowska, M. (2008). Use of creative space in enhancing students’ engagement, Innovations in Education and Teaching International, Vol 45, 3, p 271-279.
– Jankowska, M., Smart, T. (2007). Comfort zones challenged!! Using diversity to create synergy in a multicultural classroom. Paper submitted for BMW Intercultural Award.