The use of Contracting Circles in Supervision: Educational Psychologists’ Experiences of Using a Novel Tool to Facilitate Contracting

Contracting Circles (CCs) are a novel tool initially developed for facilitating the contracting phase in supervision within the educational psychology doctoral training course at Tavistock and Portman NHS Trust.

While existing theoretical foundations draw from counselling and psychodynamic psychology, models of supervision often reference the contracting process without delving into its practical development.

Therefore, this research sought to explore the experience of using CCs in educational psychology practice, given the professional and ethical responsibility of educational psychologists (EPs) and Trainee Educational Psychologists (TEPs) to engage in supervision.

Eight participants, consisting of four EPs and four TEPs, agreed to partake in semi-structured interviews, yielding qualitative data that underwent systematic analysis using Reflexive Thematic Analysis (RTA). 

The findings have been categorised into five main themes.

Firstly, the impact of CCs on the supervisory relationship was highlighted, particularly in how they influenced the approach to addressing difficulties, navigating power dynamics, and fostering relational reflexivity, which was perceived as a delicate process within supervision.

Secondly, CCs were found to facilitate the contracting process, enabling discussions on challenging topics and sharing previous supervisory experiences.

The third theme focused on the content of CCs, with Identity and boundaries emerging as key areas.

The fourth theme underscored the utility of CCs, adaptable for different types of supervision, and perceived as clear by EPs and TEPs following supervision training.

Lastly, challenges associated with the use of CCs were identified, including the perceived overwhelming number of circles/areas to discuss and time constraints during sessions.

Overall, CCs were deemed relevant during contracting, unravelling nuanced layers within the supervisory relationship, and offering flexibility for adoption in various supervisory contexts.

It is argued that CCs have the potential for widespread adoption within educational psychology practice.