SUPERVISION

THE JOINT JOURNEY OF SKILLS DISCOVERY AND PROFESSIONAL

IMPROVEMENT

Session Ethics and Learning Outcomes

• Respect• Challenge• Contribute• Listen• Breath

• Enjoy!

In this session we will cover to:

• Define clinical supervision and its intended aim in clinical/

therapeutic practice

• Assess and reflect on your current and potential skills, knowledge

and values that are transferable into the clinical supervision sessions

• Practise and reflect on how, as a supervisee, you can actively

contribute to your future clinical supervision sessions

THE

WHAT?

Professionals willingly...

...making a journey together

Learning with and from each other in an enjoyable way

Valuing their differences and support

Celebrating success

What is it NOT?

DEFINITIONS AND

METHODSs?

MODELSProctor’s (1992) Model of Supervision

Restorative

Formative

Normative

Clinical Supervision

Formative function

The educational function that is concerned with development of knowledge and understanding, skills and personal qualities

- Supporting by teaching a cognitive and responsible learning approach- Offering a structure to the flexibility to supervisee needs

Restorative functionThe supportive function concerned with

emotion and stress management.• Building of trust and respect relationship• Creating comfortable setting and approach to

talk about elements that are difficult or challenging,

• Create supportive, confidential and caring environment

Normative functionThe managerial function concerned monitoring the

effectiveness of the work • Contracts, information or guidance for health and

safety including practise standards• E.G workload • Risk management, • Child protection, etc.

– This function does not relate to appraisal or formal disciplinary procedures; there are separate policies to address those.

Focus

Reflection

•Aesthetics

•Personal

•EthicsAlternatives

•Empirics

•Reflexivity

Change/evaluation

•Action

•Reflexivity

Johns’ Reflective Cycle (1997)

Johns’ Reflective Cycle (1997) A structured process to re-live experiences/replay an event:

Reflective questions:• What was the issue, the problem or situation about? (Focus in)• What happened and what was I trying to achieve? (Reflection) • What was I hoping to achieve and what was the effect on others and myself?• How did I feel about what happened and what made me act in the way I did?• What information was I using to help me in the situation? (Alternatives) • How did this relate to my past experiences and could I now handle this situation better if

it occurred again?• If I took a different approach what might that look like and what would be the possible

effects on others and myself?• How am I feeling now about the situation? (Change/evaluation and action)• How has it affected the way I act and understand now? • Another author, (Driscoll, 2000) puts the structure into a simpler form by encouraging

reflection by asking three questions:• What happened? (Replay an event in your mind and describe it).• So what? (Analyse the event and say what has now become clearer).• Now what? (Plan your actions e.g. learn more about something, get more/other

experience, etc., and carry it out. You might require help to do this).

The

WHO?

WHO?

• We need to keep the SU in mind at all times with our focus firmly on the Supervisee...

• SU seen through the eyes of the Supervisee only!

• Gain minimal objective framework about SU if necessary.

SERVICE USER

• Be clear about the contract: what? Who? And setting.• Be willing to prepare, share and reflect

• Be willing to receive feedback

• Be willing and able to express/have input

• Be willing to learn and seek solutions Pages in ‘tool-book’

SUPERVISEE

• This leave us withToday is all about ME• WHY?

Behaviour

The supervisor is: • Assessing supervisee’s developmental stage • Assessing need for a particular focus • Choosing an appropriate role to address that

focus • Making an intervention around a particular

focus using skills appropriate to the chosen role

COMPETENCIES

• Ability to provide effective formative and summative feedback

• Ability to promote growth and self-assessment in trainees

• Ability to conduct own self-assessment process

• Ability to assess the learning needs and developmental level of the supervisee

• Values: Responsibility for client and supervisee rests with the supervisor

• Respect: Responsible for sensitivity to diversity in all its forms

• Balance: between support and challenging Empowering

• Social Context /Diversity: Ethical and legal issues

• Developmental process: Knowledge of the immediate system in which supervision takes place

• Awareness: of the social/political context in which supervision takes place

• Boundaries• Confidentiality

Roles

Teacher• Determine what is critical for the supervisees to

learn• Give information, instruction, and guidance• Evaluate student supervisees• Give regular verbal and written feedback of

strengths and areas for growth

Counsellor• Help student supervisees focus on interpersonal

and intrapersonal interactions.• Especially important when helping student

supervisees conduct a self-evaluation

Evaluator and Consultant• Supervisee and supervisor relate as colleagues.• Exchange ideas/consult about interventions, goals,

and treatment plans. • Consult on supervisee’s style and ability to mange

transference and counter-transference

• Provides you with ethical and legal framework• Understand your role and function as

Supervisor• Identifies your strength and learning/CPD

needs• Increases you ‘toolbox’ to• Plan, implement and evaluate the effectiveness

of the supervision

WHY do we need training?

p How have your supervision experiences been?• What kind of supervision did you get?• As an intern?• What was most helpful or least helpful?• What do you do that is the same as your

supervisor?• What do you do/want to do that is different ?

Activity : reflection

...WHERE TO?

The

Policy framework

The ultimate aim of clinical supervision is to ensure that the highest standards of care are delivered by professional staff who are confident, competent and well supported in their work.

It is a professional conversation to facilitate reflective learning, through a non-judgemental process which is separate from appraisal.

Supervision is for staff with direct (clinical or therapeutic) contact with patients/clients and their families and carers.

Supervision is good when it:

• Empowers

• Has shared ownership of individuals and organisation

• Is part of a supervision framework

• Contributes to best practise and CPD

• Is based on a model

• Is reflective

• Increases self awareness and job satisfaction

HOW?

The

MODELS of LEARNING

Will Taylor Oregon, USA, March 2007

ANGLES OF

PERSPECTIVE

CHALLENGE:

JUDGEMENT

REA CTI ONSIN E MOT IONA ND BEHA VI OUR

Look for :

In-betweens

Hidden- Reflections

Emotional ripples and layers

Work with:

The irritating

The unbearable

The un-easy

The confusing

Scrutinise together for:

Back grounds and values Believes and

judgements

that influence our thinking and vision

VALUES

The

Know that:

There is more than one way

And that yours might not be the way up for all

Believe in:

the ambiguous

AIM

The

Professionals who confidently...

...make a journey together

Trusting and ...

boldly go where others don’t (dare)

Helping to reach the other side

using Humour and Joy