Mostly visual backdrop to define best practise Clinical Supervision for novises in the filed, peer supervision, new supervisees, rethinking best practise in clinical supervision. This applied tyraining in a youth charity.

1. SUPERVISION
THE JOINT JOURNEY OF SKILLS
DISCOVERY AND PROFESSIONAL
IMPROVEMENT

2. 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

3. THE
WHAT?

4. Professionals willingly...

5. ...making a journey together

6. Learning with and from each other in an
enjoyable way

7. Valuing their differences
and support

8. Celebrating success

9. What is it NOT?

10. DEFINITIONS AND
METHODSs?

11. MODELS
Proctor’s (1992) Model of Supervision
Restorative
Formative
Normative
Clinical
Supervision

12. 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

13. Restorative function
The 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

14. Normative function
The 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.

15. Focus
Reflection
•Aesthetics
•Personal
•EthicsAlternatives
•Empirics
•Reflexivity
Change/evaluation
•Action
•Reflexivity
Johns’ Reflective Cycle (1997)

16. 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).

17. The
WHO?

18. WHO

19. • 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

20. • 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

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

22. 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

23. 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

24. • 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

25. • 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

26. 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

27. Counsellor
• Help student supervisees focus on interpersonal
and intrapersonal interactions.
• Especially important when helping student
supervisees conduct a self-evaluation

28. 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

29. • 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?

30. 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

31. ...WHERE TO?
The

32. 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.

33. 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

34. HOW?
The

35. MODELS of LEARNING

36. Will Taylor Oregon, USA, March 2007

37. CHALLENGE:
JUDGEMENT
REA CTI ONSIN E MOT
IONA ND BEHA VI OUR

38. Look for :
Emotional ripples
and layers

39. Work with:
The irritating
The unbearable
The un-easy

40. Scrutinise together
for:
Back grounds
and values Believes and
judgements
that influence our thinking and vision

41. VALUES
The

42. Know that:
There is more than one way
And that yours might not
be the way up for all

43. Believe in:
the ambiguous

45. AIM
The

46. Professionals who confidently...

47. ...make a journey together
Trusting
and ...

48. boldly go where others don’t (dare)

49. Helping to reach the
other side

50. using
Humour and Joy