supervisor training: the next step

Supervisor training: The next step

training for experienced supervisorsGTiCP Workshop 2011

STAR 1 – The Story So Far...

Laura Golding & Jim Williams

STAR 1 (AKA “DROSS”)

• The (Supervisor Training and Recognition) STAR 1 working group met for the first time in Bury on 9th-10th December 2003 – a largely northern (England & Scotland) grouping.

• The idea was conceived by Dave Green and Ian Fleming who coordinated the group and secured SHA funding.

• DROSS – the Development and Recognition of Supervisory Skills.

STAR 1

• Key aims to quality assure the training of clinical psychology supervisors and the supervision provided.

• Concern/controversy about placement shortages and the potential impact of providing hoops to jump through – vs. the need for quality assurance.

• Developed the STAR 1 key learning objectives for Introductory Supervisor Training for clinical psychologists and related professions.

STAR 1

• The original DROSS group met approximately twice a year (Newcastle, Ambleside, Castleton...) – gradually joined by those from the south!

• Sharing of research on supervision within the group and development of the DROSS website.

• Discussions about the registration of supervisors led, eventually, to the launch of RAPPS...

BPS Register of Applied Psychology Practice

Supervisors• The Register of Applied Psychology Practice

Supervisors is designed to recognise Chartered Psychologists' special expertise in supervision. The Register is open to all eligible Chartered Psychologists, irrespective of their training background.

• Applicants for the Register are required to provide evidence of training in an agreed set of supervision skills. The criteria identify an approach to supervision that is informed by psychological knowledge, research and good practice.

BPS Register of Applied Psychology Practice Supervisors (RAPPS)

Registration lasts for five years, and there is arequirement for members to reapply for Registrationon this basis. To achieve this successfully, they willneed to self-certify that they have engaged in aminimum amount of further training in supervisionand also that they have practised as a supervisor for

aminimum period within those five years.

For more information and FAQs go to:-http://www.bps.org.uk/professional-development/

directory-of-supervisors/directory-of-supervisors_home.cfm

Relevant HPC Standards

• Standards of Education and Training 5.8: Practice placement supervisors must undertake appropriate practice placement educator training.

• Standards of Proficiency for Practitioner Psychologists 1a.8: Registrant practitioner psychologists must understand both the need to keep skills and knowledge up to date and the importance of career-long learning.

STAR 2

Helen Beinart and Sue Clohessy

The story continues.....

• GTiCP workshop November 2010 facilitated by HB and LG on advanced supervision competencies

• 18 Courses represented• All were providing Introductory Courses in

Clinical Supervision based on STAR (DROSS) learning outcomes

• STAR 1 a success!

Advanced training

• All courses providing workshops for more experienced supervisors but content, delivery, amount varies

• Largely responsive to supervisor needs/requests

• No coherent purpose, framework or focus• Unclear target audience – refresher/hard to

reach/maintenance/master-class

Current topics include:• Leadership, consultation, teamwork• Group supervision• New ways of working• Resilience• Systemic supervision• Feedback• Reflective practice• SR and managing challenges• Supervision of supervision

Discussions included:

• STAR learning outcomes are fit for purpose for all levels of ST

• These learning outcomes could helpfully viewed in a developmental context for more experienced supervisors

• Further learning outcomes to be explored

Actions agreed

• Convene a working group to discuss developmental competencies for ST

• Adjust STAR 1 learning outcomes accordingly• Check HPC Standards & BPS/DCP guidance• Develop additional learning outcomes• Begin to share/explore common content for

post-introductory courses

A little bit of theory...

• There are developmental theories for supervisors as well as supervisees

• Little empirical support, but often make intuitive sense

• Eg see Watkins 1993, Stoltenberg et al 1998, Falander & Shafranske 2004

• Watkins 1993• Main issues supervisors face relate to

competency-incompetency identity-identity confusion• More experienced supervisors• Have higher levels of identity & skill• More self aware, autonomous & more facilitative of

supervisee growth• Deal with process & boundary issues, & conflict in the

SR more effectively

• Falender & Shafranske 2004• New supervisors• Have more role insecurity –eg more likely to be rigid,

crisis-oriented, personalise trainee mistakes

• As experience grows• Identity as supervisor consolidates & confidence increases• More normative sense of trainee development• Become more open, keen to learn, & open to input from trainee• Increases in empathy & enthusiasm• Integrates aspects of theory, practice, values & experience

• See summary table on developmental theories (Falender & Shafranske 2004)• New supervisors• Discomfort with role, identification with own past

supervisors, more structured/rigid• More advanced supervisors• Comfortable with role, more focused on learning

agenda, realistic, comfortable with mistakes, more focused on relationships, more of a consultative role, sees supervisee as having key responsibilities in supervision

Research?• Not much empirical research, little replication etc• Some research suggests certain supervisor

behaviours related to developmental level• More experienced supervisors• Generated more planning statements re: supervisee

(Stone 1980)• More verbal & self disclosing (Marikis, Russell & Dell

1985)• Use humour & more likely to attribute difficulties to

situational rather than personal factors (Worthington 1984)

• Ellis & Dell 1986

suggest the act of supervising alone doesn’t necessarily lead to improved skills in supervision. Improvement occurs through specific training......

.........roll on STAR 2

STAR 2 Working group• Met on 2 occasions – February and October 2011 in

Oxford• Shared information and experience• Developed further learning outcomes for experienced

supervisor training, which build on those from introductory courses.

• Calibrated against HPC/BPS/DCP guidance• Consulted with broader working group• Developed this workshop to share and further refine

learning outcomes for experienced ST with broader training community

Next steps

• Future planning.......