supervision - mctac...supervision: difficult conversations october 15 th, 2019 ruth colón-wagner,...
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Supervision:Difficult Conversations
October 15th, 2019Ruth Colón-Wagner, LMSWDirector of Training and [email protected] York Association of Psychiatric Rehabilitation Services
Introduction and HousekeepingHousekeeping:
• Slides are posted at MCTAC.org • Questions not addressed today will be:
• Reviewed and incorporated into future trainings and presentations
• Added to Q&A resources when possible
Reminder: Information and timelines are current as of the date of the presentation
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ADULT MCTAC+
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What is MCTAC+?
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‣ Part of the larger Managed Care Technical Assistance Center
‣ Focused training and TA in smaller group settings• Which allows for a more tailored discussion‣ Available to all children’s and adult behavioral health
providers in NYS
NYAPRS
A statewide coalition of people who use and/or provide community mental health recovery services and supports dedicated to improving services and social conditions
for people with psychiatric disabilities by promoting their:
recovery, rehabilitation and rights Grassroots Advocacy E News Regional Forums , Annual Conference, Exec Seminar, PROS
Academy
Service Transformation
Community and Economic Development
Peer Services
Cultural CompetenceWebsite: www.nyaprs.org
Ruth Colón-Wagner, LMSW
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Ruth Colón-Wagner currently works with NYAPRS as the Director of Training & Development and has over 30 years of experience in the fields of Child Welfare, Homeless Services, Employment, and Mental Health Care working with children, adults, and families. For the last 25 of those years Ruth has worked in a variety of leadership positions. Prior to joining NYAPRS, Ruth served as Director of Rehabilitation and Treatment of adult mental health services in the Hudson Valley region of New York. Through a systematic culture change process, Ruth brought recovery-based, person-centered and culturally competent approaches to increase staff competency and increase client outcomes.
Ruth also works to bring various trainings, webinars and conferences on Cultural Competency issues that includes the cultural construct in America, racism, systemic oppression, the racial divide, realities of power and white privilege, micro aggressions and solutions for community transformation. Ruth was trained in Undoing Racism® by The People’s Institute for Survival and Beyond.
As Director of Training & Development, Ruth manages various System Transformation initiatives which includes individualized technical assistance to organizations around the nation on Organizational Culture Change from traditional care to a recovery-oriented system of care. Technical assistance on building infrastructure, organizational capacity and board development. Ruth’s other specialties include Group Facilitation, Program Management and Compassion Fatigue. Ruth is also certified as a Dialectical Behavioral Therapist, a Functional Family Therapist and a Life Skills Educator. Ruth received her MSW from Hunter College School of Social Work and is licensed as a social worker in New York State.
‣Recognize the challenges inherent in the supervisor role
‣ Identify the steps necessary for successful outcomes when facing difficult conversations
‣Describe the Transactional Analysis approach and its role in effective conversations
Webinar participants will:
Think on which of these two describe you after having a disciplinary conversation?
To Supervise or Not to Supervise…
that is the Question
Staff avoid supervision…Supervisors avoid supervision…
BUT WHY?
• I’m too busy doing the work!• There are way too many crisis!• Why have supervision anyway – all we talk about is
paperwork or billing!• I don’t need supervision, I do all of my work!• I know how to do my job!• Supervisor doesn’t care about me or the people I work
with!
Staff Excuses
• I am too busy!• We have too many crises!• Why have supervision when they can use that
time to do their paperwork so we can bill!• Why have supervision with Joan anyway, she’s
really not one of my problems.• I need to have supervision with Abby because
she really needs it. But I hate it so why do it?
SupervisorExcuses
What happensWHEN WE SKIP SUPERVISIONS?
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Supervision Sessions:
1. Direct practice work – clinical aspects of the work, process
2. Job management –organization, workflow, time management, etc.
3. Professional impact –relationship with others, interdisciplinary conflict, team relationships, etc.
4. Professional Development / Continual learning
Supervisor & Supervisee are both responsible
What is there to talk about?
• Creating a safe place• Be supportive• Be honest• Teach • Solve problems / develop
strategies• Help staff think how to be more
effective• Evaluate• Provide feedback• Accept feedback
HAVE A SUPERVISION PLAN!
Supervisor Responsibility
Supervisee Responsibility
‣ Foster a collaborative working environment‣ Be respectful‣ Be honest‣ Be open to learning new skills, strategies, & approaches to your work‣ Provide feedback‣ Accept feedback‣ Attend supervision with agenda items to discuss
People are people and something will always go wrong!
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Meeting Considerations
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Start by asking yourself a few questions:
‣ What is the purpose of the conversation and the nature of the problem you’ll be addressing?
‣ Make sure you stay focused during the conversation.
‣ What behavior changes are you hoping will occur because of this talk?
‣ How would you like the recipient to feel about the message—and about you, the messenger?
‣ What facts do you have to support your position?
‣ What is the history of the problem? What has been done in the past to address it?
Meghan Stokes, 2017
Meeting Considerations
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‣ Consider the best time and place‣ Conduct the meeting face-to-face‣ Don’t try to handle certain conversations alone‣ Don’t get into a debate‣ Do be direct‣ Keep it professional‣ Remind employee of available resources (e.g. EAP)‣ Be compassionate‣ Don’t forget to follow up
Meghan Stokes, 2017
1. If the supervisee is very worked up, use calming strategies • Walk and talk, model relaxed breathing, offer water/tea, etc.
2. Identify and validate the emotion • Help supervisee describe what they are experiencing. What are you feeling in
your body? In your gut? What persistent messages are you repeating in your mind?
• Validate the emotion/behavior – given past & present circumstances
3. Ask supervisee to describe only the facts • Describe the facts that you observed through your senses.• Challenge judgments, absolutes, and black-and-white descriptions.
Adapted from http://www.bhsonline.com/blog/difficult-conversations-at-work
Difficult Conversations
4. Help examine all sides of a situation and different points of view • What are other possible interpretations?• Help examine all sides of a situation and different points of view.• Test supervisee interpretations and assumptions to see if they fit the facts.
5. Identify goal in solving the problem • Help supervisee identify what needs to happen. Record goal(s) on paper.
6. If applicable, explore threats, consequences, liability issues • What are possible consequences? What is the worst case scenario? • Brainstorm possible outcomes
Adapted from http://www.bhsonline.com/blog/difficult-conversations-at-work
Difficult Conversations
7. Help develop strategies • Choose a solution/action plan that fits the goal(s) and is likely to work. • If the supervisee is unsure, do pros and cons to compare the solutions. • If the supervisee has no control over the situation, brainstorm
grounding/coping strategies • Walk through/role play what the supervisee will do if the worst case
happens
8. Follow-up, evaluate effectiveness of strategies used
Adapted from http://www.bhsonline.com/blog/difficult-conversations-at-work
Difficult Conversations
How is "safety" defined in the context of the supervisory relationship?
• Fostering a positive and collaborative working relationship
• Respectful and professional• Supportive • Recognize and value supervisees
positive traits and skills
Who is responsible for creating safety?.
Challenges in Professional Supervision: Current Themes and Models for PracticeLiz Beddoe, Allyson Davys, 2016
Supervisory Relationships
• Acknowledge the power differential
• Agree to work together collaboratively
• Develop rapport, trust and caring (modeling the skills needed to work in our field)
• Although work is not a democracy – it’s important to develop a collaborative relationship where you can value and understand each other’s opinions. It remains the supervisor’s purview to then make an informed decision.
Supervision Contract?
1.Frequency and duration2.Goals of supervision3.Skills/competencies you will like to build
It takes work on both parts especially when things are not going smoothly.
Transactional Analysis
Eric Bern, MD late 1950’s
Effective Communication Technique for the Workplace
28
PARENT
ADULT
PARENT
ADULT
CHILD CHILD
Communication Patterns…
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CRITICALPARENT
NURTURINGPARENT
30
HURTCHILD
HAPPY CHILD
31
ADULT
• Focused on the Here and Now• fact finding• Calm and rational• problem solver• fulfills responsibilities• asks what?, how?, when? with whom? Where?
32
PARENT
ADULT
PARENT
ADULT
CHILD CHILD
Best practice…
Healthiest approach
Example 1: Your assistant is late for work, delaying your departure for an important meeting.
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PARENT RESPONSE“You’re hopeless. Will you ever learn to manage your time?”
CHILD RESPONSE“See what you’ve done to me? I hate it when you do this.”
ADULT RESPONSE“Next time, if you know you’re going to be late, I’d appreciate it if you’d let me know so I can go on ahead.”
Example 2: A new position opens up in your department. You notice that your team is tense.
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PARENT RESPONSE“Don’t worry, you’ll live through this. Now, get back to work.”
CHILD RESPONSE“You’re all making things hard for me.”
ADULT RESPONSE“Let’s plan a time to discuss the way this change will affect us.”
Example 3: Your team tells you that the Director has set an unrealistic deadline.
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PARENT RESPONSE“I don’t want to hear any complaints about you having to stay late or come in early.”
CHILD RESPONSE“One day I’ll show her!”
ADULT RESPONSE“Let’s figure out how to get this done. We’re a good team and we can pull this off!”
A Supervisor’s
Balancing Act• Affirm and value each employee• Communicate expectations• Communicate early when things are
unsatisfactory• Adopt zero-tolerance for ……• Follow through
• Center for Practice Innovations, FIT Supervision Module #2• Dr. Lawrence Shulman: Models of Supervision, 2008• Meath and Tyrrell-Baker, 2010• The National Council• MBTI ® Tool in Organizations, 3rd edition, © 2001 by Consulting Psychologists Press, Inc.• Introduction to Type® in Organizations (3rd ed.) by Sandra Krebs Hirsh and Jean M.
Kummerow. Palo Alto, CA: Consulting Psychologists Press, Inc., 1998.• The Children’s Aid Society• Adapted from http://www.bhsonline.com/blog/difficult-conversations-at-work• Muller Beukes Edvardsen – Transactional Analysis in the Workplace http://mbe-
intl.com/resources/Transactional%20Analysis%20In%20The%20Workplace.pdf• Meghan Stokes, BHS: https://www.bhsonline.com/blog/difficult-conversations-
at-work/
References
Questions and Discussion
Please email additional questions [email protected] and register for future
events athttp://www,ctacny.org under “Upcoming Events”
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