supervision training for volunteers and novis supervisors
DESCRIPTION
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.TRANSCRIPT
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