CLINICAL MODELS OF SUPERVISION

SUPERVISION

Haynes, Cory, and Moulton (2003) state that:“A primary aim of supervision is to create a context in which the supervisee can acquire the experience needed to become an independent professional.” Haynes, also state that supervision is “artful, but it is an emerging formal arrangement with specific expectations, roles, responsibilities, and skills.” Weston, Grim haw & Norton, 1989:“Co-ordination by someone taking responsibility for the work of others includes planning, scheduling, allocating, instructing and monitoring actions. The supervisor usually organizes or directs the work of others by giving direct instructions, although subordinate supervisors may be involved as an additional layer between supervisor and worker”. 

TYPES OF SUPERVISION 1-Educational Supervision: assessment of skills,

evaluation of needs, provision of learning experiences, upgrading of knowledge and skills.  

2-Administrative Supervision: monitoring work and workload, assuring work completion, quality and quantity control appropriate implementation of agency policies and procedures.

3-Supportive Supervision: providing support, understanding and assistance, understanding emotional needs. The supervisor provides employees with a supportive environment where they can enjoy high morale and job satisfaction.

Educational supervision

“Educational supervision is the process of supporting teacher to improve their teaching in order to help their students improve their learning”.

( C.H. JONES )

Clinical supervision“Day-to-day supervision in the clinical

setting Clinical supervision involves being available, looking over the shoulder of the trainee, teaching on-the-job with developmental conversations, regular feedback and the provision of a rapid response to issues as they arise”.

Objectives of clinical supervision

To provide staff with a confidential, safe and supportive environment.

To critically reflect on professional practice. To improve quality patient services by improving

mental health practice, by encouraging reflection on attitudes towards people with mental health problems and disorders, their family members and careers.

Improve self-awareness and taking responsibility for their clinical practice by adhering to a framework for clinical supervision.

To maintain the quality of the process of clinical supervision.

Goals of clinical supervision

To provide for the professional growth, and development of the clinical supervisee.

To provide protection for the welfare of the client so they are not harmed by the training supervisee.

To keep a watchful eye on the supervisee’s performance to insure the supervisee is practicing within the guidelines of the profession. This means the clinical supervisor is the gatekeeper for the profession.

Teach, train, and empower the supervisee so they can become competent, independent clinicians who can carry out their goals, and be a positive influence on their clients.

Features of clinical supervision

'Non-Managerial', 'Consultative' or 'Professional' Supervision

The idea of 'non-managerial supervision is in interest of the organization or agency & it looks to the development of the worker. It argues that managers should not be concerned with educational supervision; and consultant supervisors should only focus on education and support.

Clinical Supervision and the emergence of psychoanalysis and counseling

Supervision, teaching and personal analysis have formed the central elements of training since the 1920s. If we consider current approaches to training social workers, teachers or informal and community educators, then we can see similar elements.

Features of clinical supervision

Demand for Clinical Supervision’ In Counseling

By the early 1950s, with the 'coming of age' of the profession, there was a substantial growth 'in the proportion of practitioners with significant

experience. a fellow practitioner to act in a consultative capacity' this linking of consultant supervision with the development of counseling is significant. a counselor supervisor may draw

heavily on the theory and practice of a counseling model and apply this to supervision.

Psycho-dynamic supervisionA psycho-dynamic supervisor would interpret the material being presented

and use an awareness of the relationship dynamics between himself and the

counselor in supervision as a means of supervising. A client-centered supervisor would be concerned to communicate the core conditions of acceptance, respect

and geniuses to her supervisee.

Linkage Of Supervision And CounselingThe first thing to say here is that it may well be appropriate for us as supervisors to change the

focus of the session from 'supervision' to 'counseling'. The situation may demand it - and

we have what may be described as a ‘counseling interlude’.

Psycho-Dynamic InsightPsycho-dynamic insights, to work with supervisees

to enhance the quality of their interactions with clients. This does not entail moving beyond a

supervisor's frame of reference.

QUALITIES OF CLINICAL SUPERVISOR

A clinical supervisor must be Motivated. He must be open, honest, aware of own strengths

and weaknesses. He must be self-reflecting, able to give and receive

constructive feedback, empathies, support, and challenge and has internal review skills.

Having advanced knowledge of a variety of clinical methods and techniques.

Being able to reflect on one’s own supervising experience.

Identifying what works and what did not work. Being able to incorporate what was learned from

early supervision experiences. Be a student of supervision, and read, study

supervision methods, and research.

CLINICAL SUPERVISORS ROLE

The primary role of a clinical supervisor is that of a teacher

The second most important role is that of the mentor Mentoring process involves relationship building. Beginning supervisees in advanced clinicians need

support Identifies weaknesses for betterment Supervision leaves supervisee challenged to perform

their tasks correctly Evaluate the work Works as an advisor and consultation Flexibility in nature Clinical supervisor is to oversee the supervisee’s work clinical supervisor counsel with the supervisee

COMPONENTS OF CLINICAL SUPERVISION

1-Supervision Is An Intervention

2-Supervision Is Provided By A Senior Member Of A

Profession

3-Supervision Is A Relationship That Extends Over Time

4-The Supervisor Evaluates, Monitors, And Serves As A

Gatekeeper

CLINICAL SUPERVISION MODELS

Development model Social role model System model Integrative model

Development Model of Clinical Supervision

This model advocates that supervisors match the structure, and style of supervision to the clinicians level of development. As the supervisee grows, and develops, the supervisory methods are adjusted to fit the skill level, and confidence of supervisee

Social Role ModelThe social role model specifies that the

supervisor act and perform certain roles, tasks, and functions that take into account behaviors, beliefs, and 18attitudes that the supervisee is expected to follow

System ModelThe system model emphasizes a learning

alliance between the supervisor, and the supervisee. This alliance is based the relationship that is developed between the supervisor, and the supervisee

Integrative Model this model is a mixture of all the other models

described above. It also includes the supervisor’s own style, demeanor and philosophy of effective supervision.

EFFECTIVE KEYS TO CLINICAL SUPERVISION

1. Support Growth -• Professional Development Plans • Strength Based Performance Appraisal Systems

2. Unite Your Team -• Open door policy • Regular one-on-one supervisory meetings

3. Praise Others -• Formal recognition systems• Informal compliments - Catching them doing things right

Cont.

4. Expect Excellence -• Clear position descriptions• Regular feedback sessions with staff

5. Require Accountability -• Creating a culture where staff holds each other accountable• Creating a culture where staff holds themselves accountable

6. Value What You Believe –• Ensuring understanding and buy-in to a shared mission and vision • continuously reminding team of goals and desired outcomes

Cont.7. Instill Independence -

• Appropriate delegation• Encouraging risk taking

8. Share Continuously -• Active listening• Being transparent

9. Optimize Ownership-• Participatory strategic planning sessions• Encouraging risk taking

10. Realign Your Efforts-• Evaluating yourself as a supervisor on a daily basis• Asking for Input – Reflect on areas of growth that would help staff

PROBLEMS OF CLINICAL SUPERVISION

There are times when the clinical supervisory process becomes problematic.

Change in supervisee behavior. Withdrawal, aloofness. Decreased verbal behavior, not forthcoming quality

of interaction. Change in interaction. Over-compliance with supervisor suggestions. Supervisee appearing preoccupied. Supervisee seeming distant or annoyed. Supervisee seeming stressed or nervous. Supervisee confusion.

NEVER DISCOURAGE ANYONE WHO CONINUOULY MAKES PROGRESS, NO MATTER HOW SLOWER.