Full Supervisor Training Course Outline - Amazon S3 · 2020-05-12 · Full Supervisor Training Course Outline Course Name Supervisor Training Parts 1, 2 & 3 Course Code SFT_P123 Study

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Full Supervisor Training Course Outline

Course Name Supervisor Training Parts 1, 2 & 3

Course Code SFT_P123

Study Period Semester 1 and 2

Study Modes Parts 1 and 3 are completed via online platforms,

Part 2 is a two-day skills workshop (online* OR face-to-face)

Locations F2F: Cairns, Townsville, Toowoomba, Western Australia and other locations on demand

Online: Private Zoom training room (live participation required)

Course Coordinators Dr Sharon Varela & Michelle Aniftos

*The approval for online delivery is a temporary decision as a response to the COVID-19 pandemic. This decision is in place until 31 December 2020.

We acknowledge the Traditional Owners of the lands and waters where our University is located and actively seek to contribute and support the JCU Reconciliation Statement, which exemplifies respect for Australian Aboriginal and Torres Strait cultures, heritage, knowledge and the valuing of justice and equity for all Australians. © Copyright 2020 This publication is copyright. Apart from any fair dealing for the purpose of private study, research, criticism, or review as permitted under the Copyright Act, no part may be reproduced by any process or placed in computer memory without written permission.

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Pre-requisites This course is designed for clinicians who provide clinical supervision to health professionals. This training utilises an interprofessional framework and is designed for all allied health professionals providing professional supervision. For Psychologists who wish to become Board approved supervisors, this training has been approved by the Psychology Board of Australia (the Board). Psychologists will have to complete extra learning models in Part 1 to meet the Boards requirements.

Course outline preparation This course outline has been prepared by Dr Sharon Varela for the Centre for Rural and Remote Health and the College of Healthcare Sciences, Division of Tropical Health and Medicine, James Cook University. It was last updated 30 April 2020.

Q1. This course is offered across more than one campus and/or mode and/or teaching period within the one calendar year.

Yes ☒ No ☐

Q2. If yes (Q1), the design of all offerings of this Course ensure the same learning outcomes and assessment types and weightings.

Yes ☒ No ☐

Q3. If no (Q2), Dr Sharon Varela has authorised any variations, in terms of equivalence.

Course outline peer reviewer

Name Prof Tim Skinner

Position Director, University Department of Rural Health, La Trobe University

Professor of Health Psychology, University of Copenhagen

Date reviewed 17th April 2020

Staff contact details

Teaching team

Staff member Location Phone Email

Lead course coordinator

Dr Sharon Varela* Longreach 0428 684 655 [email protected]

Course coordinator

Michelle Aniftos Toowoomba (07) 4633 9791 [email protected]

* consultation times by appointment only.

mailto:[email protected]

mailto:[email protected]

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Contents

1 Course at a glance ........................................................................................................................................ 4

1.1 Participation requirements ............................................................................................................................................. 4

1.2 Key dates ................................................................................................................................................................................. 4

2 Course details ............................................................................................................................................... 5

2.1 Part 1: Knowledge assessment ...................................................................................................................................... 5

2.2 Part 2: Skills Workshop .................................................................................................................................................... 5

2.3 Part 3: Competency assessment ................................................................................................................................... 6

2.4 Participant feedback on Course and teaching ......................................................................................................... 6

2.5 Course resources and special requirements ........................................................................................................... 6

3 Assessment details ...................................................................................................................................... 7

3.1 Requirements for successful completion of Course ............................................................................................. 7

3.2 Feedback on Participant learning ................................................................................................................................ 7

3.3 Assessment tasks ................................................................................................................................................................. 8

4 Submission and return of assessment .............................................................................................. 16

4.1 Submission and return of assessment......................................................................................................................16

5 Course outlines.......................................................................................................................................... 16

5.1 Part 1: Knowledge Assessment ...................................................................................................................................16

5.2 Part 2: Skills Workshop ..................................................................................................................................................17

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1 Course at a glance

1.1 Participation requirements

Participation requirements are listed below. All requirements need to be met to successfully complete this Course.

Key Course activities Time Day and date Location

Part 1: Knowledge assessment

Self-directed online learning (plus time to complete online assessment).

12 hours1 Available at any time. Must be successfully completed to enrol in Part 2.

Online

Part 2: Skills Workshop2

This training is delivered as a two-day face-to-face workshop or 4 x 4 hour online sessions focusing on practical skill development.

16 hours3 Dates published on website.2 Various locations/online

Part 3: Competency Assessment

Completion of a video-taped supervision session, and a self-reflection task, for assessment by an experienced supervisor.

2-hours4 Submitted after Part 2 has been completed.

Online submission and assessment

1Part 1 is equal to 12 hours active learning. 2For information on the days and times when Part 2 is available, visit https://www.crrh.jcu.edu.au/health-professionals/supervisor-training-2e39t6/psychology-and-allied-health/training-calendar/ 3Part 2 is equal to 14 hours active learning (break times are not included in active learning component). 4 Part 3 is equal to 2 hours active learning that includes a one-hour recorded session and a self-reflection task.

1.2 Key dates

Key dates Date

Part 2 only: Last date to withdraw without financial penalty

4 weeks prior to the first session of the workshop commencing.

Complete Part 1 successfully. Must be completing before attending a Part 2 workshop. If this has not been completed at least a week prior to attendance at workshop, workshop registration will be cancelled.

Complete Part 3 successfully. Within 3 months of completing Part 2 (under exceptional circumstances this can be extended to a maximum of 6 months).

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2 Course details

2.1 Part 1: Knowledge assessment

2.1.1 Part 1 description

The purpose of the online knowledge assessment is to provide the potential supervisor with the background theoretical and content knowledge required to be successful as a professional supervisor within the psychology supervision program. This is a foundation knowledge course that focuses on attaining competency as a new professional supervisor.

2.1.2 Part 1 learning outcomes

Participants who successfully complete Part 1 will develop knowledge in these key competency areas:

1. learning models and teaching engagement

2. clinical supervision

3. ethical, legal and organisational practice

4. cultural and social diversity

5. reflective practice and feedback

6. evaluation and assessment of psychological competencies

2.1.3 Learning and teaching in Part 1

This subject will consist of a mix of didactic, reflective, and active learning through presentations, reading, Supervisors Toolkit and assessment activities, including refelction exercises and quizes. It will be presented in a self-directed learning format and include core readings and recommended readings. This is part one of a three-part curriculum for new supervisors or supervisor choosing to undertake a more intensive refresher.

2.2 Part 2: Skills Workshop


The purpose of the skills workshop is to integrate (and apply) the learning from the online knowledge assessment in a supportive environment using a peer-learning and developmental model. This workshop will place an emphasis on skills practice through role plays and case studies. Reflective skills will also be applied to deepen the practice and increase confidence in supervisory skills.


Participants who successfully complete this subject will develop skills and competence in:

1. applying learning models and teaching engagement strategies

2. the practice of clinical supervision

3. supervising for ethical, legal and organisational practice

4. supervising for cultural and social diversity

5. supervising for reflective practice, and giving and receiving feedback

6. evaluation and assessment of psychological competencies


This subject will consist of a mix of didactic presentation, skills practice, role plays, case studies, and group discussions (small and large), and reflective activities. This is an introductory level workshop that will guide you through the practical skills required to supervise. This subject is the second part of a three-part curriculum, each building on the learning of the other parts. All parts must be completed in sequential order.

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2.3 Part 3: Competency assessment


The purpose of the competency-based evaluation is to assess the applied knowledge gained through completion of the online knowledge assessment (Part 1) and the skills training (Part 2). Supervisors will be assessed against the minimal level of skills and knowledge required to effectively supervise (i.e., minimum competency). As self-assessment of supervisory skills and reflective practice are important skills for a professional/clinical supervisor, emphasis is placed on the self-reflective component of this evaluation task.


Participants who successfully complete Part 3 will be demonstrate competence in:

1. supervisory skills and knowledge through the submission of a video of a supervision session 2. reflective practice through the submission of a self-assessment that includes a reflection on practice


This evaluation will consist of a video of a supervision session, with a self-evaluation and self-reflection task also being completed. This subject is the final part of a three-part curriculum, each building on the learning of the other.

2.4 Participant feedback on Course and teaching

As part of our commitment at JCU to improving the quality of our courses and teaching, we regularly seek feedback on your learning experiences. Participant feedback informs evaluation of course and teaching strengths and areas that may need refinement or change. We value your feedback and ask that you provide constructive feedback about your learning experiences for this Course, in accordance with responsibilities outlined in the Participant Code of Conduct. Refrain from providing personal feedback on topics that do not affect your learning experiences. Malicious comments about staff are deemed unacceptable by the University.

2.5 Course resources and special requirements

Core Course readings and resources, including journal articles, book chapters, websites, videos, print and eTextbooks, are listed below for your reference. Each competency areas will also have a Topic outline that includes references and materials required to complete that module. Core Books & Chapters Borders, L. D., & Leddick, G. (1987). Handbook of clinical supervision. Alexandria, VA: Association for

Counselor Education and Supervision. Driscoll, J. (2007). Practicing Clinical Supervision: A Reflective Approach for Health Care Professionals, 2nd.

Edn. Philadelphia, USA: Elsevier Health Sciences. Haynes, R., Corey, G., & Moulton, P. (2003). Clinical supervision in the helping professions: A practical guide.

Ontario: Thomson Brooks /Cole. Pelling, N, Barletta, J & Armstrong, P (2009). The practice of clinical supervision. Bowen Hills QLD, Australian

academic press. Morrissey, S., Reddy, P., Davidson, G., & Allan, A. (Eds.). (2015). Ethics and professional practice for

psychologists (2nd Edition). Melbourne: Cengage Learning Australia. Core Research and Articles Australian Psychological Society. (2007). Code of ethics. Melbourne, Vic: Author. Australian Psychological Society. (2014a). Ethical guidelines for psychological practice in rural and remote

settings. Melbourne, Vic: Author. Falender, C. A., Shafranske, E. P., & Ofek, A. (2014). Competent clinical supervision: Emerging effective

practices. Counselling Psychology Quarterly, 27(4), 393-408. doi: 10.1080/09515070.2014.934785

https://www.jcu.edu.au/policy/student-services/student-code-of-conduct

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Gonsalvez, C. J., Wahnon, T., & Deane, F. P. (2017). Goal‐setting, feedback, and assessment practices reported by Australian clinical supervisors. Australian Psychologist, 52(1), 21-30. doi:10.1111/ap.12175

Hawkins, R., Little, F., & Olds, K. (2012) The supervision training project. In: Proceedings of the Australian Rural and Remote Mental Health Symposium, 4, 17-28.

Hawkins, R., Little, F., & Olds, K. (2012) The supervision training Curriculum. Unpublished manuscript. Kilminster, S. M. and Jolly, B. C. (2000), Effective supervision in clinical practice settings: a literature review.

Medical Education, 34, 827–840. doi:10.1046/j.1365-2923.2000.00758.x Nicholson Perry, K., Donovan, M., Knight, R., & Shires, A. (2017). Addressing professional competency

problems in clinical psychology trainees. Australian Psychologist, 52(2), 121-129. doi:10.1111/ap.12268

Psychology Board of Australia. (2018). Guidelines for supervisors. Canberra, ACT: Author. Psychology Board of Australia. (n.d.). Guidelines on area of practice endorsements. Canberra, ACT: Author. Psychology Board of Australia (n.d.). Codes, guidelines and policies. Webpage available from:

http://www.psychologyboard.gov.au/Standards-and-Guidelines/Codes-Guidelines-Policies.aspx Roberts, L. W., Battaglia, J., & Epstein, R. S. (1999). Frontier ethics: Mental health care needs and ethical

dilemmas in rural communities. Psychiatric services, 50(4), 497-503. Vannucci, M. J., Whiteside, D. M., Saigal, S., Nichols, L., & Hileman, S. (2017). Predicting supervision outcomes:

What is different about psychological assessment supervision? Australian Psychologist, 52(2), 114-120. doi:10.1111/ap.12258

3 Assessment details

3.1 Requirements for successful completion of Course

In order to achieve a satisfactory grade this Course, you must (in sequential order):

1. Successfully complete Part 1

2. Attend all sessions for Part 2, and actively participate in workshop activities and reflections

3. Successfully complete Part 3

Assessment items will be reviewed through a moderation process (Learning, Teaching and Assessment Policy, 5.13-5.18). It is important to be aware that assessment “is always subject to final ratification and that no single result represents a final grade in a Course” (Learning, Teaching and Assessment Policy, 5.22.).

3.1.1 Clinical or professional experience requirements

This is a course designed for new professional/clinical supervisors of psychologists and other allied health students or new professionals (including provisional psychologists), or experienced professional/clinical supervisors of psychologists and other allied health who were wanting to update their supervisory skills. This training is approved by the Psychology Board of Australia for psychologists wanting to become ‘Board’ approved supervisors.

3.2 Feedback on Participant learning

Participants will be provided with progressive and formative feedback during each part of the training. Feedback will follow a developmental process with the aim of supporting participants to meet competency.

https://www.jcu.edu.au/policy/learning-and-teaching/learning-teaching-and-assessment-policy

https://www.jcu.edu.au/policy/learning-and-teaching/learning-teaching-and-assessment-policy

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3.3 Assessment tasks

ASSESSMENT TASK FOR PART 1: Online Knowledge Assessment

Aligned subject learning outcomes

Knowledge of: 1. learning models and teaching engagement 2. clinical supervision 3. ethical, legal and organisational practice 4. cultural and social diversity 5. reflective practice and feedback 6. evaluation and assessment of psychological competencies

Group or individual Individual assessment tasks, including Supervisors Toolkit, quiz and reflection task. Weighting 100% Due date Prior to commencing Part 2.

ASSESSMENT TASK 1: DESCRIPTION This assessment task will be based solely on the knowledge acquired through the online workshop materials provided. There will be six modules with a Supervisors Toolkit that is to be completed during each module, and an open book assessment quiz to be completed after each module. The quiz will consist of a combination of multiple choice and short-answer questions. Each module will need to be completed in sequential order. The Supervisors Toolkit is submitted at the end of Module 6. The purpose of the Supervisors Toolkit is to build an individualised resource that the new supervisor can draw from as a supervisor. Participants must achieve 100 percent correct in each module in order to achieve a satisfactory grade. Part 1 must be successfully completed within 12 months of commencement. ASSESSMENT TASK 1: CRITERIA SHEET FOR EACH TOPIC AREA Each module will include a combination of two or more of the following assessment tasks. You will need a satisfactory grade in one module to move to the next module. An unsatisfactory grade will only be given if the assessment is not successfully completed within 12 months. It is expected that this outcome would be very rare as the modules are designed to have a developmental learning focus and support will be provided if there are any concerns.

CRITERIA SATISFACTORY INCOMPLETE UNSATISFACTORY QUIZ TASKS All multiple choice questions

are answered correctly. Short-answer questions demonstrate an understanding of the topic and is of sufficient length to answer the question.

Multiple choice questions are either not all answered or some are incorrect. Short-answer questions are attempted but do not fully demonstrate an understanding of the topic and/or are not of sufficient length to answer the question.

12 months have passed and the multiple choice questions are either not all answered or some are incorrect. 12 months have passed and short-answer questions are not attempted or are attempted but do not fully demonstrate an understanding of the topic and/or are not of sufficient length to answer the question.

REFLECTION TASKS

The writing demonstrates a critical reflection that describes the problem or idea, discusses this in the context of own practice, and is able to argue how/why this will/will not change or guide future practice.

The problem/idea is described but there is minimal attempt to critically reflect on it in the context of own practice, and/or is not able to sufficiently argue how/why this will/will not change or guide future practice.

12 months have passed and a satisfactory grade has not been achieved or no attempt has been made on some or all of the modules.

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CRITERIA SATISFACTORY INCOMPLETE UNSATISFACTORY SUPERVISORS TOOLKIT

All sections of the Supervisors Toolkit is completed with sufficient detail to guide the supervisors practice after becoming Board approved.

The Supervisors Toolkit is completed with insufficient detail to guide the supervisors practice after becoming Board approved, or some sections of the Supervisors Toolkit have not been completed.

12 months have passed and the Superviors Toolkit is incomplete or not attempted.

ASSESSMENT TASK FOR PART 2: Exercises (case studies and role play) and active participation during workshop


Skills in: 1. applying learning models and teaching engagement strategies 2. the practice of clinical supervision 3. supervising for ethical, legal and organisational practice 4. supervising for cultural and social diversity 5. supervising for reflective practice, and giving and receiving feedback 6. evaluation and assessment of psychological competencies

Group or individual Group and Individual assessment tasks Weighting 100% Due date Assessed during workshop (feedback provided throughout workshop)

ASSESSMENT TASK 2: DESCRIPTION This task requires participants to actively engage in the skills learning throughout the workshop by participating in group discussions, and peer and reflective learning activities. Active participation will be assessed by the participants contribution to discussions and engagement in skills exercises and reflective exercises. ASSESSMENT TASK 2: CRITERIA SHEET Each module will include a combination of two or more of the following active engagement tasks. An unsatisfactory grade will only be given if all components of Part 2 are not completed after three attempts. It is expected that this outcome would be very rare as the modules are designed to have a developmental learning focus and support will be provided if there are any concerns.

CRITERIA SATISFACTORY INCOMPLETE UNSATISFACTORY GROUP PARTICIPATION

Attended all sessions and engaged in group activities through sharing or other forms of participation (eg., brain storming activities)

Attended only some sessions and/or did not engaged in group activities through sharing or other forms of participation (eg., brain storming activities)

Three attempts are made (or 12 months have passed) and attended only some sessions and/or did not engaged in group activities through sharing or other forms of participation (eg., brain storming activities)

PEER EXERCISES (small group or paired skills practice activities or role plays and case studies)

Attended all sessions and engaged in all peer exercises as required.

Attended only some sessions and/or did not engaged in all peer exercises as required.

Three attempts are made (or 12 months have passed) and attended only some sessions and/or did not engaged in all peer exercises as required.

REFLECTION TASKS (these may be home activities or paired work

Actively participates in reflection activity and demonstrates an ability to critically reflect on own practice (or in practice) and

Does not actively participate in reflection activity and/or does not demonstrate an ability to critically reflect on own practice (or in practice)

Three attempts are made (or 12 months have passed) where does not actively participate in reflection activity and/or does not

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CRITERIA SATISFACTORY INCOMPLETE UNSATISFACTORY depending on learning format)

is able to link this to future practice.

and/or is not able to link this to future practice.

demonstrate an ability to critically reflect on own practice (or in practice) and/or is not able to link this to future practice.

ASSESSMENT TASK 3 ( PART 3): Completion of video-taped supervision session


Demonstrated competence in: 1. supervisory skills through the submission of a video of a supervision session

Group or individual Individual assessment task Weighting 60% Due date Within 3 months of completing Part 2 of this Course

ASSESSMENT TASK 3: DESCRIPTION Participants will be assessed against the supervisor competencies (skills and knowledge) covered in Parts 1 and 2 of this training and outlined in the Board’s Guidelines for Supervisors. Participants will be afforded three attempts at achieving a satisfactory grade in this assessment before they will need to repeat Part 2. Participants will be supported to successfully complete Part 3, including access to a supervisee if required. Only the skills demonstrated under each criterion will be assessed. It is expected that at least one (or more) skill will be demsontrated for each criterion. Participants will receive feedback under each criterion heading. ASSESSMENT TASK 3: CRITERIA SHEET In order to receive a satisfactory grade for this assessment task you must satisfactorily complete the tasks at a standard that is considered to be meeting the minimum competency standards in the Board’s Guidelines for Supervisors.

CRITERIA SATISFACTORY INCOMPLETE UNSATISFACTORY

SESSION PREPARATION & FOLLOW-UP

VIDEO RECORDING • The recording includes

sound and video and is of sufficient quality (ie., video clearly seen and audio understood)

• Recording is 60 minutes in length (can be over by 10 minutes but not under)

• Recording is either a face-to-face supervision session or an online live videoconferenced session

• The recording does not include sound and video that is of sufficient quality (ie., video clearly seen and audio understood)

• Recording is not at least 60 minutes in length or it is too long (longer than 70 minutes)

• Recording is not a face-to-face supervision session or an online live videoconferenced session

The participant has not yet received a satisfactory grade because: three attempts have been made to receive a satisfactory grade and an incomplete was awarded for all three attempts OR 6 months has passed since attending Part 2 and the participant has not requested an extension on (re)submission. CONSENT

• Supervisee consent form is completed and provided with video (signed by both parties)

• Recording consent form is completed and provided with video (signed by both parties)

• Supervisee consent form is not completed and provided with video (signed by both parties)

• Recording consent form is not completed and provided with video (signed by both parties)

https://www.psychologyboard.gov.au/documents/default.aspx?record=WD18%2f25494&dbid=AP&chksum=h5gIqx6YFDTJqi3ihdaGlw%3d%3d



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• The consent is also provided verbally on the video by the supervisee before the session begins.

• The consent is not provided verbally on the video by the supervisee before the session begins.

SESSION DETAILS • Session background form is

completed with clear details of: supervisee-supervisor relationship stage (including length of supervisee-supervisor relationship), session focus, registration pathway, and supervisees progress in the registration program

• supervision contract is provided with submission

• session agenda provided with submission

• Session background form is not completed with clear details of: supervisee-supervisor relationship stage (including length of supervisee-supervisor relationship), session focus, registration pathway, and supervisees progress in the registration program

• supervision contract is not provided with submission

• session agenda not provided with submission

SUPERVISEE FEEDBACK

• supervisee is provided with a feedback form to complete about the supervision session

• supervisee provides feedback that is open and constructive, demonstrating a willingness to discuss supervision needs openly with supervisor

• supervisee is not provided with a feedback form to complete about the supervision session

• supervisee does not provide feedback that is open and constructive, and/or does not demonstrate a willingness to discuss supervision needs openly with supervisor

SUPERVISION SESSION: SUPERVISOR SKILLS DEMONSTRATION1

The supervisor demonstrated the following qualities and behaviours within session:

Some serious issues demonstrated during the provided supervision session that raised concerns about competency. The possible concerns that may have been noticed are:

The participant has not yet received a satisfactory grade because: three attempts have been made to receive a satisfactory grade and an incomplete was awarded for all three attempts OR 6 months has passed since attending Part 2 and the participant has not requested an extension on (re)submission.

Supervisory Alliance

• Rapport has been developed/demonstrated and/or there is evidence of trust/relationship building

• Body language and tone is non defensive and indicates open communication and positive regard (for both supervisor and supervisee)

• Rapport is not demonstrated and/or there is evidence of trust/relationship concerns

• Body language and tone is defensive and does not indicate open communication and positive regard (for either or both supervisor and supervisee)

1 It is not expected that all of these skills will be demonstrated in one supervision session. These skills will also be assessed during Part 2.

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• There is evidence that the supervisee is open and that disclosure is high

• There is evidence that the power imbalance is discussed and understood

• There is evidence that a process is in place if the supervisee is unhappy with any part of supervision

• All supervisors (including secondary) and the supervisee see each other as a team working towards the supervisees registration

• There is evidence that the supervisee is not open and that disclosure is low

• There is evidence that the power imbalance is ignored or creating tension in the relationship

• There is no evidence that a process is in place if the supervisee is unhappy with any part of supervision

• There is no evidence that all supervisors (including secondary) and the supervisee see each other as a team working towards the supervisees registration

Session Structure • An agenda has been set

with input by the supervisee

• a structure is followed with time given to agenda items and any urgent issues (if needed)

• If this is the first session (contracting session) the supervisor demonstrates an interest in supervisees goals for registration and supervision and negotiation skills that are inclusive and respectful (topics covered would include learning styles, feedback preferences etc).

• There is no evidence that an agenda has been set and/or the supervisee has not had any input into the agenda

• a structure is not followed with urgent issues driving the agenda

• If this is the first session (contracting session) the supervisor does not demonstrate an interest in supervisees goals for registration and supervision and/or does not demonstrate negotiation skills that are inclusive and respectful (topics covered would include learning styles, feedback preferences etc).

Supervisor Roles • Appropriate roles are

employed when needed (support, coach, teacher, evaluator) within context of stage of supervision and issue raised.

• A developmental model to teaching is employed with the focus on modelling and shaping skills and knowledge

• Appropriate roles are not employed when needed (support, coaching/guidance, teacher, evaluator) within context of stage of supervision and issue raised. For example, this may mean that a supervisor is overly instructive or does not provide support/guidance when needed.

• A developmental model to teaching is not employed with no evidence that modelling and shaping of skills and knowledge is occuring

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CRITERIA SATISFACTORY INCOMPLETE UNSATISFACTORY Micro Skills

• reflective listening is demonstrated where appropriate

• verbal and non verbal cues are responded to

• supervisor demonstrates the ability to notice affect and content when listening to the supervisee

• supervisor is able to demonstrate knowledge of assessment/interventions and/or employ role plays as a skills development tool

• Supervisor is able to successfully navigate tension/relationship issues that may naturally appear in a session or calm a supervisees mood if they are presenting as elevated because of a work or client issue

• reflective listening is not demonstrated where appropriate

• verbal and non verbal cues are not responded to

• supervisor does not demonstrate the ability to notice affect and content when listening to the supervisee

• supervisor is not able to demonstrate knowledge of assessment/interventions and/or employ role plays as a skills development tool

• Supervisor is not able to successfully navigate tension/relationship issues that may naturally appear in a session or does not employ strategies to help calm a supervisees mood if they are presenting as elevated because of a work or client issue

Feedback • clear feedback was

provided that linked directly to concrete examples

• feedback considered developmental level of supervisee and (if relevant) built on previous feedback

• Corrective feedback demonstrated a strengths approach, with clear and concrete examples of how the supervisee can improve

• delivery of supervisors message is respectful and appropriate for the situation

• supervisor demonstrates an openness to asking for feedback during session that is natural and non-threatening

• supervisee is provided with a non threatening space outside of sessions to provide feedback on the supervision they are

• clear feedback was not provided that linked directly to concrete examples

• Feedback did consider the developmental level of supervisee and/or (if relevant) did not build on previous feedback

• Corrective feedback does not demonstrate a strengths approach, and/or clear and concrete examples of how the supervisee can improve were not provided

• delivery of supervisors message is not respectful and/or appropriate for the situation

• supervisee is not provided with a non threatening space to provide feedback both in session and after session

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CRITERIA SATISFACTORY INCOMPLETE UNSATISFACTORY receiving or on their learning needs

Knowledge • Supervisor demsonstrates

they have sound knowledge in the area they are supervising

• Supervisor is able to direct to other materials/sources

• Scope of practice is clearly demonstrated through the supervisor including a secondary supervisor when required

• ethical issues/dilemmas are discussed

• Supervisor demsonstrates they have sound knowledge in the area they are supervising

• Supervisor is able to direct to other materials/sources

• Scope of practice is clearly demonstrated through the supervisor including a secondary supervisor when required

Ethical/Legal • Notes are clearly taken by

both supervisee and supervisor. If this is not the first session, supervisor and supervisee refer back to last sessions notes and sign off on what was discussed (as per Board requirements)

• ethical issues/dilemmas that are raised are discussed as a part of the supervison session

• knowledge of ethical/legal obligations is demsontrated through feedback and discussion with the supervisee

• self-care is discussed as a normal part of supervision with self-care demonstrated and modelled by the supervisor

• reflective practice is discussed and modelled during the session

• confidentiality of supervision is clearly addressed, with the conditions under which information is shared understood (eg., as a part of progress discussion with the supervisory team)

• Notes are not taken by both supervisee and supervisor. If this is not the first session, supervisor and supervisee did not refer back to last sessions notes and sign off on what was discussed (as per Board requirements)

• ethical issues/dilemmas that are raised are not discussed as a part of the supervison session

• knowledge of ethical/legal obligations is not demsontrated through feedback and discussion with the supervisee

• self-care is not discussed as a normal part of supervision and/or self-care is no evidence that self-care is demonstrated or modelled by the supervisor

• reflective practice is not discussed and modelled during the session

• confidentiality of supervision is not addressed, with the conditions under which information is shared not being clearly understood (eg., as a part of progress discussion with the supervisory team)

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ASSESSMENT TASK 4 (PART 3): Completion of self-reflection activities


Demonstrated competence in: 2. critical reflection skills through a self-evaluation and a self-refection activity

Group or individual Individual assessment task Weighting 40% Due date At time of submission for assessment task 3

ASSESSMENT TASK 4: DESCRIPTION This assessment task has two components that need to be completed and submitted at the time of submitting assessment task 3. Participants will be assessed on the skills of self-assessment and reflective practice – two core skills of a competent supervisor. Participants will be assessed using the competency model of meeting minimum practice requirements (satisfactory) or not meeting minimum practice requirements (unsatisfactory). Feedback from assessors will be provided in the same format as self-reflection task sheet that will be provided after enrolment in Part 3. Your assessment will be graded and returned within 4-6 weeks after receipt of your submission. ASSESSMENT TASK 4: CRITERIA SHEET A criteria sheet based on supervisory competence requirements is provided below.

CRITERIA SATISFACTORY INCOMPLETE UNSATISFACTORY SELF-ASSESSMENT OF SUPERVISOR COMPETENCIES

• The provided self-assessment of supervisory skills form is completed

• developmental areas are clearly identified and a learning plan is outlined

• a plan for “supervision on supervision” is identified

• The provided self-assessment of supervisory skills form is not completed

• at least two developmental areas are not clearly identified and a learning plan is outlined

• a plan for “supervision on supervision” is not identified

The participant has not yet received a satisfactory grade because: three attempts have been made to receive a satisfactory grade and an incomplete was awarded for all three attempts OR 6 months has passed since attending Part 2 and the participant has not requested an extension on (re)submission.

SELF-REFLECTION ON SUPERVISION SESSION

• The provided self-reflection of supervision session form is completed

• participant demonstrates an ability to reflect critically on practice in a balance way - identifying strengths and development areas/difficulties

• participants is able to identify why these area are strengths or difficulties and reflect on future practice

• self-reflection links to the learning plan outlined or to the plan for “supervision on supervison”

• The provided self-reflection of supervision session form is completed

• participant does not demonstrate an ability to reflect critically on practice in a balance way - is not able to identify strengths and development areas/difficulties

• participants is not able to identify why these area are strengths or difficulties and/or reflect on future practice

• self-reflection does not link to the learning plan outlined or to the plan for “supervision on supervison”

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4 Submission and return of assessment

4.1 Submission and return of assessment

Part 1 and 3 assessments will be submitted through an online platform. Details will be provided to each participant when required. Part 2 will be assessed during the workshop based on participation and skills. Feedback will be provided progressively and formatively.

5 Course outlines

5.1 Part 1: Knowledge Assessment

The following knowledge areas are designed to be completed in sequential order, with successful completion of one module needing to occur before another will be available. Each module is linked to a core competency from the Psychology Board of Australia’s Guidelines for Supervisors. During Part 1 you will be provided with a template for you to create your own Supervisors Toolkit as you complete this training. Rural and remote supervision will be a key focus across the modules.

Topic Topic Materials Time

INTRO Introduction • Introduction to the subject

• Information on how to navigate the online learning environment

Online folder: Video and Supervisors Toolkit.

30 minutes

1

Learning and engagement (Supervisor core competency 1)

• learning theories and the developmental model of learning

• supervisory style and stages of development

• modelling and coaching • rural and remote supervision and

the use of technology • leadership and facilitation

Online folder: Videos, readings, Supervisors Toolkit, and quiz.

100 minutes

2

Supervision practices (Supervisor core competencies 2, 4 & 5)

• supervision models • supervision contract, including

identify expectations and responsibility of both supervisor and supervisee, adding secondary supervisors, and negotiating fees and other contract terms

• competency-based goals • the supervisory relationship,

alliance, and interpersonal competence; including awareness of personal limitations and biases that may affect supervision practice, and managing the power differential and conflict

Online folder: Videos, readings, reflection, Supervisors Toolkit, and quiz.

120 minutes

3

Ethical, legal and organisational issues (Supervisor core competencies 2 & 6)

• understanding ethical principles and regulatory requirements and how they are used to guide professional practice and supervision to protect the public

• managing conflicts between organisational practices or needs and ethical and legislative requirements

Online folder: Videos, readings, reflection, Supervisors Toolkit, case studies and quiz.

120 minutes


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Topic Topic Materials Time

• supervisor best practice, peer consultation, supervising within areas of competence, and supervision on supervision

• knowledge of limits of competence and how they should be managed

• attention to and support of self-care

4

Cultural and social diversity (core competency 5)

• responsiveness to cultural and social diversity in the supervisory process and supervisory relationship

• awareness of the impact of diversity when working with a range of clients in a range of services

• attention to the development of responsiveness to diversity in the supervisee


120 minutes

5

Reflective practice and Feedback (core competencies 3 & 4)

• overview of reflective practice • reflective practice models • monitoring practice and building

self-reflectivity, including the development of meta-competencies

• effective feedback models, including communication and critical feedback

• encouraging and responding to supervisee and peer feedback to improve supervisory practice


120 minutes

6

Evaluation and assessment of psychological competencies (core competency 3)

• assessment methods and tools within a competency-based model

• evaluation tools and methods for evaluating the supervisory process

• addressing issues related to supervisee demonstrating problems with meeting minimum professional competence standards


100 minutes

END Conclusion Feedback Questionnaire 10 minutes

5.2 Part 2: Skills Workshop

5.2.1 Face-to-Face Skills Workshop

Please note, the sequence of some topics may change due to staff availability, resourcing, or due to unforeseen circumstances. The workshop time is 2 x 8-hour sessions, including three breaks equalling an hour. Micro movement breaks also incorporated into the sessions. These core skill areas will build on the learning from the knowledge assessment, with the focus on applying the learning through skills practice. F2F skills workshops will have a minimum of six participants and a maximum of 18 participants. The trainer-participant ratio will be 1:8. The timing of the break are approximate and will be adjusted on group needs.

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Learning outcome Topic Materials Time

DAY 1: SUPERVISION SKILLS WORKSHOP

INTRO Introduction • Welcome to Country

• Icebreakers & Introductions

Whiteboard

PowerPoint

30 minutes

1


• application of learning theories and the developmental model of learning

• applying supervisory styles to stages of development

• modelling and coaching skill development

• rural and remote supervision and the use of technology

• leadership and facilitation skills

Whiteboard

PowerPoint Group exercises Skills practice

120 minutes

Break 1

2


• skills practice: negotiating the supervision contract, including identify expectations and responsibility of both supervisor and supervisee, negotiating fees and other contract terms

• developing competency-based goals

• skills practice: the supervisory relationship, alliance, and interpersonal competence; including awareness of personal limitations and biases that may affect supervision practice, and managing the power differential and conflict

Whiteboard

PowerPoint

Group exercises

Role play

Skills practice

120 minutes

Break 2

3


• applying and teaching ethical principles and regulatory requirements, including guiding professional practice and supervision to protect the public

• skills for managing conflicts between organisational practices or needs and ethical and legislative requirements

• skills in managing power differentials and supervising within areas of competence

• peer consultation skills versus supervision on supervision

• skills in managing limits of competence in a rural and remote context

• skills in modelling and supporting good self-care

Whiteboard

PowerPoint Group exercises Role play Skills practice

120 minutes

Page 19 of 22

Break 3

TASK Supervisors

toolkit

• Continue building supervisors toolkit with what has been learnt through this session of the skills workshop.

Supervisors Toolkit 30

minutes

DAY 2: SUPERVISION SKILLS WORKSHOP

REVIEW Review of Day 1

• Lightening review of Day 1.

• Reflection on learning and questions to be addressed in current session

Whiteboard

PowerPoint

Group exercises

20 minutes

4


• demonstrating responsiveness to cultural and social diversity in the supervisory process and supervisory relationship

• teaching the impact of diversity when working with a range of clients in a range of services

• developing responsiveness to diversity in the supervisee

Whiteboard

PowerPoint Group exercises

Skills practice

120 minutes

Break 1

5


• reflective practice skills practice

• skills practice: monitoring practice and building self-reflectivity, including the development of meta-competencies

• skills practice: giving feedback, including communication and critical feedback

• skills practice: receiving feedback to improve supervisory practice, including supervisee and peer feedback

Whiteboard

PowerPoint Group exercises Skills practice Case studies

120 minutes

Break 2

6


• selecting assessment methods and tools within a competency-based model

• selecting evaluation tools and methods for evaluating the supervisory process

• skills practice: issues related to supervisee demonstrating problems with meeting minimum professional competence standards

Whiteboard


Case studies

120 minutes

Break 3

TASK Supervisors toolkit

• Continue building supervisors toolkit with what has been learnt through this session of the skills workshop.

Supervisors Toolkit 30 minutes

END Conclusion • Feedback & Questions Group and individual exercise

10 minutes

Page 20 of 22

Online (live VC) Skills Workshop

Please note, the sequence of some topics may change due to staff availability, resourcing, or due to unforeseen circumstances. The workshop time is 4 x 4 hour sessions. Each session includes a break of 30 minutes, with micro movement breaks also incorporated into the sessions. The timing of the break are approximate and will be adjusted on group needs. These core skill areas will build on the learning from the knowledge assessment, with the focus on applying the learning through skills practice. Online skills workshops will have a minimum of four participants and a maximum of 12 participants. The trainer-participant ratio will be at least 1:6.

Learning outcome Topic Materials Time

SESSION 1: SUPERVISION SKILLS WORKSHOP

INTRO Introduction • Welcome to Country

• Icebreakers & Introductions

Whiteboard

PowerPoint

20 minutes

1


• application of learning theories and the developmental model of learning

• applying supervisory styles to stages of development

• modelling and coaching skill development

Whiteboard


90 minutes

Break

1 (cont)

Learning and engagement (continued) (Supervisor core competency 1)

• rural and remote supervision and the use of technology

• leadership and facilitation skills

Whiteboard


Skills practice

30 minutes

2


• skills practice: negotiating the supervision contract, including identify expectations and responsibility of both supervisor and supervisee, and negotiating fees and other contract terms


• skills practice: the supervisory relationship, alliance, and interpersonal competence; including awareness of personal limitations and biases that may affect supervision practice, and managing the power differential and conflict

Whiteboard

PowerPoint

Group exercises

Role play

Skills practice

50 minutes

TASK Supervisors toolkit • Continue building supervisors toolkit

with what has been learnt through this session of the skills workshop.



REVIEW Review of Session 1

• Lightening review of Session 1.


Whiteboard

PowerPoint

Group exercises

20 minutes

Page 21 of 22

2 (cont)

Supervision practices (continued)

(Supervisor core competencies 2, 4 &

5)

• skills practice: negotiating the supervision contract, including identify expectations and responsibility of both supervisor and supervisee, and negotiating fees and other contract terms


• skills practice: the supervisory relationship, alliance, and interpersonal competence, including awareness of personal limitations and biases that may affect supervision practice

Whiteboard

PowerPoint

Group exercises

Role play

Skills practice

100 minutes

Break

3


• applying and teaching ethical principles and regulatory requirements, including guiding professional practice and supervision to protect the public

• skills for managing conflicts between organisational practices or needs and ethical and legislative requirements

• skills in managing power differentials and supervising within areas of competence

Whiteboard


70 minutes








Whiteboard


20 minutes

3 (cont)

Ethical, legal and organisational issues (continued) (Supervisor core competencies 2 & 6)

• peer consultation skills versus supervision on supervision

• skills in managing limits of competence in a rural and remote context

• skills in modelling and supporting good self-care

Whiteboard


70 minutes

Break

4


• demonstrating responsiveness to cultural and social diversity in the supervisory process and supervisory relationship

• teaching the impact of diversity when working with a range of clients in a range of services

• teaching the impact of diversity when working with a range of clients in a range of services (cont)

• developing responsiveness to diversity in the supervisee

Whiteboard


Skills practice

100 minutes

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Whiteboard

PowerPoint

Group exercises

20 minutes

5


• reflective practice skills practice

• skills practice: monitoring practice and building self-reflectivity, including the development of meta-competencies

• skills practice: giving feedback, including communication and critical feedback

• skills practice: receiving feedback to improve supervisory practice, including supervisee and peer feedback

Whiteboard


Case studies

100 minutes

Break

6


• selecting assessment methods and tools within a competency-based model

• selecting evaluation tools and methods for evaluating the supervisory process

• skills practice: issues related to supervisee demonstrating problems with meeting minimum professional competence standards

Whiteboard


Case studies

60 minutes




END Conclusion • Feedback & Questions Group exercise 10 minutes

Documents

Full Supervisor Training Course Outline - Amazon S3 · 2020-05-12 · Full Supervisor Training Course Outline Course Name Supervisor Training Parts 1, 2 & 3 Course Code SFT_P123 Study