ï»¿Develop professional supervision practice in health and social care or children and young peopleâ€™s work settings
Analyse the principles, scope and purpose of professional supervision.
Supervision is practised widely in the Health and Social Care industry. Supervision is a regular meeting with an independent person with training, skills, and knowledge to help you to reflect on your work practice with a goal towards improvement. Each session is centred on your goals and is followed with associated â€œoutcomesâ€ to assist you, the supervisee, to move toward achieving your goals. Effective Supervision can be both supportive and challenging. Good professional supervision provides ...view middle of the document...
Better job satisfaction â€“ as there are less obstacles in place, people feel they are more able to achieve within their job role.Â
Outline theories and models of professional supervision.
A supervision model gives guidance to the supervisor on the delivery of clinical supervision. The model will outline the key stages for the process, the roles of the supervisor and supervisee throughout the supervision and what outcomes it hopes to achieve.
Many models of supervision have been devised over the years but the most cited ones are:
1. 'Three-function interactive model' (Cutcliffe and Proctor, 1998). This consists of three functions which both the supervisor and supervisee are jointly responsible. They are formative, focusing on educational development, normative, focusing on monitoring and evaluation and restorative, focusing on the health and well-being of the supervisee.
2. 'Intervention analysis framework' adapted from Heron's work (Sloan and Watson, 2001) consists of two approaches that breakdown into six categories:
Authoritative interventions; this means that the supervisor gives information, challenges the supervisee and suggesting what they should do.
Prescriptive â€“ the supervisor directs the person they are helping by giving advice and direction.
Informative â€“ the supervisor provides information to instruct and guide the other person.
Confronting â€“ the supervisor challenges the other person's behaviour or attitude. Not to be confused with aggressive confrontation, "confronting" is positive and constructive. It helps the other person consider behaviour and attitudes of which they would otherwise be unaware.
Facilitate interventions; this means the supervisor draws ideas, solutions and self-confidence from the other person to enable them to reach their own decisions.
Cathartic â€“ the supervisor helps the other person to express and overcome thoughts or emotions that they have not previously confronted.
Catalytic â€“ the supervisor helps the other person reflect, discover and learn for him or herself. This helps him or her become more self-directed in making decisions, solving problems and so on.
Supportive â€“ the supervisor builds up the confidence of the other person by focusing on their competences, qualities and achievements.
3. 'Solution-focused approaches' (Myers 2008) this pays attention to, and develops, the supervisee's interests and goals for their work. the supervisor works with the person, using the solution-focused tools of:
eliciting strengths and resources
developing the supervisee's preferred future or outcome
taking a â€˜not-knowingâ€™ position and asking appropriate questions
using scales to measure and develop progress
remembering to notice positive movement in small practical steps
offering appropriate, evidenced compliments
staying curious, respectful and adapting to the other's pace.
4. Davys and Beddoe (2010) have developed a model that integrates the management and...