Presented by: Mahnoor MirzaSupervision Types of Supervision Educational Supervision * Clinical Supervision Objectives of Clinical Supervision Goals of Clinical Supervision Features of Clinical Supervision Qualities of Clinical Supervision Clinical Supervisors’ Role Components of Clinical Supervision Clinical Models of Supervision Effective Keys of Clinical Supervision Problems of Clinical SupervisionUPERVISION » 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”.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 is the process of supporting teacher to improve their teaching in order to help their students improve their learning”. (C,H. JONES )Clinical supervision involves being available, looking over the shoulder of the trainee, teaching on-the-job with developmental conversations, regular feedback and the ee of a rapid response to issues as they arise.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 pracess 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.'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.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 supervision A 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 Counseling The 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 Insight Psycho-dynamic insights, to wark with supervisees to enhance the quality of their interactions with clients. This does not entail moving beyond a supervisor's frame of reference.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.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‘Supervision Is An Intervention Supervision Is Provided By A Senior Member Of A Profession ; Supervision Is A Relationship That Extends Over Time 4 The Supervisor Evaluates, Monitors, And Serves As A GatekeeperDevelopment model Social role model System model Integrative model Keepin mind, we're here to help.« 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 Model The 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 Model The 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.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4. Expect Excellence * Clear position descriptions * Regular feedback sessions with staff 5- Require Accountabilit: * 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7. Instill Independence * Appropriate delegation Encouraging risk taking 8. Share Continuously * Active listening * Being transparent g. Optimize Ownership * Participatory strategic planning sessions * Encouraging risk takingEffective Keys to Clinical Supervision 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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.ets Thank You ©Connect Email: mahnoormirzati@gmail.com LinkedIn: https://pk.linkedin.com/in/mahnoormirza Twitter: https://twitter.com/iMahnoorMirza