An empirical definition of clinical supervision

Milne, Derek

doi:10.1348/014466507x197415

Cited by 227 publications

(188 citation statements)

References 38 publications

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“…More pertinently, it has long been regretted (Grauel, 2002;Milne, 2007) that there is no agreed multi-professional definition of supervision and, as noted above, existing definitions and practice reflect differing emphases on factors such as risk, compliance, learning, development and support. Falender (2014), a champion of competency based supervision, argues that, before any outcome assessment can take place, preliminary steps need to be taken.…”

Section: Original Articlementioning

confidence: 99%

Evaluating social work supervision

Davys

May

Burns

et al. 2017

ANZSWJ

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INTRODUCTION: The question of whether the practice of professional supervision is effective, and how its effectiveness can be measured, has been debated by both social work and other professions. This study explored how practitioners, supervisors and managers in Aotearoa New Zealand currently evaluate the supervision they receive, provide and/or resource. The study was interprofessional involving counsellors, mental health nurses, psychologists and social workers. This article focuses on the findings from the social work cohort.METHODS: Through an on-line Qualtrics survey participants were asked: 1) how they currently evaluated professional/clinical supervision; and 2) how they thought professional/clinical supervision could be evaluated. Data were extracted through the Qualtrics reporting functions and thematic analysis was used to identify themes. A total of 329 participants completed the survey of which 145 (44%) were social workers. FINDINGS: A majority of the social work participants reported that they evaluated supervision in some form. No culture or policy emerged regarding supervision evaluation, but social workers expressed interest in training and resources to assist evaluation and some saw a supportive and endorsement role for the professional or regulatory bodies. An unexpected finding was reports of unsatisfactory and harmful supervision.CONCLUSION: Evaluation of supervision is an activity with which social workers engage, but further research is needed to explore how evaluation can be embedded in supervision practice. More critically, a broader audit is required to reconsider the definition and model of social work supervision in Aotearoa New Zealand and the environments within which supervision occurs.

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Section: Original Articlementioning

confidence: 99%

Evaluating social work supervision

Davys

May

Burns

et al. 2017

ANZSWJ

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“…Supervision is a professional activity mandated within many professions, but the absence of a common definition (Milne, 2007;Rich, 1993) …”

Section: Original Articlementioning

confidence: 99%

Interprofessional supervision: a matter of difference

Davys

2017

ANZSWJ

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INTRODUCTION:With its origins grounded in the apprenticeship tradition it is perhaps not surprising that social work adheres to a model of supervision where both supervisor and supervisee are social workers and where it is common for social workers to be supervised by their line manager. Interprofessional supervision, where the participants do not share the same profession, and which is frequently external to the social worker's organisation, therefore presents a challenge to traditional social work supervision practice. METHODS:Expert stakeholders were interviewed to explore their experiences of interprofessional supervision. Data were collected through semi-structured interviews and topdown analysis employed to identify themes. The views of nine supervisees and nine supervisors are reported. FINDINGS:The participants represented a range of professions but the data collected revealed common themes. Participants highlighted the importance of being able to choose a supervision partner and to establish a contract where lines of accountability were explicit. Knowledge about supervision was considered vital and supervision competence was expected of the supervisor. The key benefits were a greater understanding of one's own profession and an appreciation and respect for difference. Lack of clinical accountability was considered a limitation but not an obstacle. CONCLUSION:The reports of these participants indicate a shift from supervision as an in-house process to one which is chosen, negotiated and collaborative. Through their awareness of the need for professional development and accountability, the participants demonstrated a depth of professional responsibility and an ability to stand alongside their profession in the presence of 'other'.

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“…Supervision is based on various theoretical viewpoints, and therefore, its definition is still somewhat changing (Milne, 2007). It has influences from experiential learning (Milne & James, 2002), constructivism (Ibrahim, 2013), team learning (Gillespie, 2012), and the principle of life-long learning.…”

Section: Supervision In the Field Of Educationmentioning

confidence: 99%

The Principles and Practices of Supervision That Supports the Development of Inclusive Teacherhood

Alila

Uusiautti

Määttä

2016

JEL

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In this study, the purpose was to study what kind of supervision supports inclusive teacherhood the best. Inclusive teacherhood means a teacher's professional development and the school culture's change toward participatory school for all students. The study investigated the perceptions of supervisors with a teaching background. This was a qualitative research in which the data were obtained using the focus-group interview method. The interviews were conducted in five places in Finland. The analysis involved a combination of phenomenography, particularly the application called the variation theory, and the classic analysis of the focus-group research method. According to the findings, supervision that supports inclusive teacherhood can be viewed from two wide perspectives that represent its special features. They are the principles of supervision and the practical execution and special methods of supervision that differ from other mentoring forms. The principles of supervision are awareness of similar methods, careful planning of supervision, regularity, and long-term duration. The special practices of supervision are varied methods, attention to the supervisees' needs, and appreciation of the supervision process. At its best, supervision supports inclusive teacherhood by supporting and empowering teachers' in their work.

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An empirical definition of clinical supervision

Abstract: These two complementary review approaches created a firmer basis for advancing research and practice.

Cited by 227 publications

References 38 publications

Evaluating social work supervision

Evaluating social work supervision

Interprofessional supervision: a matter of difference

The Principles and Practices of Supervision That Supports the Development of Inclusive Teacherhood

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