Clinical supervision: an interdisciplinary review of literature with implications for reflective practice in social work

Pack, Margaret

doi:10.1080/14623940903290729

Cited by 30 publications

(26 citation statements)

References 26 publications

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“…The resource produced in 2008 was a series of four case studies depicting a student social worker taking key ethical dilemmas to clinical and cultural safety supervision to deliberate upon alternative lines of action and recording her feelings about the case in question. The feedback from teaching with the resource from the postgraduate students in 2008 was that it made the process of clinical supervision more transparent and inspired students to use their own clinical supervision more confidently and proactively (Pack, 2009a(Pack, , 2009b(Pack, , 2009c(Pack, , 2011a(Pack, , 2011b. These earlier-produced e-learning resources provided important background as to how to approach the current project and provided another, more experiential, knowledge source to drawn upon.…”

Section: Methodsmentioning

confidence: 99%

Designing and embedding authentic learning opportunities in a social work curriculum: Reflections and lessons learned

Bowers

Pack

2017

ANZSWJ

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INTRODUCTION:A challenge for many busy educators in social work is how to design realistic case studies to evoke learning experiences that engage the imagination and clinical reasoning of the student. This article focuses on the authors' experiences of designing and developing authentic case scenarios to embed in learning in a four-year Bachelor of Social Work programme in Australia. METHOD:Assisted by a grant from the Australian Government Office of Learning and Teaching, a project plan was developed, inspired by Lipsky's (2010) framework, "street level bureaucracy" and methodology derived from Maynard-Moody and Musheno (2012). The aim was to produce a series of online, filmed podcasts to be embedded into blended learning to enable students to build confidence in ethical decision making. FINDINGS:Early results from the project suggest that the students found deliberating on ethical dilemmas evoked by the resource a useful addition to more conventional teaching approaches as it tangibly demonstrated the connection of theory to practice in action. IMPLICATIONS:The approach to both conceptualising and developing such resources could further be utilised in social work education settings and more broadly, in human services occupations including the health sector to focus on confidence building in ethical decision making and navigating the complex interplay between theory and practice. There is potential for the approach to be adapted and used as a reflective tool for established social workers.

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Section: Methodsmentioning

confidence: 99%

Designing and embedding authentic learning opportunities in a social work curriculum: Reflections and lessons learned

Bowers

Pack

2017

ANZSWJ

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Section: Elements Of Clinical Supervision That Emphasize Nurse Speciamentioning

confidence: 99%

“…There are a number of key prerequisites for enriching the environment in which the supervisee's awareness can grow and flourish [40]. Supervisors need to be aware of the purpose of their role, as well as adequately prepared and trained to confirm and find emphatic ways to offer constructive critique of their supervisee's practice but avoid shaming and humiliation [40].…”

Section: Elements Of Clinical Supervision That Emphasize Nurse Speciamentioning

confidence: 99%

“…In addition, the NSS wanted to be more challenged in the [40] underlines the fact that a supervisor's personal qualities such as 'willingness and preparedness to show understanding, bringing out genuine feelings, confirming and being sensitive to the supervisee's needs' are considered important [39]. There are a number of key prerequisites for enriching the environment in which the supervisee's awareness can grow and flourish [40]. Supervisors need to be aware of the purpose of their role, as well as adequately prepared and trained to confirm and find emphatic ways to offer constructive critique of their supervisee's practice but avoid shaming and humiliation [40].…”

Section: Elements Of Clinical Supervision That Emphasize Nurse Speciamentioning

confidence: 99%

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Reflection as a Skill-Clinical Supervision as a Prerequisite for Professional Development to Ensure Patient Safety

Røsnæs¹,

Jølstad²,

Severinsson³

et al. 2017

OJN

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This study is set in the context of the final phase of nurse specialist students' (NSS) postgraduate education in surgical, oncological, anaesthesia and intensive care nursing at the University College in June 2015. The aim was to explore NSSs' experiences of clinical supervision (CS) during their postgraduate clinical education. 46 NSS answered open-ended questions and their responses were analysed by means of a qualitative content analysis. The response rate was 82%. One main theme emerged: CS as a prerequisite for professional development and two domains: A reflective way of growing and learning through CS and The meaning of being and acting in a reflective and professional manner to ensure patient safety (PS). The results indicate that reflection is a crucial part of the NSS' experiences of CS during their postgraduate clinical education. The supervisor's ability to confirm the students, mutual trust and feeling safe in the relationship with the supervisor are of great importance. The students highlighted the value of continuity in CS and being supported yet challenged. The supervisor has great responsibility for the NSS' development of professional clinical competence. The supervisor's personal and professional skills, in addition to her/his ability to provide CS are important for PS as well as for professional and interdisciplinary teamwork. Acting in a reflective and professional manner is of great importance for ensuring PS. Although most of the students reported being sufficiently competent to ensure PS and agreed that CS and reflection are of great importance for PS, they wanted more time to reflect on their actions together with their supervisor. In conclusion, CS has the potential to lead to quality improvement. However, in order to enhance reflective practice, which is a prerequisite for CS and PS, we recommend closer cooperation between the university college and clinical supervisors, as well as a formal master level education for clinical supervisors.

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“…However, supervision may also enhance the self-awareness and therapeutic skills of counsellors (W. Taylor & Furlonger, 2011). A strong relationship between the supervisor and supervisee can foster the supervisee's willingness to engage in supervision, as well as assist the supervisee develop trust in the supervisor and view supervision as a place of safety (Davys & Beddoe, 2010;Pack, 2009). Thus, the quality of relationship between the supervisor and the supervisee may help to reduce anxiety associated with accessing this support.…”

Section: The Role Of Interpersonal Relationshipsmentioning

confidence: 99%

Youth counsellors' experiences of telephone counselling: a qualitative exploration

Davidson¹

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Telephone counselling is a well established medium of non-face-to-face mental health service delivery. Research to date has focussed on the delivery and effectiveness of therapy over the telephone. However, there has been little exploration of counsellor's experience of this work. The limited body of research about telephone counsellors' experiences portrays this work as challenging, exhausting and possibility traumatic for counsellors to perform. This is of significance considering the impact these factors can have on counsellors' subjective wellbeing, job satisfaction and turnover intentions.Research suggests that work related factors play a greater part than individual characteristics in shaping the experiences of telephone counsellors. However, there is limited understanding of the various types of work related factors that may shape these experiences.To address this gap in the extant literature this thesis explores youth counsellors' experiences of telephone counselling, and the range of work related factors that foster them. It examines telephone counsellors' general experiences of this work and those in relation to the work related factors of work environment, interpersonal relationships and specific aspects of the work. Unlike previous research, particular attention is paid to the spatial aspects of this work, such as the physical workplace environment and the mental space.To gain an in-depth understanding of telephone counsellors' experiences this research employed an instrumental case study approach and focused on youth counsellors in one telephone counselling service in New Zealand. Ten counsellors with 18 months to 9 years telephone counselling experience participated in this study, with the majority concurrently studying a human service related course at university. A multi-method design was adopted, including observations, in-depth interviews and reflective journals. To explore counsellors' experiences and how they are influenced by work related factors, both social constructionist and organisational theoretical lenses were adopted.The findings in this thesis indicate that overall counsellors enjoyed the work of telephone counselling despite its challenges. They experienced discrete aspects of their work as challenging, yet enjoyed their interactions with callers and the quality of relationships they had with colleagues and supervisors. Whilst counsellors experienced elements of the physical environment to be distracting and uncomfortable, they were able to exert some influence over the impact of these features by locating themselves in a preferred 3 counselling booth. Counsellors were found to enter into a distinct mental place when joining with their callers. Within this mental place they experienced a higher degree of proximity in counselling calls and greater distance in testing calls. The counsellors were able to manage the degree of closeness within their calls by their physical movement of leaning into counselling calls and leaning back from testing calls.This thesis makes a contribu...

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Clinical supervision: an interdisciplinary review of literature with implications for reflective practice in social work

Cited by 30 publications

References 26 publications

Designing and embedding authentic learning opportunities in a social work curriculum: Reflections and lessons learned

Designing and embedding authentic learning opportunities in a social work curriculum: Reflections and lessons learned

Reflection as a Skill-Clinical Supervision as a Prerequisite for Professional Development to Ensure Patient Safety

Youth counsellors' experiences of telephone counselling: a qualitative exploration

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