Reflective practice and clinical supervision: an interprofessional perspective

Clouder, Lynn; Sellars, Julie

doi:10.1111/j.1365-2648.2004.02986.x

Cited by 87 publications

(74 citation statements)

References 22 publications

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“…Advantages of inter-professional supervision include the 'fresh' perspective of the supervisor, who maybe more able to see what the supervisee's own belief system is editing out and their independence from the professional organisation of the supervisee (Hawkins and Shohet, 2006;Scaife, 2009) and line management structures (Clouder and Sellars, 2004).…”

Section: Advantages and Disadvantages Of Inter-professional Supervisionmentioning

confidence: 99%

“…The independence of supervisors has been debated in the literature, with most authors arguing that professional supervision should be separated from line-management structures (Page and Wosket, 1994;Clouder and Sellars, 2004;Hawkins and Shohet, 2006;Scaife, 50 2009). This is because the needs of the organisation may not be compatible with the needs of the client (Page and Wosket, 1994) and the hierarchical structures implicated when line managers deliver professional supervision may increase the power-inequalities, placing strain on the supervisory relationship.…”

Section: Advantages and Disadvantages Of Inter-professional Supervisionmentioning

confidence: 99%

“…This is because the needs of the organisation may not be compatible with the needs of the client (Page and Wosket, 1994) and the hierarchical structures implicated when line managers deliver professional supervision may increase the power-inequalities, placing strain on the supervisory relationship. Clouder and Sellars (2004) argue strongly that the agendas should not be conflated as supervisees will not engage fully when supervision is perceived to mask checking up procedures.…”

Section: Advantages and Disadvantages Of Inter-professional Supervisionmentioning

confidence: 99%

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An investigation of factors involved when educational psychologists supervise other professionals

Callicott¹,

Leadbetter

2013

Educational Psychology in Practice

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This research explores inter-professional supervision involving an educational psychologist supervising another professional and complements the recent guidelines on professional supervision produced by The Division of Educational and Child Psychology (DECP) (Dunsmuir and Leadbetter, 2010). The factors explored were purposes and boundaries of supervision; models of supervision; skills of the supervisor, including those that are distinctive to the profession of educational psychology; benefits and problems associated with supervision including the process of evaluation and ethical and legal issues pertaining to supervision.An interpretative epistemological stance was adopted. Ten semi-structured interviews were carried out with educational psychologists (supervisors) and other professionals (supervisees) recruited through purposive sampling. Interviews were transcribed orthographically and coded using thematic analysis.Findings suggest that inter-professional supervision was viewed positively. Supervision skills were recognised as a necessary pre-requisite but not necessarily distinctive to the profession of educational psychology. This research highlights the conflicting conceptualisations of supervision and the importance of contracting for increasing understanding of the supervision process, alerting stakeholders to important ethical and legal implications, and reconciling differences in expectations concerning the aims and functions of supervision. ACKNOWLEDGEMENTS

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Section: Advantages and Disadvantages Of Inter-professional Supervisionmentioning

confidence: 99%

Section: Advantages and Disadvantages Of Inter-professional Supervisionmentioning

confidence: 99%

Section: Advantages and Disadvantages Of Inter-professional Supervisionmentioning

confidence: 99%

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An investigation of factors involved when educational psychologists supervise other professionals

Callicott¹,

Leadbetter

2013

Educational Psychology in Practice

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“…A programme of remediation must be planned by the clinical educator and student in consultation with the university staff so that appropriate multi-dimensional learning opportunities can be provided where students are able to practice clinical skills within the clinical context with supportive instruction and feedback while encouraging reflection-on action 12,31 .…”

Section: Student As a Clinicianmentioning

confidence: 99%

“…While much has been reported in the literature on the clinical education process 6 , the clinical educator's role and responsibilities 7 , clinical educator's preparedness 4,5,8 , and the benefits and challenges of clinical education 9,10 , very little has been published about the ethical responsibilities and issues associated with clinical education in occupational therapy. In the context of this paper the term 'clinical education' has been favoured over the term 'clinical supervision' as literature suggests the clinical or professional supervision is a process of professional development appropriate to qualified professionals while clinical education is the process of learning that applies to students as they gain clinical competencies from clinical experience [11][12][13] .…”

Section: Introductionmentioning

confidence: 99%

Ethics and clinical education

Witt

2016

S. Afr. j. occup. ther

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This paper explores the ethical concerns which were identified in a mixed methods study to determine the facilitators and barriers to quality clinical education on the clinical training platform of the University of the Witwatersrand (Wits). Ethical and professional behaviour concerns were extracted and analysed from focus groups and questionnaires that were used to collect data for the study. The ethical and professional behaviour concerns and responsibilities are discussed in terms of the clinical educators in their role as both clinicians and educators. Ethical and professional concerns and responsibilities are also highlighted in respect of students in their role as developing learners and professionals. How students learn ethical and professional behaviour is discussed as well as how a clinical educator should encourage these important clinical competencies which students tend to learn in an overt rather than covert manner. The paper also considers how in a service delivery placement where the focus is on clients' right to care, and the students' right to education may be overlooked and their professional learning compromised. The importance of a sound clinical educator-student relationship is central to professional education and facilitation of reflective practice and clinical reasoning essential for the learning of ethical and professional behaviour. Key words: Clinical education, ethics, professional conduct

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The visibility and invisibility of performance management in schools

Page

2015

British Educational Res J

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This article presents findings from a study of performance management in 10 schools, five primary and five secondary. The aim was to gain a snapshot of how headteachers are interpreting and implementing the reforms to the performance and capability procedures for teachers introduced in September 2013. The findings suggest that the evaluation of teachers is conducted within a context of normalised visibility with evidence of competence collected via observations, learning walks, electronic data, organisational and architectural structures.However, this normalised visibility is contrasted with the normalised invisibility of the actual processes of judgement such as appraisal. Invisibility also frames the management of incompetence, with poorly performing teachers routinely offered 'compromise agreements' to avoid the official capability procedures. The article concludes by highlighting the limits of the panoptic metaphor in a consideration of teacher evaluation and discusses an alternative metaphor, that of glass, with which to view the performance management of teachers.

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Reflective practice and clinical supervision: an interprofessional perspective

Abstract: Despite acknowledging tensions, we argue that clinical supervision is both necessary and beneficial. It can be advantageous to individual practitioners and professional groups in enhancing practice and accountability, and promoting professional development.

Cited by 87 publications

References 22 publications

An investigation of factors involved when educational psychologists supervise other professionals

An investigation of factors involved when educational psychologists supervise other professionals

Ethics and clinical education

The visibility and invisibility of performance management in schools

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