Supporting our supervisors: sending out an SOS

Milne, Derek; Reiser, Robert P.

doi:10.1017/s1754470x15000616

Cited by 12 publications

(13 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Our approach's emphasis on identifying barriers and on problem-solving highlighted a very different set of concerns and a different type of meta-supervision. While supervisors’ and supervisees’ needs for support may not converge completely, we believe, in line with Milne & Reiser (2016), that generating organizational support is paramount for developing supervision practices and that the empowerment of supervisors and supervisees can create organizational opportunities.…”

Section: Discussionsupporting

confidence: 65%

“…In the introductory paper to the Special Issue, Milne & Reiser (2016) suggest that supervisors need substantial organizational assistance in order to support (a restorative function), guide (a normative function) and develop (a formative function) their clinical supervision. In the present paper, we extend on Milne & Reiser's core argument about the necessity of organizational support of clinical supervision by highlighting the support required for supervisees .…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Developing and implementing ‘meta-supervision’ for mental health nursing staff supervisees: opportunities and challenges

Buus

Lynch

Gonge

2016

tCBT

View full text Add to dashboard Cite

This paper reports from a study of an intervention aimed at strengthening mental health nursing staff supervision. We developed and tested a short-term group-based meta-supervision intervention as a supplement to usual supervision. The intervention drew on action learning principles to activate and inspire supervisees to develop strategies for influencing their own supervision practices. The core ‘meta-supervisory’ process was organized round participants’ reflections on the possible benefits of supervision, their perceived barriers to realizing the benefits, and the articulation of concrete actions to overcome the barriers. In this paper, we introduce previously reported findings from the study and present two novel supplementary analyses of data from the meta-supervision process. First, we analyse a transcript of an audio recording made during the intervention, which illustrates how supervisees generate empowering psychosocial resources through the group processes. Second, we analyse supervisees’ paraphrased accounts of barriers to effective supervision and their accounts of personal projects to overcome the barriers. Barriers ‘outside’ the supervision setting primarily inspired projects aimed at creating structural change, whereas barriers ‘inside’ the supervision setting inspired projects aimed at creating individual change. The meta-supervision intervention was effective in increasing participation in supervision, but it shared the same problems of resistance and reluctance as often observed in supervision in general. In the discussion, we compare our ‘bottom-up’ approach to activating supervisees and implementing supervision practices with ‘top-down’ approaches. The meta-supervision intervention illustrated the importance of engaging supervisees in their own supervision and suggested how it can have both individual and organizational benefits.

show abstract

Section: Discussionsupporting

confidence: 65%

Section: Introductionmentioning

confidence: 99%

Developing and implementing ‘meta-supervision’ for mental health nursing staff supervisees: opportunities and challenges

Buus

Lynch

Gonge

2016

tCBT

View full text Add to dashboard Cite

show abstract

“…Similarly, training supervisors on using the CTS-R may initially have a negative impact on inter-rater consensus as supervisors begin to question the processes by which they arrive at their ratings and the rationale for their ratings. In the current study, it may be that part of the development of the supervisors’ ability to rate fairly and consistently on the CTS-R is increasing discrepancy between them, and with time to integrate their learning through reflection and supervision of supervision (Milne & Reiser, 2016), consensus may be improved, at least partly as a result of formal instruction in a workshop context.…”

Section: Discussionmentioning

confidence: 83%

“…Although total objectivity is likely to be an unattainable goal, such conversations are likely to enable raters to become more familiar with the tool and also more aware of their biases, and therefore, to improve the objectivity of their ratings, allowing for more balanced and realistic feedback to those they are assessing. Rating competence on formal instruments such as the CTS-R, which is a highly complex and demanding task, should also be discussed within supervision of supervision (Milne & Reiser, 2016) to enable the supervisor (rater) to become more aware of their biases and mitigate against these. When the roles of supervisor and normative assessor are combined, the supervisor-assessor should be mindful of the influence that the range of their roles as supervisor may have on the specific role of assessor/CTS-R rater.…”

Section: Conclusion: Implications For Future Research and Practicementioning

confidence: 99%

The challenge of training supervisors to use direct assessments of clinical competence in CBT consistently: a systematic review and exploratory training study

Loades¹,

Armstrong

2016

tCBT

View full text Add to dashboard Cite

Evaluating and enhancing supervisee competence is a key function of supervision and can be aided by the use of direct assessments of clinical competence, e.g. the Cognitive Therapy Scale – Revised (CTS-R). We aimed to review the literature regarding inter-rater reliability and training on the CTS and CTS-R to present exploratory data on training raters to use this measure. We employed a systematic review. An exploratory study evaluated the outcomes of a CTS-R supervisor training workshop (n = 34), including self-reported familiarity with and confidence in using the tool, and inter-rater consistency on three CTS-R subscales, pre- and post-training. CTS and CTS-R inter-rater reliability was variable, with evidence of rater training enhancing reliability, although the form, duration and frequency of such training is unclear. The exploratory study found that supervisors rated themselves as more familiar with and confident in using the CTS-R at the end of training compared to at the beginning. However, inter-rater reliability was poor at the beginning and end of the training. Rating competence requires supervisors to make qualitative judgements, which is inherently variable. Training raters has been shown to improve rater reliability, although this was not demonstrated in the exploratory study. Practice implications and future research priorities are identified.

show abstract

“…Relative to other areas of CBT, supervision remains a theoretically and empirically neglected domain of professional activity. As a result, there is a dearth of substantive guidance on how supervisors can best approach the task of developing their proficiency and as Milne & Reiser (2016) comment in their introduction to this Special Issue, ‘we await a scientifically informed consensus on many of the core aspects of best practice’.…”

Section: Introductionmentioning

confidence: 99%

Supporting the supervisor: organizing professional development to enhance practice

Corrie

Lane

2016

tCBT

View full text Add to dashboard Cite

Although clinical supervision is deemed central to the delivery and dissemination of high quality CBT, knowledge of what constitutes ‘optimal’ CBT supervision remains limited. In consequence, understanding of how best to support the development of supervisors is also restricted. This article considers the professional development needs of CBT supervisors, identifying the current context in which CBT supervision is mandated and delivered and seeking to clarify the domains of knowledge, competence and skill that must be mastered. We propose ways in which CBT supervisors might construct their professional development activities and raise questions relating to the need for a more organizationally embedded approach to the development of CBT supervisors in the current professional climate.

show abstract

Supporting our supervisors: sending out an SOS

Cited by 12 publications

References 45 publications

Developing and implementing ‘meta-supervision’ for mental health nursing staff supervisees: opportunities and challenges

Developing and implementing ‘meta-supervision’ for mental health nursing staff supervisees: opportunities and challenges

The challenge of training supervisors to use direct assessments of clinical competence in CBT consistently: a systematic review and exploratory training study

Supporting the supervisor: organizing professional development to enhance practice

Contact Info

Product

Resources

About