Develop Professional Supervision Practice In Halth And Social Care Or Children And Young People Settings
Develop professional supervision practice in health and social care or children and young people settings
Understand the purpose of professional supervision
The principle of supervision in my setting is a set of questions and statements asked by the supervisor to supervise. It has the purpose of identify any good or bad practice and identifies any current training needs. The scope of the supervision builds relationships between the supervisor and supervisee. This has recently helped me build professional relationships and trust with a new member of staff who found it easier to talk with myself then the manager. She stated “I feel more comfortable discussing issues with you”.
There are many beliefs that underpin supervision these are:
Staff are entitled to the highest standards
Supervision is the most important relationship
Supervision is about reflection as well as action
Supervision must attend to both process and content
Good supervisors bring about change in the setting
Supervising is a complex and demanding task which requires training
Supervisors must be role models for staff
Morrison 2005 believes that supervision is a process involving complex relationships between the supervisor and supervisee, organisation and service users.
A supervision model is a theoretical framework to guide the delivery of clinical supervision. It outlines the important stages within the process and its functions and the roles of the supervisor and supervisee.
The ‘Three function interactive model’ Cutcliffe and Procter 1998 Is the process where the supervisor and supervisee are jointly responsible for completing formative, normative and restorative supervision sessions.
‘Intervention analysis framework’ adapted from Herons work Sloan and Watson 2001 consists of two intervention approaches:
1) Authoritative interventions, where the supervisor controls the process using interventions that are prescriptive, informative and confronting.
2) Facilitative interventions, where
Understand the purpose of professional supervision
The principle of supervision in my setting is a set of questions and statements asked by the supervisor to supervise. It has the purpose of identify any good or bad practice and identifies any current training needs. The scope of the supervision builds relationships between the supervisor and supervisee. This has recently helped me build professional relationships and trust with a new member of staff who found it easier to talk with myself then the manager. She stated “I feel more comfortable discussing issues with you”.
There are many beliefs that underpin supervision these are:
Staff are entitled to the highest standards
Supervision is the most important relationship
Supervision is about reflection as well as action
Supervision must attend to both process and content
Good supervisors bring about change in the setting
Supervising is a complex and demanding task which requires training
Supervisors must be role models for staff
Morrison 2005 believes that supervision is a process involving complex relationships between the supervisor and supervisee, organisation and service users.
A supervision model is a theoretical framework to guide the delivery of clinical supervision. It outlines the important stages within the process and its functions and the roles of the supervisor and supervisee.
The ‘Three function interactive model’ Cutcliffe and Procter 1998 Is the process where the supervisor and supervisee are jointly responsible for completing formative, normative and restorative supervision sessions.
‘Intervention analysis framework’ adapted from Herons work Sloan and Watson 2001 consists of two intervention approaches:
1) Authoritative interventions, where the supervisor controls the process using interventions that are prescriptive, informative and confronting.
2) Facilitative interventions, where