Effective Clinical Supervision

EFFECTIVE SUPERVISION

By Meir Stolear (2008)

www.cbtcare.com

http://cbtcare-london.co.uk/

* Effective supervision can best be offered in a context in which supervisors are aware of professional bodies' and institutions' requirements.

* Supervisors and supervisees work together towards a good outcome that will improve the service to the client and improve the supervisees' professional development.

* Supervisors and supervisees frequently give each other constructive criticism and feedback in an open and respectful manner.

* Supervision is best structured, where regular timetables for meetings are agreed. The content of supervision meetings to be agreed and learning objectives determined at the beginning of the supervisory relationship. Supervision contracts can be useful tools, in which detail regarding frequency, duration and content of supervision; appraisal and assessment; learning objectives and any specific requirements, is included.

* Good supervision best covers the following: clinical management; teaching and research; management and administration; pastoral care; interpersonal skills; personal development and reflection.

* The quality of the supervisory relationship will strongly affect the effectiveness of the supervision process (i.e. there is more to gain from a supervision session where the supervisor and the supervisee have developed a good professional alliance).

* Good training for supervisors needs to include some of the following: understanding teaching learning processes; assessment skills; counselling skills; appraisal skills; unbiased feedback; careers advice skills and interpersonal skills.

Summary: supervisors and supervisees can work well together if they understand and agree on the following:

* Helpful supervisory behaviour includes giving direct guidance on clinical work, linking theory to practice, engaging in joint problem-solving tasks, offering feedback and reassurance, and providing role models.

* Ineffective supervisory behaviour will include the following: rigidity; low empathy; failure to offer support; failure to deal with supervisees' concerns; not teaching LFT; being indirect, intolerant and emphasising the negative aspects of the practice being evaluated.

(3) In addition to supervisory skills, effective supervisors need to have good interpersonal skills, good teaching skills and be clinically competent.