Supervision Workshop
The role of supervision in
improving outcomes for children in
resistant environments
Aim
To focus on supervision as a place for reflective dialogue and
critical analysis which leads to action planning
Learning Outcomes
1 – to explore sources of resistance and their impact on
practice
2 – to consider how different supervision techniques can
support practitioners to develop their skills of critical analysis
when examining the consequences of decisions made for
families.
Ref: http://www.devonchildrenstrust.org.uk/wfd/supervision/Model%20for%20an%20Integrated%20Approach%20to%20Supervision.pdf
Professional Supervision
Clinical supervision as the
place for reflective dialogue
and critical analysis which
leads to action planning.
Adult Learning Theory - Kolb
What I did
What I do
next
What I felt
What I thought
Ref: http://serc.carleton.edu/images/introgeo/enviroprojects/kolb_cycle.gif
Adult Learning Theory - Ruch
Ref: http://www.tandfonline.com/doi/abs/10.1080/02615470220126435
Adult Learning Theory – Gibbs
Ref: http://project.health.heacademy.ac.uk/p10_oldercarers/refl_magazine/issue2/images/gibbs_reflective_cycle.pdf
Critical Reflection – Jan Fook
Involves both theory and practice:
a clear rationale and analysis
and..
A clear and structured process for conducting it
Critical Reflection – Jan Fook
Aims of critical reflection…
to improve practice by learning directly from
experience
By engaging in a process of examining the
fundamental assumptions implicit in practice
experience
And devising changed thinking and practices from this
new awareness
….And a new way of framing experience
Critical Reflection – Jan Fook
Involves
Learning from experience and creating practice
theory and meaning from it
Ongoing scrutiny of practice
A form of accountability/supervision
A form of personal, professional and organisational
learning
Action Learning
Action learning involves working on real problems,
focusing on learning and actually implementing solutions.
It is a form of learning by doing.
"Managing the unknown
through questioning"
Ref: http://www.ifal.org.uk/
Tools for Reflective Practice
 Before and After Questions
 Case Analysis Questions
 Critical Incident Analysis
 Theory to Practice Checklist
 Analysis of Success
 Exploration of Thoughts, Feelings and Intentions
 Multiple Perspectives Action Learning exercise
Before and After Questions
Before seeing a client
• What are your thoughts before seeing this client?
• What are your feelings before seeing this client?
• Do you have any plans or purposes for this interview?
After seeing a Client
• What are your thoughts now?
• What did you make of that?
• How do you understand this client situation or issue?
• What does this interview, report, etc. suggest about what was influencing your
understandings / practice?
• Were you having any internal thoughts, feelings or reactions during the interview
that you did not share with the client? What were they?
• The idea that you have just expressed, how have you come to know that?
• What would you have liked to have seen happen?
• When you did x what was that about? (eg touched client, non verbal behaviour)
• You said xyz - can you tell be about that?
• Consider your language, what do you think that suggests?
Case Analysis Questions
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Tell me briefly about the case
Who is involved (generate a genogram)
How do you think x felt about the incident / issue / situation?
How do you think x understood or explained the incident / issue /
situation?
Where do you think x generated their ideas or explanations from?
How do you feel about the specific issue / incident / situation?
How do you understand or explain the incident / issue / situation?
Where do you think you have generated your ideas and
explanations from?
Revised Theory to Practice Checklist
Social Policy
Law
Resources
Sociology
Case Outline
Political Context
Values in Social
Care
Psychology
Power and
Identity
SW Method /
Model