Document Title: Models of Supervision
Whilst it can be seen that there are a plethora of definitions throughout the literature; the focus placed
on the models of supervision perhaps offers an understanding of what supervision entails. Possibly,
the most influential model in UK healthcare is that of Proctor (19861, cited in West, 20092). Proctors
work suggested a functional supervisory model based on the following three roles:
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Normative supervision (an administrative/managerial framework that focuses on the
promotion and maintenance of good standards of work and of professional accountability).
Formative supervision (an educational framework that develops individuals to realise their
potential through skills development and learning).
Restorative supervision (a supportive framework that maintains harmonious working
relationships, in addition to supporting the (sometimes) emotional nature of the job.
Heron’s intervention analysis framework (Heron, 19893; Spence et al., 20014; Sloan & Watson, 20025;
Hines-Martin & Robinson, 20066), offers a structure of six categories that aims to support the
understanding of interpersonal relations between a practitioner and a client (Sloan & Watson, 20017).
The six categories are divided into two main themes; authoritative and facilitative:
1
Proctor, B. (1986). Supervision: A co-operative exercise in accountability. In A. Marken & M. Payne
(Eds.), Enabling and Ensuring Supervision in Practice. University of Chicago Press.
2
As reference 1.
3
Heron, J. (1989). Six Category Intervention Analysis (3rd ed.). Surrey: University of Surrey.
4
Spence, S.H., Wilson, J., Kavanagh, D., Strong, J., Worrall, L. (2001). Clinical supervision in four
mental health professions: A review of the evidence. Behaviour Change, 18(3), 135 - 155.
5
Sloan, G., & Watson, H. (2001). John Heron’s six-category intervention analysis: towards
understanding interpersonal relations and progressing the delivery of clinical supervision for mental
health nursing in the United Kingdom. Journal of Advanced Nursing, 36(2), 206–214.
6
Hines-Martin, V., & Robinson, K. (2006). Supervision as professional development for psychiatric
mental health nurses. Clinical Nurse Specialist, 20(6), 293–297. Retrieved from
http://www.ncbi.nlm.nih.gov/pubmed/17149020
7
Sloan, G., & Watson, H. (2001). John Heron’s six-category intervention analysis: towards
understanding interpersonal relations and progressing the delivery of clinical supervision for mental
health nursing in the United Kingdom. Journal of Advanced Nursing, 36(2), 206–214.
© NES 2014
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1. Authoritative
a. Prescriptive – supervisory advice, suggestions and explicit direction.
b. Informative – supervisor imparting knowledge, offering instruction.
c. Confronting – supervisor giving direct feedback and e.g., challenging behaviour and
attitudes.
2. Facilitative
a. Cathartic – enabling the supervisee to discuss emotions and e.g., the release of
tensions.
b. Catalytic – encouraging the supervisee to be reflective and to encourage further selfexploration.
c. Supportive – confirming supervisees’ values, attitudes and actions.
© NES 2014
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