Supervision Workshop
The role of supervision in
improving outcomes for children in
resistant environments
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
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
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
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
A clear and structured process for conducting it
Critical Reflection – Jan Fook
Aims of critical reflection…
to improve practice by learning directly from
By engaging in a process of examining the
fundamental assumptions implicit in practice
And devising changed thinking and practices from this
new awareness
….And a new way of framing experience
Critical Reflection – Jan Fook
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
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
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 /
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
Case Outline
Political Context
Values in Social
Power and
SW Method /
Related flashcards
Create Flashcards