A relational model of supervision for applied psychology practice: professional growth through relating and reflecting

Kennedy, Eilis; Keaney, Caroline; Shaldon, Chris; Canagaratnam, Myooran

doi:10.1080/02667363.2018.1456407

Cited by 15 publications

(10 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Although our focus in this article is on the Global Majority (i.e., Black, Indigenous, and People of Color [BIPOC] globally), the model is flexible enough to incorporate other vantage points (e.g., low-income communities, queer, critical disability, and intersectional perspectives). The proposed framework is informed by current training models, including general models such as the public psychology training model (Chu et al, 2012), the cube model of competency development (Rodolfa et al, 2005), and the relational model of supervision (Kennedy et al, 2018), as well as social-justice-oriented training models such as the QIAN model of cultural humility (Chang et al, 2012) and various critical psychology training models (Castañeda-Sound et al, 2020; Mallinckrodt et al, 2014; Toporek et al, 2009).…”

mentioning

confidence: 99%

The public psychology for liberation training model: A call to transform the discipline.

Neville¹,

Ruedas-Gracia²,

Lee³

et al. 2021

American Psychologist

View full text Add to dashboard Cite

Written against the backdrop of the 2020 twin pandemics of a global health crisis and greater national awareness of structural racism, this article issues a call for psychology to invest in training all psychologists to respond to the social ills of racial and other forms of oppression. We introduce a public psychology for liberation (PPL) training model. Essentially, the model reflects a science, a pedagogical commitment, and practice of, by, and with the people who have been most marginalized in society. The PPL consists of five foundational domains or cross-cutting areas of expertise (e.g., facilitate human relationships; generate reciprocal knowledge and translation) and 10 interrelated lifelong practices (e.g., cultural humility; care and compassion) that foster healing and equity. The model centers the perspectives of the Global Majority, focuses on radical healing and equity, and emphasizes a developmental, culturally grounded, strengths-based approach to training. Various training initiatives consistent with a public psychology for liberation approach are presented.

show abstract

mentioning

confidence: 99%

The public psychology for liberation training model: A call to transform the discipline.

Neville¹,

Ruedas-Gracia²,

Lee³

et al. 2021

American Psychologist

View full text Add to dashboard Cite

show abstract

“…The Relational Model of Supervision for Applied Psychological Practice is a model of supervision characterised by relating and reflecting (Kennedy et al ., ) (see Figure ). Supervision is defined as a work‐based learning relationship where those involved commit to purposefully engage in learning from experience, and where feelings, thoughts, values and attitudes are considered from the perspective of how they may be influencing us in our relationships at work.…”

Section: Relational Model Of Supervisionmentioning

confidence: 95%

Leading Inclusion in Complex Systems: experiences of relational supervision for headteachers

Kennedy¹,

Laverick²

2019

Support for Learning

View full text Add to dashboard Cite

In the current context, effectively including children and young people with additional needs is a challenge for school staff. Conflicting demands placed on teachers, support staff and those who lead them often derail strategic planning for the successful inclusion of all learners. School leaders have to work with complexity and 'mess', whilst containing the often powerful and distressing feelings of children, parents/carers and the staff who care for them. Supporting head teachers to take up their role within complex systems, in ways that promote their on-going learning and development, is vital. Critical are the ways in which their own experiences and feelings can be held to aid thinking. This article outlines some of the constraints currently experienced by head-teachers in England, as well as one potential approach to containment: the provision of relational supervision. The experience of relational supervision, for both supervisee and supervisor, is explored through a case study and some suggestions for future developments offered.Fox (2009) wrote a seminal paper on working with systems and thinking systemically, tracing the evolution of both over the last 70 years. He differentiated

show abstract

“…The interpersonal and collaborative nature of supervision is further emphasised in the quote by Kennedy et al (2018) below: "The core task of supervision is to engage in a relational process that provides containing and security, thus facilitating professional growth through reflection on experience" (p.282).…”

Section: Use Of Verp To Reflect On Attunement In Supervisionmentioning

confidence: 99%

Reflections on the use of Video Enhanced Reflective Practice to enhance a trainee educational psychologist’s attuned interactions in supervision

Strong¹,

Soni²

2021

bpsecp

View full text Add to dashboard Cite

This article reflects on my use of Video Enhanced Reflective Practice (VERP), as a trainee educational psychologist (TEP), to further develop my interactions, level of attunement and confidence to express my psychological opinion with my placement supervisor, within the context of supervision. The project consisted of three cycles of VERP using edited clips from video recordings of three supervision sessions judged to demonstrate ‘better than usual’ interactions, which were reviewed with a VERP guider (the second author). My overall learning goal focused on further strengthening my confidence to express psychological perspectives in supervision, with specific targets identified relating to how I facilitated an equal partnership, shared alternative perspectives, and co-constructed formulations. After three shared reviews, my baseline ratings for all collaboratively agreed learning goals were met. With guidance from the VERP guider, I reflected on how I became more present in supervision sessions, allowed myself thinking time, and received, contributed, and extended my views and hypotheses more confidently. I also noticed and accepted praise more readily which seemed to result in greater confidence and attunement, both in further supervision sessions and other aspects of professional practice. This reflective account outlines the process and outcomes of the project before considering the strengths and limitations of using VERP to facilitate the professional development of TEPs, using the supervisory relationship as a vehicle for development.

show abstract

A relational model of supervision for applied psychology practice: professional growth through relating and reflecting

Cited by 15 publications

References 53 publications

The public psychology for liberation training model: A call to transform the discipline.

The public psychology for liberation training model: A call to transform the discipline.

Leading Inclusion in Complex Systems: experiences of relational supervision for headteachers

Reflections on the use of Video Enhanced Reflective Practice to enhance a trainee educational psychologist’s attuned interactions in supervision

Contact Info

Product

Resources

About