Guidelines for RANZCP-Accredited Trainees who Experience Problems in Supervision

What makes a hospital-based psychiatry training program successful? The experience of St Vincent’s Hospital, Sydney

“…The CPR chairs a monthly meeting with the trainees, manages the trainee after-hours roster, and plays a key role in the orientation of trainees, particularly in relation to the training process and in relation to ensuring the requirements for clinical and professional supervision are met. 10,11 Perhaps most importantly, the CPR plays a vital role as leader and role model of the trainee group, taking responsibility (alongside the local director of training) for overseeing and monitoring professional development, work-place activities and the morale of the trainee group, and identifying training and service issues that warrant attention.…”

Clinical Supervision in Advanced Training in Child and Adolescent Psychiatry: A Reflective Practice Model

“…Supervision requires the negotiation of a mutually acceptable contract, which recognizes the power difference between supervisor and trainee and related responsibilities 2 . It also needs to be congruent with trainees’ developmental understanding and skills level to minimize possible structural and interpersonal problems that may occur in supervision 19 . This requires an explicit framework and method to initiate, implement and evaluate the processes and outcomes of supervision, in line with RANZCP guidelines 28…”

“…These specific issues often result in trainees feeling anxious and requesting more direction from supervisors, rather than developing their own reflective skills. ATCAP trainees are likely to experience four or more supervisors during their advanced training, highlighting the need for clear and consistent guidelines to promote the attainment of goals in each rotation 1 , 19 , 20…”

The Training Issues

“…This approach is more likely to perpetuate the well-documented mistakes of the past, than to produce quality supervision. The Committee for Training has also commenced work on these issues with two papers on supervision (one for trainees and one for supervisors),[8], [9] and is engaged in an effort to develop a model for accrediting supervisors.…”