Improving communication between health and infant mental health professionals utilizing ongoing Collaborative Peer Supervision Groups

Abstract

This article discusses the use of Collaborative Peer Supervision Groups (CPSG) to promote ongoing professional development for those who work with infants, toddlers, and their families. Our model's strength and clinical utility result from its three major components: (a) a relationship-based perspective that acknowledges the important role that feelings and emotions play across the life span, (b) a peer supervision model that helps to ensure that no individual or discipline is "the expert," and (c) a collaborative case-based continuing-education experience. Salient features of forming and maintaining a CPSG group are discussed including access to a Web site containing many key start-up and evaluation materials. Existing barriers to effective communication between disciplines are discussed as are specific methods to structure case data. Additional tools to help anchor a CPSG are considered as are methods of evaluation. Two case presentations are considered to illustrate group process. Lessons learned from such groups are highlighted. Our intent is to provide sufficient background material so that others with a similar interest will be comfortable starting and maintaining a CPSG group on their own. RESUMEN: Este artículo discute el uso de los Grupos de Colaboración y de Supervición de Compañeros (CPSG) como una forma de promover el continuo desarrollo profesional para quienes trabajan con infantes, bebés y sus familias. Los puntos fuertes de nuestro estudio, así como la utilidad clínica resultan de sus tres principales componentes: 1) una perspectiva basada en la relación, la cual reconoce el papel importante que los sentimientos y las emociones juegan a través de la vida; 2) un modelo de supervisión llevada a cabo por los compañeros, el cual ayuda a asegurar que ningún individuo ni disciplina es considerado como "el experto;" y 3) una experiencia educativa continuada y colaborativa que se basa en Use of Collaborative Peer Supervision Groups • 195casos anteriores. Se discuten las características sobresalientes de cómo formar y mantener un grupo CPSG, incluyendo el acceso a sitios electrónicos de la red que contienen muchos materiales claves para comenzar. También se discuten las existentes barreras de la efectiva comunicación entre las disciplinas, y métodos específicos para estructurar la información de los casos. Se consideran en este estudio herramientas adicionales y métodos de evaluación para ayudar a afianzar un grupo CPSG. Para ilustrar el proceso de grupo, se consideran las presentaciones de dos casos. Se subrayan las lecciones aprendidas de tales grupos. Nuestro intento es proveer material e información suficiente para que otros que tienen intereses similares se sientan cómodos comenzando y manteniendo un grupo CPSG por sí mismos.RÉ SUMÉ : Cet article traite de l'utilisation de Groupes de Supervision de Collaboration entre Collègues (abrégé CPSG en anglais) pour promouvoir le développement professionnel continu pour ceux qui travaillent avec des bébés, de jeunes enfants et leurs familles. La for...

Peer Observed Interaction and Structured Evaluation (POISE): A Canadian Experience with Peer Supervision for Genetic Counselors

“…For example, reviewing the case as a group in advance and assuring that feedback is provided promptly would likely decrease any anxiety on the part of the genetic counselors. One peer supervision group recommended planning an initial group orientation meeting to familiarize participants with the ground rules, the setting, and to break the ice (Thomasgard et al 2004). From their study of genetic counselors Zahm et al had some practical recommendations, including a periodic meeting to discuss group rules, procedures, and expectations, as well as creating a flexible group structure and agenda to prevent over-structuring (Zahm et al 2008).…”

“…Whether at a distance or in clinic, professional development activities such as peer supervision deserve to be considered for continuing education units. Continuing education units (CEUs) awarded for peer supervision not only validate the process of professional development but also enhance member participation (Thomasgard et al 2004).…”

Collaboration and integrated services for perinatal mental health: an integrative review

“…The definitional problems are often resolved in the literature by the presentation of various models. Some examples of service models that may represent collaborative or integrated services include: a designated link worker (Allison et al., 2007), having a common manager across services (Allison et al., 2007), multidisciplinary managed and coordinated networks/steering committees (Sullivan, Raynor, & Oates, 2003; Waterhouse, 2009), perinatal multidisciplinary teams (Green et al., 2008; Miller et al., 2009), structured multidisciplinary peer supervision (Thomasgard, Warfield, & Williams, 2004), co‐location of services (Callaly, von Treuer, Dodd, & Berk, 2010; Smith, Howell, Wang, Poschman, & Yonkers, 2009) and the inclusion of the non‐government and voluntary sectors (Miller & Ahmed, 2000).…”

An exploration of staff experience and participation in a perinatal and infant mental health network group

“…This discrepancy may have been due to the inclusion of a broader range of disciplines based across a wider range of community-based programmes and services in the North Cork IMH-NG study rather than solely the inclusion of mental health services as per the current study. Furthermore, both peer support and regular attendance have previously been highlighted as facilitating factors for those participating in collaborative peer supervision groups for staff working within the IMH field (Thomasgard et al 2004). This study contributes to the developing evidence base surrounding the benefits of bring IMH knowledge into AMH practice.…”