Understanding How Supervision Works and What It Can Achieve

Vec, Tomaž; Vec, Tanja Rupnik; Žorga, Sonja

doi:10.1002/9781118846360.ch5

Cited by 11 publications

(4 citation statements)

References 32 publications

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“…And as Bernard and Goodyear (2014) have rightly indicated, that focus on supervision has truly become "robustly international" in nature. From Slovenia to Sweden, South Korea to South Africa, the United Kingdom to United States, and beyond, the globalization of supervision has been increasingly put on display, and its relevance and reach show no evidence of subsiding (e.g., Bomba, 2012;Long & Eagle, 2014;Gonsalvez, 2014;Ogren & Boalt Boethius, 2014;Son & Ellis, 2013;Vec, Vec, & Zorga, 2014;Watkins, 2012b). In supervision's continued advance, the varied needs considered here call for, even demand, our studious attention and action in the years and decades ahead; through their being better addressed, the immense promise and possibility of clinical supervision stand to be more fully realized, and the hope of building a better supervision internationally moves ever closer to becoming more solidly grounded, concrete reality.…”

Section: Resultsmentioning

confidence: 99%

CONCLUDING REMARKS: Clinical Supervision in the 21^st Century: Revisiting Pressing Needs and Impressing Possibilities

Watkins

2014

APT

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What are some of the most pressing needs currently confronting clinical supervision? In this paper, I give attention to that question. Drawing on two 1990 reviews for comparative purposes, I examine where supervision is now relative to four areas: (a) supervision training and practice; (b) measurement; (c) difference and diversity; and (d) research. Lines of advance, pressing needs, and potential remedies are considered across each area. Effort is made to accentuate the "robustly international" nature of clinical supervision and its increasing globalization.

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Section: Resultsmentioning

confidence: 99%

CONCLUDING REMARKS: Clinical Supervision in the 21^st Century: Revisiting Pressing Needs and Impressing Possibilities

Watkins

2014

APT

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“…Therefore, interventions which are effective in enabling staff to manage negative emotions, may be important for influencing existing ways of working and the quality of care provided. Exploring the emotional impact of their work through accessing regular and effective supervision (Vec et al, 2014) and offering access to mindfulness-based interventions (Donnchadha, 2018) may be of use.…”

Section: Discussionmentioning

confidence: 99%

The informal culture of a direct care staff team supporting people with intellectual disabilities who present with behaviours that challenge

Banks¹,

Fielden

O'Sullivan

et al. 2021

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Purpose Research into culture within intellectual disability services, has predominantly focussed on small group homes in Australia. The current investigation aimed to explore the transferability of the dimensions of culture identified in the literature, to a residential Intellectual Disability service in the UK. The purpose of this study was to better understand the impact of informal culture upon the behaviour of direct care staff, particularly around managing behaviour that challenges. Design/methodology/approach Semi-structured interviews were conducted with direct care staff. Interview transcripts were analysed thematically using template analysis. Findings Themes regarding leadership, perceptions of managers, team functioning, and relationships between direct care staff and service users, were identified, corroborating the existing literature. Additional themes relating to being aware of the risks posed by service users, and the emotional impact of behaviour that challenges, also emerged. Originality/value To the best of the authors’ knowledge, this is the first qualitative study to explore informal culture within a community residential Intellectual Disability service in the UK.

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“…Experiential learning is a key concept of the developmentaleducational model of educational supervision (Kolb, 1984(Kolb, /2014. Learning is also a social process, where the supervisee is influenced by the cultural system of social knowledge and learns the trade with the guide of a more experienced colleague (Vec et al, 2014), a particularly important component in the field of psychiatry, a discipline closely related to the social sciences. Thus, there has been frequent reference to this apprenticeship model in supervision, although there is no clear definition of the term in the context of psychiatry training (MacDonald, 2002).…”

Section: B Conceptual Framework For Educational Supervision In Postgr...mentioning

confidence: 99%

“…Previous research has shown that any feedback which invoked the self potentially carried with it social judgements which might threaten the educational alliance (Pugh & Regehr, 2016;Telio et al, 2015) and there was a tendency for both supervisors and supervisees to interpret performance assessments as part of a judgement of personal worth (Hawe, 2003). The psychological safety within the supervisory relationship would be particularly important as awareness of the residents' own inadequacies might be unpleasant and threatening as they faced their imperfect understanding and subjective theories (Vec et al, 2014). As such, the goals of supervision would be best attained with a trusting supervisor-supervisee relationship.…”

Section: Psychological Safety Within a Trusting Supervisory Relationshipmentioning

confidence: 99%

The conceptualisation of educational supervision in a National Psychiatry Residency Training Program

Tan

Teunissen

Lim

et al. 2022

TAPS

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Introduction: Development of expertise and counselling skills in psychiatry can be mastered only with effective supervision and mentoring. The conceptualisations of educational supervision amongst supervisors and residents were explored in this study to understand how supervisory roles may have been affected by the adoption of competency-based psychiatry residency training. Methods: A qualitative research approach with thematic analysis was adopted. Individual in-depth interviews using a semi-structured interview guide with a purposive sample of six supervisors and six newly graduated residents were conducted. Transcripts of the interview were analysed and coded using the Atlas Ti software. Results: Four major themes emerged from analysis of the transcripts: (1) Meaning and definition of supervision; (2) Expectations and responsibilities of the educational supervisor; (3) Elusiveness of mentoring elements in educational supervision and (4) Personal and professional development of residents in supervision. Supervisors and residents perceived educational supervision narrowly to be transactional with acquisition of knowledge and skills, but residents yearned for more relational interactions. Conclusion: This study showed that the roles and functions of supervisors in educational supervision were unclear. It also highlighted the lack of a mentoring orientation in supervision in the psychiatry residency training program. An emphasis on assessment of competencies might have contributed to tension in the supervisory relationship and lack of a mentoring role, with concerns on residents’ personal and professional identity development in their psychiatry training.

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Understanding How Supervision Works and What It Can Achieve

Cited by 11 publications

References 32 publications

CONCLUDING REMARKS: Clinical Supervision in the 21^st Century: Revisiting Pressing Needs and Impressing Possibilities

CONCLUDING REMARKS: Clinical Supervision in the 21^st Century: Revisiting Pressing Needs and Impressing Possibilities

The informal culture of a direct care staff team supporting people with intellectual disabilities who present with behaviours that challenge

The conceptualisation of educational supervision in a National Psychiatry Residency Training Program

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Understanding How Supervision Works and What It Can Achieve

Cited by 11 publications

References 32 publications

CONCLUDING REMARKS: Clinical Supervision in the 21st Century: Revisiting Pressing Needs and Impressing Possibilities

CONCLUDING REMARKS: Clinical Supervision in the 21st Century: Revisiting Pressing Needs and Impressing Possibilities

The informal culture of a direct care staff team supporting people with intellectual disabilities who present with behaviours that challenge

The conceptualisation of educational supervision in a National Psychiatry Residency Training Program

Contact Info

Product

Resources

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CONCLUDING REMARKS: Clinical Supervision in the 21^st Century: Revisiting Pressing Needs and Impressing Possibilities

CONCLUDING REMARKS: Clinical Supervision in the 21^st Century: Revisiting Pressing Needs and Impressing Possibilities