Supervision in Partnership The incongruence between support and - - PowerPoint PPT Presentation

Supervision in Partnership

The incongruence between support and challenge

Lee Kirk: RN, RM, MNursing ACSA Western Sydney Local Member Meeting The Hills Community Health Centre, Castle Hill Tuesday, 17 October 2017 5-7pm

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Introduction and background

• Brief professional history
• Personal, professional, as a supervisee and supervisor
• Model of Supervision
• How I came to this model
• Discuss how the FP Model underpins both supporting

(scaffolding) or enabling change (challenging) when explicit agreement is negotiated.

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Partnership

• Partnerships are about ‘giving and receiving’ rather than

‘knowing and telling’

• Supervisor and Supervisee must work closely together, be

involved and actively participating if the supervision relationship is to be productive

• Some degree of separation is required in the Supervisor,

Supervisee relationship such that both bring their different knowledge/resources to a supervision session

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Partnership as implied by Gibran (1992)

‘And stand together yet not too near together: For the pillars of the temple stand apart, And the oak tree and the cypress grow not in each other’s shadow.’

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Family Partnership Supervision Model

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Personal Construct Theory (Kelly)

• Tells us not what to think but rather how to go about

understanding what we do think.

• A person’s processes are psychologically channelised by the

way in which he/she anticipates events.

Both supervisor and supervisee personal constructs play their part. All interpersonal communications also

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Restorative – Formative - Normative

• Restorative: Support, empowerment not control. Recognition
• f stress, the work that enables the practitioner to work with

energy and creativity.

• Formative: Reflection on experience in practice. Develop

professional knowledge and skills

• Normative: Quality, accountability, standards, centrality of

professional practice.

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Supervision Contracting

• Discuss with supervisee
• Sought or forced
• Previous experience of supervision
• Understanding of model – e.g. The Theory of Constructs,

Strengths based.

• Supervision agreement is explicit
• Confidentiality also explicit
• Purposeful nature of the supervision relationship
• Agree, explicit understanding of expectations of the

supervision relationship

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Balancing support and enabling change

• Examples
• Client/patient complaint about supervisee
• Supervisee resistant to reflective practice
• Expert/Medical model preference by supervisee
• Conflict with peers or management
• Disciplinary issues

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Incongruence between support and enabling change if required.

• The Supervisory relationship needs to be sound and based on

the qualities and skills identified in the Family Partnership Model.

• The Supportive role is about empowerment not control, self

awareness and self development.

• Change and development are concerned with influencing the

focus, constructs and practice of supervisees

• Challenging is undertaken in a careful, tentative and

invitational way in partnership with the supervisee

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Skills

Supporting/Scaffolding

• Active listening with

intellectual and emotional attunement

• Listening and responding

empathically

• Prompting and exploring to

gain a clear understanding

Enabling Change/Challenging

• Advanced empathy
• Use of reflection and

summarising

• Explore supervisees

constructs

• Enabling change in ideas
• Negotiation of a way forward
• E.g. Problem management

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Interpersonal Skills of Supervisor

• Listen, attend fully, be present and listen for what the

situation means to the supervisee

• Show Empathy – try to understand what it is like for them.

Empathy can be shown even if you disagree with their behaviour.

• Summarise what the supervisee has expressed to ensure your

understanding and show you are listening.

• Share how the session will proceed when a focus or focuses

for the session are clear

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Tips

• Explicit supervisor and supervisee responsibilities
• Model the model – discuss the model with the supervisee
• Ask rather than tell
• A constructive, critical examination of the supervisee’s constructs.
• Work together to achieve mutual respect i.e. Unconditional Positive

Regard

• Use their own words/constructs ( e.g. disputation of conflicting

information)

• Hone the skills of enabling change (an iron fist in a silk purse)
• Never assume that the supervisee is at the same place they were

the last time you saw them.

• Problem management of identified issues requires explicit

exploration of goals, strategies and implementation plans

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References

• Braun,D,Davis,H. & Mansfield, P. (2006). How Helping Works:

Towards Shared Model of Process. London: ParentlinePlus

• Ellis,M. Version1.0, Family Partnership Model: Supervision

Course Handbook. The Centre for Parent and Child Support: London

• NSW Health, HETI Health Education & Training Institute

(2013). The Superguide, A Supervision Continuum for Nurses and Midwives

• Davis, H., & Day, C. (2010). Working in Partnership: The Family

Partnership Model. London: The Psychological Corporation

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