Supervision Workshop

2. Supervision Workshop The role of supervision in improving outcomes for children in resistant environments

3. Aim To focus on supervision as a place for reflective dialogue and critical analysis which leads to action planning

4. Learning Outcomes 1 – to explore sources of resistance and their impact on practice 2 – to consider how different supervision techniques can support practitioners to develop their skills of critical analysis when examining the consequences of decisions made for families.

5. Ref: http://www.devonchildrenstrust.org.uk/wfd/supervision/Model%20for%20an%20Integrated%20Approach%20to%20Supervision.pdf

6. Professional Supervision Clinical supervision as the place for reflective dialogue and critical analysis which leads to action planning.

7. Adult Learning Theory - Kolb What I did What I do next What I felt What I thought Ref: http://serc.carleton.edu/images/introgeo/enviroprojects/kolb_cycle.gif

8. Adult Learning Theory - Ruch Ref: http://www.tandfonline.com/doi/abs/10.1080/02615470220126435

9. Adult Learning Theory – Gibbs Ref: http://project.health.heacademy.ac.uk/p10_oldercarers/refl_magazine/issue2/images/gibbs_reflective_cycle.pdf

10. Critical Reflection – Jan Fook Involves both theory and practice: a clear rationale and analysis and.. A clear and structured process for conducting it

11. Critical Reflection – Jan Fook Aims of critical reflection… - to improve practice by learning directly from experience - By engaging in a process of examining the fundamental assumptions implicit in practice experience - And devising changed thinking and practices from this new awareness - ….And a new way of framing experience

12. Critical Reflection – Jan Fook Involves - Learning from experience and creating practice theory and meaning from it - Ongoing scrutiny of practice - A form of accountability/supervision - A form of personal, professional and organisational learning

13. Action Learning Action learning involves working on real problems, focusing on learning and actually implementing solutions. It is a form of learning by doing. "Managing the unknown through questioning" Ref: http://www.ifal.org.uk/

14. Tools for Reflective Practice • Before and After Questions • Case Analysis Questions • Critical Incident Analysis • Theory to Practice Checklist • Analysis of Success • Exploration of Thoughts, Feelings and Intentions • Multiple Perspectives Action Learning exercise

15. Before seeing a client • What are your thoughts before seeing this client? • What are your feelings before seeing this client? • Do you have any plans or purposes for this interview? After seeing a Client • What are your thoughts now? • What did you make of that? • How do you understand this client situation or issue? • What does this interview, report, etc. suggest about what was influencing your understandings / practice? • Were you having any internal thoughts, feelings or reactions during the interview that you did not share with the client? What were they? • The idea that you have just expressed, how have you come to know that? • What would you have liked to have seen happen? • When you did x what was that about? (eg touched client, non verbal behaviour) • You said xyz - can you tell be about that? • Consider your language, what do you think that suggests? Before and After Questions

16. Tell me briefly about the case • Who is involved (generate a genogram) • How do you think x felt about the incident / issue / situation? • How do you think x understood or explained the incident / issue / situation? • Where do you think x generated their ideas or explanations from? • How do you feel about the specific issue / incident / situation? • How do you understand or explain the incident / issue / situation? • Where do you think you have generated your ideas and explanations from? Case Analysis Questions

17. Revised Theory to Practice Checklist Social Policy Law Resources Sociology Case Outline Political Context Psychology Values in Social Care Power and Identity SW Method / Model