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Supervisor training: The next step

Supervisor training: The next step. training for experienced supervisors GTiCP Workshop 2011. STAR 1 – The Story So Far. Laura Golding & Jim Williams. STAR 1 (AKA “DROSS”).

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Supervisor training: The next step

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  1. Supervisor training: The next step training for experienced supervisors GTiCP Workshop 2011

  2. STAR 1 – The Story So Far... Laura Golding & Jim Williams

  3. STAR 1 (AKA “DROSS”) • The (Supervisor Training and Recognition) STAR 1 working group met for the first time in Bury on 9th-10th December 2003 – a largely northern (England & Scotland) grouping. • The idea was conceived by Dave Green and Ian Fleming who coordinated the group and secured SHA funding. • DROSS – the Development and Recognition of Supervisory Skills.

  4. STAR 1 • Key aims to quality assure the training of clinical psychology supervisors and the supervision provided. • Concern/controversy about placement shortages and the potential impact of providing hoops to jump through – vs. the need for quality assurance. • Developed the STAR 1 key learning objectives for Introductory Supervisor Training for clinical psychologists and related professions.

  5. STAR 1 • The original DROSS group met approximately twice a year (Newcastle, Ambleside, Castleton...) – gradually joined by those from the south! • Sharing of research on supervision within the group and development of the DROSS website. • Discussions about the registration of supervisors led, eventually, to the launch of RAPPS...

  6. BPS Register of Applied Psychology Practice Supervisors • The Register of Applied Psychology Practice Supervisors is designed to recognise Chartered Psychologists' special expertise in supervision. The Register is open to all eligible Chartered Psychologists, irrespective of their training background. • Applicants for the Register are required to provide evidence of training in an agreed set of supervision skills. The criteria identify an approach to supervision that is informed by psychological knowledge, research and good practice.

  7. BPS Register of Applied Psychology Practice Supervisors (RAPPS) Registration lasts for five years, and there is a requirement for members to reapply for Registration on this basis. To achieve this successfully, they will need to self-certify that they have engaged in a minimum amount of further training in supervision and also that they have practised as a supervisor for a minimum period within those five years. For more information and FAQs go to:- http://www.bps.org.uk/professional-development/directory-of-supervisors/directory-of-supervisors_home.cfm

  8. Relevant HPC Standards • Standards of Education and Training 5.8: Practice placement supervisors must undertake appropriate practice placement educator training. • Standards of Proficiency for Practitioner Psychologists 1a.8: Registrant practitioner psychologists must understand both the need to keep skills and knowledge up to date and the importance of career-long learning.

  9. STAR 2 Helen Beinart and Sue Clohessy

  10. The story continues..... • GTiCP workshop November 2010 facilitated by HB and LG on advanced supervision competencies • 18 Courses represented • All were providing Introductory Courses in Clinical Supervision based on STAR (DROSS) learning outcomes • STAR 1 a success!

  11. Advanced training • All courses providing workshops for more experienced supervisors but content, delivery, amount varies • Largely responsive to supervisor needs/requests • No coherent purpose, framework or focus • Unclear target audience – refresher/hard to reach/maintenance/master-class

  12. Current topics include: • Leadership, consultation, teamwork • Group supervision • New ways of working • Resilience • Systemic supervision • Feedback • Reflective practice • SR and managing challenges • Supervision of supervision

  13. Discussions included: • STAR learning outcomes are fit for purpose for all levels of ST • These learning outcomes could helpfully viewed in a developmental context for more experienced supervisors • Further learning outcomes to be explored

  14. Actions agreed • Convene a working group to discuss developmental competencies for ST • Adjust STAR 1 learning outcomes accordingly • Check HPC Standards & BPS/DCP guidance • Develop additional learning outcomes • Begin to share/explore common content for post-introductory courses

  15. A little bit of theory... • There are developmental theories for supervisors as well as supervisees • Little empirical support, but often make intuitive sense • Eg see Watkins 1993, Stoltenberg et al 1998, Falander & Shafranske 2004

  16. Watkins 1993 • Main issues supervisors face relate to competency-incompetency identity-identity confusion • More experienced supervisors • Have higher levels of identity & skill • More self aware, autonomous & more facilitative of supervisee growth • Deal with process & boundary issues, & conflict in the SR more effectively

  17. Falender & Shafranske 2004 • New supervisors • Have more role insecurity –eg more likely to be rigid, crisis-oriented, personalise trainee mistakes • As experience grows • Identity as supervisor consolidates & confidence increases • More normative sense of trainee development • Become more open, keen to learn, & open to input from trainee • Increases in empathy & enthusiasm • Integrates aspects of theory, practice, values & experience

  18. See summary table on developmental theories (Falender & Shafranske 2004) • New supervisors • Discomfort with role, identification with own past supervisors, more structured/rigid • More advanced supervisors • Comfortable with role, more focused on learning agenda, realistic, comfortable with mistakes, more focused on relationships, more of a consultative role, sees supervisee as having key responsibilities in supervision

  19. Research? • Not much empirical research, little replication etc • Some research suggests certain supervisor behaviours related to developmental level • More experienced supervisors • Generated more planning statements re: supervisee (Stone 1980) • More verbal & self disclosing (Marikis, Russell & Dell 1985) • Use humour & more likely to attribute difficulties to situational rather than personal factors (Worthington 1984)

  20. Ellis & Dell 1986 suggest the act of supervising alone doesn’t necessarily lead to improved skills in supervision. Improvement occurs through specific training...... .........roll on STAR 2

  21. STAR 2 Working group • Met on 2 occasions – February and October 2011 in Oxford • Shared information and experience • Developed further learning outcomes for experienced supervisor training, which build on those from introductory courses. • Calibrated against HPC/BPS/DCP guidance • Consulted with broader working group • Developed this workshop to share and further refine learning outcomes for experienced ST with broader training community

  22. Next steps • Future planning.......

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