Peer Group Supervision: Enhancing Skills and Support

1. Introduction to Peer Group SupervisionKent headteachers AnnualCONFERENCE22.11.18.Presented by Dr Tina Rae

2. Aims • To understand the process of forming of a peer supervision group- contracting • To understand the experience of peer supervision- roles/ pitfalls/ strengths • To clarify how peer group supervision provides a safe place and emotional support whilst developing skills and experience of participants • To consolidate awareness of the continuing need for supervision of supervision

3. A quotation

4. Definition • Supervision is ‘what happens when people who work in the helping professions make a formal arrangement to think with another or others about their work with a view to providing the best possible service to clients, and enhancing their own personal and professional development.’ (Scaife, 2009).

5. Responsibilities in Supervision (which overlap with roles)

6. Educational principles of supervision

7. Models of Supervision

8. Limitations of Supervision models • Too simplistic • Too prescriptive • Do not provide ‘the answers’ • All supervisees are different • Research seems to be suggesting 2 themes: 1. In a crisis we all need structure 2. The most important factor in effective supervision is the relationship (Norcross, 2002)

9. Peer Group Supervision

10. What is Peer group supervision?

11. Functions of Peer Supervision Groups Qualitative analysis by Jenny Hawkey (2004) of peer supervision found these functions to be as follows: • Meeting own emotional needs • Using others as a problem-solving tool • Drawing on others knowledge/resources to broaden scope

12. I don’t need your advice - thanks very much!!!!

13. Pitfalls/traps/games in groups (Houston, 1985, cited in Hawkey, 2004) • Measuring cocks • Ain’t it awful? • We are all so wonderful • Who is the best supervisor? • Hunt the patient

14. 7 factors for effective peer group supervision • 1. equality • 2. supportive culture • 3. structure • 4. place high value on attendance • 5. super ‘plus’ vision • 6. self directed – you are in charge • 7. no ‘post mortems’

15. Experiences of supervision

16. Peer Supervision Groups for Probation Officers Mark Tisdall and Kieran O’Donoghue (2003) • To develop group rapport and emotional safety. • Identify and discuss common problems in our professional practice. • Support and guide each other in managing workplace politics. • Create a forum to discuss professional and practice ethical dilemmas and develop strategies. • Bring positive outcomes of our work as well as problems. • To develop and update knowledge and skills in working with students, parents and other client groups. • To enjoy the sessions and be empowered by them.

17. Function of group supervision According to Rapp, (1998) a strengths based form of group supervision is designed to accomplish three purposes: 1. Support and affirmation 2. Ideas 3. Learning

18. What happens within the session?

19. What happens within the session? Phase 1: The Request-for-Assistance Statement Phase 2: The Questioning Period and Identification of Focus Phase 3: The Feedback Statements Pause period Phase 4: The Supervisee Response Phase 5: Optional Discussion Period (Wilbur et al., 1991). Cited in Akhurst, J.E., & Kelly, K. (2006). Peer group supervision as an adjunct to individual supervision: Optimising learning processes during psychologists’ training. Psychology Teaching Review,12,1, 3-15

20. Supervision for teachers? • Importance of supervision in an SEMH context • Emotional labour of teaching • Historical focus on performance management and inspection as opposed to supervision to enhance performance and foster and maintain well being • Issues regarding need for ‘clinical’ input - 0r can we do this for ourselves? Do we have the skills? How do we keep this process ‘safe’?

21. What are we REALLY trying to prevent? What do you think?

22. A solution focussed model in 6 stages

23. The Model..........

24. Phase 1 casting • The following roles have to be assigned: • Moderator • Case presenter • Consultants • The group agrees on who will be the moderator and he/she then guides the process. Potential case presenters give a brief outline of their case/issue and all other members become consultants for the session

25. Phase 2 Case Presentation • The case presenter has 5-7 minutes to outline case, ensuring important information is presented. • The moderator guides the case presenter by asking clear and focused questions • The consultants listen and then ask 2-3 comprehensive questions which do not include solutions!

26. Phase 3 Key Question • The Moderator asks the Case presenter to formulate 1 key question. The key question will set the focus for the following phases of the peer group supervision • If the case presenter finds this difficult, the moderator can support them by offering several key questions from which to choose from

27. Phase 4 method choice

28. Phase 5 Consultation

29. Phase 6 Conclusion

30. The Professional Contract • what accountability is expected of participants • Code of Ethics & Code of Practice • confidentiality in context • overall ration of supervision to contact hours • participant’s rights, responsibilities, and lines of communication with all employers

31. The Group Working Agreement

32. The task

33. Remember – no one knows as much as all of us!

34. Thank you for listening and participating! • Tinarae@hotmail.co.uk