1. THE IMPORTANCE OF COMMUNICATION IN DEVELOPING THE SUPERVISORY RELATIONSHIP Sue Fitzpatrick

2. Tools

3. Without tools

4. Accountability Learning Support Proctor (1986), Hughes & Pengelly (1987), Driscoll (2000, 2007) Clinical Supervision- Communication

5. Supervisor Supervisee Organisation Proctor (1986), Hughes & Pengelly (1987), Driscoll (2000, 2007) Clinical Supervision Relationships

6. The role of the relationship in supervision  Critical to the success of supervision.  Essential in establishing change and learning.  Quality of supervision is affected by the quality of the supervisory relationship – choice.  Provides learning opportunities for supervisor and supervisee as a result of the interaction.  Provides different experience with each individual.

7. What communication skills are necessary to be an effective supervisor  Interpersonal skills  Ability to challenge and give corrective feedback  Supportiveness  Empathy  Emotional intelligence

8. Ability to challenge and give corrective feedback  Usually beginning supervisor more comfortable with supportive interventions  Belief that feedback will create negative relationship  Potential for harm if not challenged especially when clients are involved  Must be able to confront, challenge to achieve supervisee growth  Empathise yes but challenge to push them to do better  Should challenge but should not increase anxiety such that it damages the relationship  Tailor the feedback to the supervisee

9. Interpersonal skills  Essential for building the relationship as well as teaching and modelling.  Intervention techniques both direct and indirect - Direct – Feedback - Indirect – Metaphors, self disclosure, reframing  Ability to work collaboratively

10. Supportiveness  Supportive interventions such as - active listening (attending, paraphrasing, summarising, clarifying) - Encouragement - Empathetic responding - Open body language

11. Empathy  Can help supervisor be both supportive and challenging  Can be conveyed in the context of self-disclosure e.g. “This is a common problem for clinicians, when I was in my first year I was afraid that I was going to kill someone with a wrong clinical decision, it is still sometimes hard to know when to be cautious”

12. Emotional Intelligence  Ability to review and discuss the supervisory relationship itself  Ability to take on feedback about your supervision skills  Need to understand your own feelings as a supervisor to be able to help supervisee understand theirs and that of their clients  Explore the impact and implication of strong emotions on practice (not counselling)

13. Challenging dynamics  What am I noticing?  How does this differ from my usual feelings with this supervisee or in supervision?  What are we not talking about?  What information is implied, not defined or available?  Who is carrying responsibility for the situation and I do think that is reasonable?  What am I feeling right now about the situation?  How am I contributing to the situation?  What can I do differently? (Davys & Beddoe 2010 p176)

14. What helps?  Trust  Supervisor self-disclosure  Specific concise feedback  Style and model of supervision  Availability (time and space)

15. What hinders?  Lack of role clarity  Anxiety  Supervision History  Power ( Mcmahon & Patton 2004 p95) RoleSkillPowerFocus ManagerMonitor, evaluate, direct, decide Hierarchical, Authoritative Objective, detached, standards, legal SupporterListen, understand, be with Mutual Collaborative Personal, immerse, wellbeing, subjective EducatorTeach, facilitate, reflect, Expert Dialogue Theory, reflection, professional standards, case management

16. Supervision sense  Supervision is like any specialist skill, it requires specific learning, skill-set and updating of knowledge.  Good clinicians don’t automatically make good supervisors.  Have a model of supervision you like.  Model the supervision you wish you had.  Supervisors need supervision.

17. References  Proctor, B. (1986) Supervision: a co-operative exercise in accountability. In : Marken, M., Payne, M (eds).Enabling and ensuring supervision in practice. National youth Bureau, Council for Education and training in youth and Community Work, Leicester, pp21-34.  Hughes & Pengelly (1987) in Driscoll, J. (2000) Practicing Clinical Supervision, A reflective approach. Harcourt Publishers, London, UK  Davys, A., Beddoe, L. (2010) Best Practice in Professional Supervision. Jessica Kingsley Publishing, London UK.  McMahon, C., Patton, W. (2004) Supervision In The Helping Professions – a practical approach. Pearson Education Australia

18. Helpful reading  McMahon, C., Patton, W. (2004) Supervision In The Helping Professions – a practical approach. Pearson Education Australia  Morrison, T. (2006) Staff Supervision in Social Care. Pavilion Publishing Brighton UK.  Proctor, B. (2008) Group Supervision, A Guide To Creative Practice. Sage publications London UK  Davys, A., Beddoe, L. (2010) Best Practice in Professional Supervision. Jessica Kingsley Publishing, London UK.  Hawkins, P., Shohet, R. (2006) Supervision In The Helping Professions 3 rd Ed. Open University Press London UK.  Van Ooijen, E. (2003) Clinical Supervision Made Easy. Elsevier Ltd London UK  Campbell, J.M. (2000) Becoming an Effective Supervisor. Taylor and Francis, Philadelphia USA.  Carroll, M., Gilbert, M.C. (2006) On Being a Supervisee. PsychcOz Publications, Victoria Australia.