Evaluation Of A Theory Of Supervision

My supervision is always held in a confidential setting, between myself and my Manager. My Manager records details of what has been discussed, targets identified, and achievement target dates to be met by me and my Manager. This is my personal development plan, and helps me to record training received, training identified, and knowledge gained. My supervision is my opportunity to discuss issues I am concerned about. Sometimes prior to my supervision, I write down notes on issues I want to raise, so that I do not forget whilst in my supervision.

The key principle of supervision is for the worker to be able to carry out their job role as effectively as possible. Enhancing their understanding of their own practise.

Thus, there is a continuous flow of terminology, focus, and technique from the counseling session to the supervision session, and back again. Several illustrations of specific psychotherapy-based supervision models

Thanks Vanessa, you did a great job defining the role and use of supervision. I did not know if you noticed that Our Lady of the Lake mission’s statement is in perfect line with the social worker code of ethics. I would like to share what I found in similarity with our mission statement. According to the National Association of Social Work (2010), the mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers throughout the professions’ history, are foundation of social work’s unique purpose and perspective. Service, Social justice, Dignity, Dignity and worth of the person, Importance of human relationships, Integrity, and Competence. This constellation of core values reflects what is unique to the social work profession. According to Kiser (2012) the field supervisor is key to student learning in any human services internship. Ideally, supervisory relationships are based on trust and mutual understanding. Great job and good luck.

Therefore, the definition of counselling supervision according to counsellingresource.com (2014) is a counsellor or psychotherapist that reviews their employee’s work for the beneficial of their client. Also, discusses about their professional and personal development. Supervisor does not act as a boss, but as a consultant who gives the counsellor further guidance about how they could overcome their issues.

|reach the final stage they have obtained the knowledge and experience to become a supervisor themselves and take responsibility for their own future |

Relevant to Unit 511 in the Level 5 Diploma in Leadership in Health & Social Care Services

Supervisions need to be on-going to be as effective as possible and gives the opportunity to reflect on the development of the staff member. It allows us to reflect and consider outside training for extra support and guidance and the opportunity to refresh skills. Supervisions help build relationships with the individual and improve their quality of work and to give support to their

By having supervisions, we can review our practice with our line manager and we can prioritise opportunities in this, eg, in supervision we can tell our manager about training we feel we need and she can tell us what is available and if there is any suitable job opportunities coming up.

The discrimination model of supervision developed by Bernard & Goodyear, (1998) has three primary focus areas in training novice counselors these include use of intervention, what the supervisee is doing in the session that is observable, conceptualization or how the session work is being conducted and the level of understanding the supervisee has regarding client themes and application of specific counseling session interventions, and personalization, the supervisors own approach or method. This model embeds three essential supervisory roles, teacher, counselor and consultant in providing effective supervision. The teacher's primary

It is important to be aware of one’s limitations, weaknesses and strengths in the delivery of counseling services. Taking into account the cultural values of the client, the support systems and the client’s view of the key parts of his or her makeup (the history of the client) are culture specific (because someone is of the same race does not mean that values will be the same) and does not discount the individual. Sue et al reminds us that multicultural counseling competency looks beyond racial and ethnic minorities and also includes disabilities, sexual orientation, age, and other special populations (Sue, et al, 1992).

Although some clinicians can do it all, the skills set and knowledge needed to supervise a healthcare facility administratively may be far different from that needed to provide effective clinical supervision. To determine these differences and their implications for practice, this paper provides a review of the relevant literature to identify the difference between administrative and clinical supervision and the respective purpose, rights of the supervisee, and the importance of supervisor competence. A summary of the research and important findings are presented in the conclusion.

Counseling supervision, the ethical and legal issues, and the multiple relationships that result is a dynamic topic that presents numerous complex issues. The important functions of the supervisory relationship are to teach counseling through a hands-on process, assess, inform, implement, and evaluate the application of theories, ethical and competent practices to prepare the supervisee for their future profession in the counseling field. However, while supervisors play multiple roles in the supervision process, there are situations and times when the boundaries between therapy and supervision are not always clear. During the supervisory relationship it is vital and of the upmost importance that the supervisor model’s ethical behavior and implements the ethical standards of the counseling profession.

My passion for teaching will continue from a different perspective now. One gain from the supervision cycle is that I now place a higher value on listening and discussing with teachers. I often would ask myself if being a principal is what I want to be, but this great experience has confirmed for me that helping others and seeing them grow is my passion. Glickman, Gordon, and Gordon-Ross (2014) define the clinical supervision cycle as assistance for the enhancement of teaching and learning (Glickman et al., 2014, p. 9). The goal of clinical supervision is to foster teachers’ learning skills, improving instruction and student learning. Therefore, I do want teachers to feel I am there to support them in all aspects through the collaboration based on their individual needs. This experience makes me think that I will always be a teacher and I will always be a learner with teachers; the same way teachers work with students. I want them to be open with me so that together we can implement changes in the least restrictive way possible. I look forward to practicing the clinical supervision cycle with teachers the coming year. I have enjoyed and learned so much in this experience, but one thing stays in my heart is the fact that teachers aim for constructive feedback, this allows many positive opportunities. As I listened to Ms. Aguilar during the post conference, I realized that feedback provides a foundation for a positive teacher- supervisor relationship. By providing appropriate feedback, the teachers understand that the supervisor is genuinely concerned about their growth. This component also enhances a teachers’ self-efficacy and provides an avenue for motivation. The ultimate goal of supervision is for teachers to improve their knowledge and skills in order to make schools a more efficient and effective learning community for all

Supervision strives to make the unit a good learning situation. It should be a teaching-learning process.