Similarities And Differences In Relation To Professional 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.

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.

Psychotherapy-based models of supervision often feel like a natural postponement of the therapy itself. “Theoretical coordination informs the observation and selection of clinical data for discussion in supervision as well as the meanings and relevance of those data (Falender & Shafaanske, 2008). I feel that this model utilize psychotherapy theory to apply similar techniques used with clients in the supervision setting, as a supervisor I would put emphasis on the importance of client-clinician, and clinician-supervisor relationship.

To make sure that the highest standards are met it is crucial for the practitioner to have personal and professional supervision. Having personal supervision will help the practitioner to stay emotionally stable and well-balanced, safeguarding practitioner will not cause any damage to a client through their emotion state. Professional supervision allows the practitioner to discuss the client’s case, ensuring that the identity is not disclosed with a supervisor. The supervisor can overview the cases and provide a feedback. Supervision helps the practitioner to identify and resolve the problems if occurred. A supervisor can be used as a mentor or independent third party to give an non-biased opinion if anything improper was done or the practitioner has become emotionally or personally involved or whether the arrangements made are working and are of high standard.

|Supervisors all have personal habits which lean towards some of the roles or focus's must choose the interaction required for the supervisees learning|

Learning Outcome 4 4.1 Explain how you support supervisee reflect on their own practice In my opinion, the five major elements that are linked with supervisee’s role and responsibility, job retention or career and practicing skills and emotional health: • Assistance of task, described as the ability of the supervisor for providing work related and tangible guidance • Emotional and social support regarding emotional requirements like stress and work pressure • Maintaining a positive relation with supervisors with the extend that will help them to perform their role more effectively • Effective and positive feedback from supervisor to supervisees and how this will support safe practice, retention rate, and job satisfaction • Suggestions also proposes that long term professional development is vital for supervisees It is often viewed that supervisory

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

When asked what were the most challenging issues in supervision, Ms. Lord stated that dealing with personality differences, supervisee resistance, and training management were issues that stood out the most for her. Ms. Lord described herself as a team player who will do what is necessary to serve her students so if she needs to stay at work later than normal, perform tasks that aren’t necessarily in her job description, etc. that is what she will do. She

Conflict can become a destructive instrument if there is ongoing disagreements. However, role of conflict arises when there exist contradictions between different roles that a supervisor takes on or plays in a criminal justice organization. According to Stojkovic, Kalinich and Klofas (2015), “The source of conflict may be faulty communication

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.

However, while in the case there is no information regarding how the supervisee feels, but the supervisee could feel obligated to stay there and speak with their supervisor due to their professional relationship. Granted, it may be possible that the supervisee feels no obligation to stay and relax, one of the core issues with multiple-role relationships in the training and supervisory process is the potential for abuse of power (Corey, Corey, Corey, & Callanan, 2015). Which leads to the second possible ethical issues of not maintaining clear boundaries between the multiple roles of the

Clinical supervision practicum allowed me to get involved on what has helped me in the process to become an effective teacher. The opportunity to write constructive feedback, interact with a teacher, and together be able to identify instructional concerns and creat opportunities to solve instructional problems has been a remarkable experience. Which in turn, I have cemented my passion for helping teachers to grow, and for that, I am excited about the upcoming year. After I completed the Clinical Supervisor Cycle, I remembered the question I have had since my first class. Will I, as a future supervisor, be able to implement the supervisory behaviors as a process of teaching and learning? Surely, I will embrace the purpose of this process as

Using theories and research such as .. Information given on AICP article gallery they state that two main types of supervision are

The overall expectation is for the supervisor to support the doctoral student in both practical research tasks as well as by providing the necessary material means, while creating an emotionally encouraging learning environment that makes it easier for the student to progress in their studies. According to Gill and Burnard (2008), successful supervisors will help students with any academic and personal problems that could interfere with the smooth running of the research. As phrased by Haksever and Manisali (2000), a doctoral supervisor is expected to provide: (1) direct research related help by supplying aid and support in both the broader sense of critical analysis of the student’s work and precise directions concerning their research, as well as in the narrower sense of helping the student out with methodological and project management issues; (2) indirect research related help, i.e. organizing the use of equipment, providing contacts, offering initial help in locating references, etc.; and (3) personal help in the form of general human support, motivation, and socialization, which is not directly related to the student’s doctoral