The importance of communication in developing the supervisory relationship

THE IMPORTANCE OF COMMUNICATION IN DEVELOPING THE SUPERVISORY RELATIONSHIP

Sue Fitzpatrick

Tools

Without tools

Accountability

LearningSupport

Proctor (1986), Hughes & Pengelly (1987), Driscoll (2000, 2007)

Clinical Supervision- Communication

Supervisor

SuperviseeOrganisation Proctor (1986), Hughes & Pengelly (1987), Driscoll (2000, 2007)

Clinical Supervision Relationships

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.

What communication skills are necessary to be an effective supervisor

Interpersonal skills Ability to challenge and give corrective

feedback Supportiveness Empathy Emotional intelligence

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

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

Supportiveness Supportive interventions such as - active listening (attending,

paraphrasing, summarising, clarifying)- Encouragement- Empathetic responding- Open body language

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”

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)

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)

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

What hinders? Lack of role clarity Anxiety Supervision History Power

(Mcmahon & Patton 2004 p95)

Role Skill Power FocusManager Monitor, evaluate,

direct, decideHierarchical, Authoritative

Objective, detached, standards, legal

Supporter Listen, understand, be with

Mutual Collaborative

Personal, immerse, wellbeing, subjective

Educator Teach, facilitate, reflect,

ExpertDialogue

Theory, reflection, professional standards, case management

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.

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

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 3rd 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.