SUPERVISION PRACTICE GUIDANCE

RELATED CHAPTER

Supervision Policy

Version 51

Contents Page No.

1. Intro 32. Building the supervision relationship 43. Past experience / supervision history 54. Expectations in supervision 65. Learning styles (Honey and Munford and KOLB) 66. Supervision Agreement 87. 4x4x4 model 98. Personal development and action planning 169. Models for observations (Integrated / YORK) 1710. Process recording – embedding into practice 1811. Wishes and feeling of children 1812. Anchor principles 2013. Discrepancy matrix 2014. Group supervision models (Croydon and SofS) 2015. Case progressions 21

Appendices:

1 4x4x4 model 222 Self reflection tool 233 Expectations of supervision 254 Learning styles 275 Supervision Agreement examples 326 Personal Action and Personal development plan template 377 Templates for recording direct observations 438 Process recording Template 449 Mind Map 45 10 Anchor principles 4611 Discrepancy Matrix 5012 Group Supervision 52

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1 Intro

Kent County Council, Children, Young People and Education Directorate are committed to offering

our staff high quality supervision and recognise that supervision is the single most important

organisational process. It is how managers can be reassured that the necessary work to keep

children safe is being carried out; it gives practitioners an opportunity to reflect on their work

thoughtfully and analytically and it is the place where the connections can be made between

individual practice experience and career progression and continual professional development.

Kent County Council’s (KCC’s) new revised Specialist Children Services (SCS) Supervision Policy

2017, clearly defines and sets out’s the councils clear expectations as to the “offer” that should be

made to all staff in regards supervision.

This Practice Guidance should be read in conjunction with that policy. It aims to build on the

definitions and expectations by providing clear in depth guidance along with different models and

tools that can aid and support supervisors in their task of developing a supportive reflective

supervision culture within their teams.

This guidance references many different tools and models that are widely available but particularly

embeds the learning from the Research In Practice supervision project and the tools and models

that are available through this. This can be accessed through workers use of their Research In

Practice membership on line at www.rip.org.uk . As a learning reflective organisation, Kent County

Council, actively promotes the use of such tools and models and will encourage supervisors to

share new material through peer to peer relationships as well as through a single on-line

supervision collation point.

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2 Building the supervision relationship:

In order to build an effective supervision relationship, those supervising need to consider not just how they develop the individual relationships within supervision, but also how do they create a team culture where supervision is valued?

From the outset it is important that the Supervisor considers both the physical and emotional aspects of supervision:

The physical aspects of supervision including the actual physical space can often be overlooked; however these are essential in sending a clear message with the team as to the importance of supervision. The physical space for supervision needs to be private, it should be appropriately equipped and promote workers feeling that it is a safe space to sit, reflect and discuss sensitive information about their service users and themselves confidentially.

Timings of supervision and the regularity / consistency / and priority also need to be set by supervisors as this also send a clear message to the importance of this time.

Supervision time itself should be protected time (as laid out in the supervision policy). It should be free from distractions / interruptions, (unless there are suitable urgent issues that need dealing with, in which case contingencies such as further protected time should be set out as per the supervision agreement)

Where it is agreed between supervisor and supervisee to use a computer during this time, it should also be agreed that any distractions this may create, (such as emails / skype) are kept to a minimum and are switched off.

Active Listening

It is important that throughout supervision, the supervisor ensures they are available to be an active listener. This means them taking appropriate time and action to prepare themselves for the supervision session, so that they can remain focussed for the duration of the session.

In order for a successful supervisory relationship to be built, the supervisor and supervisee need to think about a number of aspects to ensure that the relationship is a successful one, that allows for the right balance of Management / Mediation / Support / Development. These 4 functions of supervision are highlighted by Morrison / Wonnacott in the 4x4x4 model. (Appendix 1)

To achieve this, the supervisor needs to understand the complex dynamics that play out within the team that they find themselves and also within the supervision relationship, (both in group and individual settings).

To begin this process the supervisor needs to have a clear understanding of themselves and to be aware of their own strengths and weaknesses and learning styles. It is also important that the Supervisor shares with the worker their own professional experience / skills and knowledge whilst also exploring with the supervisee their own history, and their professional experience and value

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base. (This will help shape the supervision relationship / agreement and personal development plan of the supervisee, as outlined later in this guidance).

The use of self-reflection tools are helpful to allow supervisors to understand their strengths and weaknesses, so that they can be acknowledged in their own supervision as well as acknowledging this for themselves when supervising others. (Appendix 2 – example of self reflection tool).

3 Supervision History:

At the start of developing a supervisory relationship it is also important for both the supervisor and supervisee to be open about their previous experiences of supervision and to be able to identify and talk through what approaches have been helpful and what have been less helpful in regards supporting them with decision making and with their learning and development.

Supervisees may well bring with them anxieties / fears and / or hopes regarding supervision based on their previous experience and therefore it is important to explore these, so that both supervisee and supervisor can identify potential enablers and barriers to learning.

The tool below may be helpful to use with Supervisees when exploring their Supervision History.

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4 Expectations of and within supervision:

Due to people’s previous experiences of being supervised, supervisees will bring with them thoughts, hopes and anxieties about supervision. Within this, they will also have some expectations as to what supervision will provide for them and it is important that this is again explored to ensure that both supervisees and supervisors are clear with each other as to the meaning / purpose of supervision.

Appendix 3 is a useful tool that can be used between supervisor and supervisee to explore their expectations: It is available through Research in Practice:

https://www.rip.org.uk/resources/publications/practice-tools-and-guides/reflective-supervision-resource-pack-2017

5 Learning styles:

It is imperative that at the start of any supervisory relationship, the supervisor explores with the supervisee their learning styles and considers this in relation to KOLB’s adult learning theory, to ensure that workers are given the best opportunity to learn.

Different people have different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. There is no right mix, nor are styles fixed. You can develop ability in less dominant styles, as well as further develop styles that you already use well.

Workers will tend to enter the adult learning cycle at their preferred learning styles and it is important that supervisors identify where these are in order to support workers to move around the cycle to aid their learning.

It is also important to ensure that the Supervisor themselves does not constantly provide learning opportunities to their supervisee in the preferred style of the Supervisor themselves, and ensures that different material and learning opportunities are tailored to the learning style of the supervisee.

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Characteristics of the four learning styles

Activists Reflectors Pragmatists Theorists

Strengths Doing Things

Putting Ideas into action

Enjoy change and variety

Acting Quickly

Collection of data from variety of sources

Looking at situations from various perspectives and grasping the big picture

Practical application of ideas

Integrating theory into practice

Decision making in organisations

Getting things done

Creating theoretical models

Thoroughness

Industriousness

Verbal skills

Developing and working with systems

Preferences New experiences

Taking Risks

Getting involved in activities with people

Getting things done

More interested in people (how they behave and how they feel) than in structures

To get involved directly and then reflect on the experience

More concerned with processes than outcomes

More interested in structural aspects of situations than in people

“hands on” experience

Dealing with ideas

Solving problems

To know the experts view

To work alone

Concerned about Personal Relevance

Doing what interests them

Personal meaning

The feeling of others

Maintaining wide ranging interests

Harmony

Testing things out to get correct solution

Practical application of what they learn

Details

Quality of information

Accuracy of facts

Personal effectivenessIntellectual ability

The use of tools to identify a supervisee’s learning style is important in supporting them with their learning and development. Models such as the Honey and Munford learning style questionnaire and Neil Flemings V.A.R.K model are good tools to use to enable supervisors discuss with the supervisee their preferred learning style.

http://vark-learn.com/the-vark-questionnaire/

Appendix 4 – Honey and Munford questionnaire

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6 Supervision Agreement

The process of developing Individual Supervision Agreements is as important as the written document itself. This process should begin at the first supervision session, though may take more than one session to complete.

The agreement should be negotiated between the supervisee and supervisor and should clarify expectations and set out what actions each will take in order to create a safe, secure and effective supervisory relationship. It should cover the following areas:

The purpose of supervision;

The frequency of supervision;

The duration of supervision;

The venue for supervision sessions (note: this should always be in a private room where others cannot easily overhear);

Any specific responsibilities or expectations of both supervisor and supervisee;

Arrangements by the supervisor to observe practice i.e. joint visits to families, observing meetings;

The recording of supervision - should set out requirements for the recording of case discussion on case notes and separate recording of professional development and non-case work related issues, including where and how records will be kept to safeguard confidentiality;

The arrangements for unplanned informal and impromptu supervision, and the responsibilities for case recording linked to this;

Management of the complaints and review process; and also of disagreement and mediation issues;

Clarity about the confidentiality boundaries of supervision and agreement on how and when information will be shared with others e.g. line managers;

The practical arrangements (e.g. the process if supervision has to be cancelled/re-arranged, an agreement that supervision will be uninterrupted, the anticipated length of each session, etc);

The arrangements for agenda setting (e.g. both parties to submit agenda items before the session, or at the start of the session) and agreement about standing items;

An expectation of the preparation required by both parties prior to supervision;

An acknowledgement that supervision sessions will be observed in order to promote the supervisors skill and expertise and with a view to enhancing the supervision experience.

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Each Individual Supervision Agreement will be different and should be regarded as a “living” document that is reviewed and updated according to the changing needs of the supervisee. An example of this may be where the frequency of supervision has been initially set, but this is subsequently changed as the member of staff develops professional competence, confidence and authority in their role. As a minimum, the agreement should be reviewed annually.

In some circumstances, staff employed by Specialist Children’s Services or the Disabled Children’s Service provide regular professional advice, support and consultation to community-based staff employed by other agencies, directorates or divisions of Children, Young People and Education. In all such cases, a supervision agreement should be drawn up which accurately reflects the line management accountability for the individual’s work including any case work decisions taken.

To support supervisors with this there are some examples in Appendix 5

It should be noted that these are examples and although supervisors can use them to support in forming a template, they should be personalised to the individual needs of the supervisee as highlighted through the discussions regarding workers own experience, knowledge, skill set and supervision history/expectations/learning styles.

7. The 4x4x4 model of Supervision

The supervision process itself is a complicated process that requires thoughtful preparation and delivery by both the supervisor and the supervisee.

To help understand the complexities of supervision, Kent County Council has acknowledged the work of Tony Morrison and Jane Wonnacott who have written extensively about the need to embed good quality reflective supervision throughout the organisation in order for social workers to be able to deliver good quality services and ultimately achieve positive outcome for service users.

This is often referred to the Supervision-Outcome chain:

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Reflective supervision should allow for exploration and critical analysis of practice, but this will only be achieved if the supervisory relationship is grounded within a secure professional relationship where the supervisor takes time to understand and assess the supervisee’s strengths and weaknesses.

Professional practice, and worker/service user dynamics need to be critically analysed, and the impact of the worker’s emotions on thoughts and actions explored.

“At its best reflective supervision offers as safe space for practitioners to slow down and think, explore possibilities, look for meaning and a way to do their work well”. (RiP 2017)

With this is mind Morrison and Wonnacott established the integrated 4x4x4 model which provides a coherent, practical, and well-tested framework to integrate these different but connected elements of supervision. (Appendix 1)

The 4x4x4 model sets out:

The 4 key stake holders who benefit from good quality reflective supervision Introduces Kolb’s reflective learning cycle Introduces the idea of the four functions of supervision.

The four stake holders:

It is important to understand that good quality supervision doesn’t just impact directly on the supervisee, it also has significant wider benefits for a number of other people: Within the 4x4x4 model these stakeholders are identified as:

Service users. Supervisees. The organisation, as represented by the supervisor. Partners such as other agencies or professionals whose engagement is required

The benefits to these groups are highlighted in the diagram below:

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Kolb’s reflective cycle:

Kolb proposes that experiential learning has six main characteristics:

Learning is best conceived as a process, not in terms of outcomes. Learning is a continuous process grounded in experience. Learning requires the resolution of conflicts between dialectically opposed modes of

adaptation to the world (learning is by its very nature full of tension). Learning is a holistic process of adaptation to the world. Learning involves transactions between the person and the environment. Learning is the process of creating knowledge that is the result of the transaction between

social knowledge and personal knowledge.

Kolb's experiential learning style theory is typically represented by a four stage learning cycle in which the learner 'touches all the bases':

1. Concrete experience (feeling): Learning from specific experiences and relating to people. Sensitive to other's feelings. 2. Reflective observation (watching): Observing before making a judgment by viewing the environment from different perspectives. Look for the meaning of things. 3. Abstract conceptualization (thinking): Logical analysis of ideas and acting on intellectual understanding of a situation. 4. Active experimentation (doing): Ability to get things done by influencing people and events through action. Includes risk-taking.

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It is clear to see how individuals with different learning styles can potentially place themselves in this cycle with their preferred style. Effective learning is seen when a person progresses through a cycle of the four stages above.

The four key functions:

The four key functions of supervision are:

Competent, accountable performance/practice (management function) Engaging the individual with the organisation (mediation function) Personal support (support function) Continuing professional development (development function)

It is important that supervisors ensure that all four key functions of supervision are explored throughout the supervision relationship. It is likely that at times there may not be an equal balance of all four functions covered within the one session due to the needs of the supervisee / needs of the organisation. However, it is imperative that the supervisor is aware of all 4 aspects to ensure that during future sessions, each function is given due weight.

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Four functions of supervision

MANAGEMENT

Worker understands roles and responsibilities

Policies and procedures are understood

Appropraie workload allocated and discussed

MEDIATION

Brief managers on gaps

Allocate resources effectively

Negotiate and clarify roles and responsibilities

Involve staff in decision making

SUPPORT

Safe environment for worker to look at their practice and impact

on themselves

Clarify boundaries

Explore discrimination

Monitor overall health

DEVELOPMENT

Understand workers competence, skills, knowledge

Understand workers learning styles

Understand workers ability to reflect on work

The following is a guide and not an exhaustive checklist of those areas that should be addressed during supervision sessions.

Management / Accountability Function

The objectives of this function are to ensure:

There is an open culture which is supportive to the individual, is responsive to their learning style, encourages their potential and enhances their motivation.

The supervisor provides recognition of the supervisee's achievements. The high quality of service, for which managers are accountable, is achieved, maintained

and enhanced. Record the required actions of members of staff between supervision sessions. The supervisee acts as a positive member of their volunteer group, their Team and of the

Service. Intervention plans for young people and their families are made and reviewed and that the

supervisee has carried out the relevant statutory responsibilities. The workload and the overall quality of the performance of the supervisee is monitored

and maintained. The policies and procedures of services within Specialist Children Services and other

relevant services are understood and followed. Relevant information about the Service’s activities is shared with the supervisee.

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The supervisee understands her/his role and responsibilities, knows when the supervisor expects to be consulted and is clear as to the limits and use of their personal and statutory authority.

The content of work is reviewed regularly in accordance with policies and procedures, legal requirements, National Standards and Service targets where they apply.

The basis for decisions is clear to the supervisee and made explicit in supervision records. Case records, including all assessments, plans and contacts are maintained according to

Specialist Children service’s policies. The supervisee uses appropriate time management. Objectives are set for the supervisee and their development & training needs are agreed

through the appraisal process. There is clarity with regard to the relationship between supervision and other formal

procedures which may need to be used to both address concerns and facilitate information-gathering relating to the conduct and competence of either the supervisee or of others.

That any fundamental changes to the supervisee's conditions of service are identified and responded to accordingly

The Mediation Function:

The objectives of this function are to:

The supervisor is responsible under this function to act as a bridge between the supervisee and the requirements that Specialist Children Services and the County Council / partner agency has of them as an employee.

This will necessitate the supervisor representing the principles of the service within supervision and being clear as to what the service is expecting of the supervisee.

Keeping the supervisee up to date with key service developments as they impact on the role of the supervisee.

Ensuring the awareness of the service priorities (as detailed in an annual plan) for the services within Specialist Children Services.

Exploring any tension for the supervisee between their views and the policy positions of the Service – and where, if of assistance, the outcomes from these discussions should be fed upwards within the management structure for the Specialist Children Services to enable wider consideration.

The Supportive Function:

The objectives of this function are to:

Provide positive feedback and praise. Facilitate the need for staff to explore other options for support within either the

Specialist Children Services, Kent County Council or parent agency. Create a supportive climate for the supervisee to look at her/his work and its impact on

them. Debrief the supervisee and give her/him permission to talk about feelings, especially fear,

anger, sadness, repulsion or helplessness, arising from her/his work. Help the supervisee to explore emotional blocks to her/his work including issues about

discrimination.14

Support supervisees who are subject to any form of abuse either from service users or from colleagues, whether this be physical, psychological or discriminatory.

Monitor the overall health and emotional functioning of the supervisee, especially with regard to the effects of stress.

Ensure assistance is available to supervisees who are subject to a complaint. Help the supervisee reflect on difficulties in colleague relationships, to assist the supervisee

in resolving conflict. Provide an environment where disclosure or whistle-blowing is made possible.

The pain of working with abuse should not be overlooked or minimised and practitioners should be enabled to express and explore their feelings. These are likely to be pertinent to the situation which the child is experiencing. Leaving these areas unaddressed may lead to confusion in the practitioner about what is emotional pain and what is stress.

What is the supervisor going to take to their own supervision? Supervisors should not underestimate the impact of the work on themselves. Even though they may not be directly experiencing the emotional content in relation to the child.

The Development Function:

The objectives of this function are to:

Develop the competence of the supervisee, where possible, in line with relevant national standards.

Develop the supervisee’s competence in line with the core competencies required of their role.

Develop an understanding of the supervisee's skills, knowledge and individual contribution to their responsibilities within Specialist Children services

Explore diversity and equality issues and how they impact on his/her work and practice. Jointly review the supervisee's training and development needs and assess how effectively

those needs are being met.

Supervisors should identify with the supervisee, areas where specialist consultation, specific knowledge or additional training may be required in order to support the supervisee in working the case effectively and safely. Supervisors should help the supervisee ‘know what they don’t know’ and should be familiar with the concept of conscious and unconscious (in)competence:

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As workers develop their experience / skills and knowledge Supervisors will need to potentially change their approach with workers to continue to support them in their development.

Blanchard’s situational leadership model clearly outline this:

8 Personal Development Plans:

It is important that supervisors ensure that supervisee’s ongoing learning needs are addressed through the use of a personal action and personal development plan as set out within KCC’s policy and guidance.

http://knet/ourcouncil/Managing-performance/Pages/Plans.aspx

It is important that the worker feels they are contributing to the wider team and organisational goals alongside being able to work effectively and achieve positive outcomes for their service users. In order to achieve this, the action plan and development plan should set out what the wider organisational / team objectives are and ensure that the worker has opportunity to explore their learning and developmental needs for them to be able to continue to work effectively.

Copy of the Personal action and personal development plan can be found in Appendix 6

In line with KCC’s Total Contribution Pay Process (TCP), Plans should be agreed every year (March / April) and a review planned after 6 months (September / October), to monitor progress against the agreed action and development plan.

http://knet/ourcouncil/Managing-performance/Pages/TCP-explained.aspx

9 Models of observations:

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The supervisor needs to be active in developing the worker’s practice skills either through co-working a case, providing observation and feedback of the worker, or through setting up other coaching, co-working, or observational opportunities. It is suggested that the supervisor carries out at least one direct observation per year to aid learning and development.

There are a variety of observation models, but 2 well-known models that have been embedded throughout social work practice are:

Integrated Model York Model

Integrated Model – This allows opportunity for the supervisee to shadow a more experienced worker before being given the opportunity to carry out the work themselves. The process is as follows:

1. Shadowing practice supervisor/educator Student gives feedback on supervisor/educator’s practice Supervisor/educator seeks service user feedback Supervisor/educator supports student to explore thoughts and feelings and to

identify learning

2. Joint working Shared responsibilities Student gives feedback on practice Supervisor/educator seeks service user feedback Supervisor/educator provides feedback to student on their practice

3. Student takes lead Supervisor/educator mainly observes although does engage Supervisor/educator gives feedback and supports with in depth self evaluation Student seeks feedback from service user

4. Observation Agree assessment objectives beforehand Service user permission sought Student self evaluates practice Supervisor/educator provides feedback Student gains service user feedback Student and supervisor/educator work in partnership to reach assessment

judgements

Based on Doel in Shardlow, S. and Doel, S (1996) Practice Learning and Teaching. London: Macmillan Press Ltd.

York Collaborative Model - This allows opportunity for the observer to clarify with the worker being observed the purpose of the observation, and key areas that the observation is to focus on and give feedback on:

Before the observation17

Student and observer set assessment objectives – 2/3 eachDecide what they want to get/give feedback onCan be areas that need development or where the student needs affirmation of good practice

After the observationAsk the student to give their evaluation firstDiscussion about what went well, not so well and what the student learned

Koprowska, J., Hicks, L., McCluskey, U., Fisher, T. & Wishart, J. (1999)Facts, Feelings and Feedback: a collaborative model for direct observation. York University

Templates for recording direct observations can be found in Appendix 7

10 Process recording – embedding into practice

Process recording is often used with social workers. It is an opportunity for a worker to slow down their thinking and reflect on the conscious and unconscious processes that happen between a worker engaging with a service user.

It allows the worker to explore and understand in detail what happens alongside the spoken dialogue, as well as to understand the importance of reading and understanding nonverbal communication, understanding how both the service user and themselves feel during the discourse and how these feelings (in particular in regards projection, transference and counter transference) can impact on both the service user and worker’s interaction.

There are a number of templates that can be used to aid the social worker and their supervisor to complete this work, Appendix 8 is just one example of what can be used to allow the worker opportunity to explore the dynamics within an engagement with a service user and in particular to focus on the non verbal communication and the feelings and behaviours that can arise throughout such a session.

It is suggested that a worker and their supervisor should ensure that one piece of process recording is completed once a year to support ongoing learning and development.

11 Wishes and feelings of children:

It is imperative throughout supervision that the supervisor ensures that the wishes and feelings of children are explored and captured by the worker and that the worker and supervisor clearly understand what impact the child’s lived experience is having on their development.

‘Lord Laming reiterated the importance of frontline professionals getting to know children as individual people and, as a matter of routine, considering how their situation feels to them. Ofsted’s evaluation of 50 Serious Case Reviews conducted between April 2007 and 31 March 2008 highlighted ‘ the failure of all professionals to see the situation form the child’s perspective and experience; to see and speak to children; to listen to what they said, to observe how they were and to take serious account of their views in supporting their needs as probably the single most consistent failure in safeguarding work with children’. Working Together 2010

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In busy pressurised working environments, supervision may be one of the only opportunities for practitioners to be able to reflect upon the extent to which they are seeing the situation from the child’s perspective.

The Supervisor needs to ensure that they:

Ask when the children were last seen and in what context. In all cases supervisors need to get into the habit of asking the practitioner to describe for themselves what it is like to be a child in this family or placement. What is it like to wake up in that house, to eat a meal there, to come home from school there, to go to bed there…….

Supervisors are central in this process. The key to striking a reasonable balance is in being absolutely clear about what is bad for children and what constitutes unacceptable care. That line must be held while supporting and enabling parents to do what is required of them to make good the deficits in the care they provide. This can only be achieved by avoiding colluding with damaging behaviour and being clear about what needs to change. Even when change is evidently not achievable it should be possible to make this and the inevitable consequences explicit to parents in a way that is respectful, compassionate and kind.

Where children are in care, efforts should be made to ensure that positive contact is promoted between the child and their birth family. This will require the practitioner to engage and work with parents wherever possible.

Supervisors need to ask the supervisee about what services for the adults concerned have been considered. This will include ensuring that parents have access to services which will help to address the difficulties they are experiencing e.g. counselling for childhood abuse, treatment for substance misuse services, or services to support women suffering, violence and so on. Many of the abusing or troubled parents that are worked with may have been abused and troubled children themselves and will be experiencing multiple disadvantage.

Supervisors need to explore the potential for ‘false optimism’ or professional avoidance. They need to explore with the supervisee examples (evidence) of working in partnership or ensure that they are clear about why partnership is not possible. Check that the practitioner is able to distinguish between passive compliance and active partnership.

‘Partnership is not about equal power, but about people working together towards a common goal. It is about empowerment, about families having sufficient information to be able to understand and contribute to planning and having some power to influence the outcome’. (Tunnard and Ryan What Does the Children Act Mean for Family members - Children and Society 1991)

The Mind Map in Appendix 9 is a useful tool for reflective thinking and considering the experience of the child within the family. 12 Anchor principles:

The Anchor Principles is a tool developed through Research in Practice. The five-question framework can be used in supervision as a simple and practical way to help supervisors support and promote analytical thinking with their supervisees.

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The five key questions are:

What is the assessment for? What is the story? What is the meaning of the story? What needs to happen? How do we know we are making progress?

Appendix 10 shows subsequent questions to aid the supervisor and supervisee explore these 5 key questions and to encourage reflective thinking and analysis.

The recording of such key questions being asked within supervision is a way of evidencing good reflective practice within supervision.

13 Discrepancy Matrix:

The discrepancy Matrix is a useful reflective tool from Morrison and Wonnacott to use with workers when looking at their thoughts about a family. The tool encourages practitioners to work through where they have clear evidence, what might be assumption led, what might be ambiguous and what is missing.

The worker is encouraged to tell their story, and then to be questioned about the evidence they have to support their views. It also encourages workers to explore different hypothesis and to identify what information / evidence is needed to move a thought / feeling from being either ambiguous or assumption-based, to being evidence-based.

Appendix 11 shows the Discrepancy Matrix and how it can be used.

14 Group supervision models (Croydon and SofS)

Group supervision models are being increasingly used throughout social work as research has evidenced the level of shared learning that can take place through such a process and the impact this can subsequently have on practice.

Although there are different models within this, all the models set about creating a safe space for workers to be able to talk openly about a situation they face and allowing the group and the presenter to reflect on what is happening with the situation and to share ideas that might help resolve the situation for that worker.

Imperative to this model is the facilitation of the group and the group understanding of the importance of adhering to the rules that are set within the space in order for it to be safe.

Appendix 12 – gives an example of a group supervision contract – (Research In Practice) to help support the process as well as outlining a group supervision model used in Camden and a group supervision model used using Signs Of Safety mapping.

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15 Case progression meetings:

Case progression should be seen as a separate but complimentary process to the formal 1:1 and group supervision models that are referred to in this practice guidance.

The aim of Case Progression is to reduce case drift and give practitioners support and challenge from their team to ensure they are always working in the most effective and purposeful way with their children and families. Reducing drift and working more effectively enables families to achieve their outcomes faster and more sustainably. The effect of this is a reduction in caseload, giving practitioners more time to work with the families that need their support the most.

Weekly Case Progression Meetings utilise the Signs of Safety theoretical framework which includes group discussion, mapping and scaling. The discussion includes the safety plan for a child, planning the intervention and confirming that the intervention is effective and measurable. Interventions and actions are set within the appropriate timescale for the child and family. They offer an opportunity for safe critical reflection and challenge

The Case Progression policy can be found on Tri X:

http://kentchildcare.proceduresonline.com/chapters/p_case_prog_pol.html?zoom_highlight=case+progression

Appendix 1 4x4x4 model:

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Appendix 2 - Self reflection tool

Self-assessment Questionnaire for Supervisors 22

‘Effective Reflective Supervision for Managers’

Knowledge 1 2 3 4 5

1. Clear about the boundaries of Supervision

2. Understands the following functions of supervision: Management

Development

Support

Mediation

3. Can relate to the KCC supervision Policy (Sept 2017-in detail) 4. Can relate to the Practice Standards for Supervision 5. Can relate supervision to the Regulatory body requirements (HCPC) 6. Can relate supervision to the Standards of Conduct and Ethics 7. Knows and understands the Skills & Knowledge Framework

and how this relates to supervision 8. Can relate to the importance of ‘reflective’ supervision and ‘recording’

skills 9. Has a knowledge base of the impact of emotion and anxiety on

social work practice/supervision

Management Skills

1. Can explain to supervisees the purpose of supervision 2. Can negotiate a mutually agreed and clear contract/agreement 3. Can maintain appropriate boundaries at all times 4. Can set a supervision climate that is:

Empathic Genuine Congruent Trustworthy

5. Can maintain a balance between the managementdevelopment, support, and mediation function

6. Provides appropriate and regular supervision 7. Understands the impact of supervision on the ‘outcomes’

for service users 8. Knows own learning/supervisory style and supervisee(s) 9. Can relate to reflective frameworks, models and cycles

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This self-assessment questionnaire has been devised to give you an opportunity to assess your own learning needs in relation to supervision. Please rate each area of skill on a 1 to 5 scale. We have suggested the following definitions for the rating 1 to 5.

Be in the mind the objective is to be able to arrive at a score and then compare this score throughout your own professional development.

• Professional learning need (unconsciously incompetent) - Do not know• Personal learning need (consciously incompetent) - I know a little but have more to learn • Sporadically competent (consciously competent) - I know this and feel occasionally competent in

this area• Consistently competent (unconsciously competent) - This is now a natural ability/mentor other• Act as a Role model - I am able to also teach/mentor others

10. Understands and can relate to Tony Morrison’s (2005) 4x4x4model of supervision

Traits or Qualities

1. Commitment to the role of supervisor 2. Comfortable with the authority integral in the role of supervisor 3. Can encourage, motivate, support, and guide supervisee(s) 4. Sensitive to supervisee’s needs 5. Aware of, and able to adapt, individual differences due to:

Gender Age Class Personality Sexual orientation Professional training

Commitment to Continuing Professional Development

1. Committed to updating own supervisory skills and knowledge 2. Recognises own limits and can identify own strengths and

weaknesses as a supervisor 3. Obtains regular feedback from:

Supervisees Peers Own supervisor/seniors Service users

4. Can create a learning culture in which supervision thrives 5. Adheres to the KCC Supervision Policy: 2017

Appendix 3 - Expectations in supervision

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Please relate back to this Self-Assessment at end of year to address any ongoing development needs

Any comments:

25

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Appendix 4 - Learning styles

Honey and Mumford: Learning Styles Questionnaire

There is no time limit to this questionnaire. It will probably take you 10-15 minutes. The accuracy of the results depends on how honest you can be. There are no right or wrong answers. If you agree more than you disagree with a statement put a tick. If you disagree more than you agree put a cross by it. Be sure to mark each item with either a tick or cross. When you have completed the questionnaire, continue this task by responding to the points that follow.

1. I have strong beliefs about what is right and wrong, good and bad.

2. I often act without considering the possible consequences.

3. I tend to solve problems using a step-by-step approach.

4. I believe that formal procedures and policies restrict people.

5. I have a reputation for saying what I think, simply and directly.

6. I often find that actions based on feelings are as sound as those based on careful thought and analysis.

7. I like the sort of work where I have time for thorough preparation and implementation.

8. I regularly question people about their basic assumptions.

9. What matters most is whether something works in practice.

10. I actively seek out new experiences.

11. When I hear about a new idea or approach I immediately start working out how to apply it in practice.

12. I am keen on self-discipline such as watching my diet, taking regular exercise, sticking to a fixed routine etc.

13. I take pride in doing a thorough job.

14. I get on best with logical, analytical people and less well with spontaneous, "irrational" people.

15. I take care over the interpretation of data available to me and avoid jumping to conclusions.

16. I like to reach a decision carefully after weighing up many alternatives.

17. I'm attracted more to novel, unusual ideas than to practical ones.

18. I don't like disorganised things and prefer to fit things into a coherent pattern.

19. I accept and stick to laid down procedures and policies so long as I regard them as an efficient way of getting the job done.

20. I like to relate my actions to a general principle.

21. In discussions I like to get straight to the point.

22. I tend to have distant, rather formal relationships with people at work.

23. I thrive on the challenge of tackling something new and different.27

24. I enjoy fun-loving, spontaneous people.

25. I pay meticulous attention to detail before coming to a conclusion.

26. I find it difficult to produce ideas on impulse.

27. I believe in coming to the point immediately.

28. I am careful not to jump to conclusions too quickly.

29. I prefer to have as many sources of information as possible -the more data to mull over the better.

30. Flippant people who don't take things seriously enough usually irritate me.

31. I listen to other people's point of view before putting my own forward.

32. I tend to be open about how I'm feeling.

33. In discussions I enjoy watching the manoeuvrings of the other participants.

34. I prefer to respond to events on a spontaneous, flexible basis rather than plan things out in advance.

35. I tend to be attracted to techniques such as network analysis, flow charts, branching programmes, contingency planning, etc.

36. It worries me if I have to rush out a piece of work to meet a tight deadline.

37. I tend to judge people's ideas on their practical merits.

38. Quiet, thoughtful people tend to make me feel uneasy.

39. I often get irritated by people who want to rush things.

40. It is more important to enjoy the present moment than to think about the past or future.

41. I think that decisions based on a thorough analysis of all the information are sounder than those based on intuition.

42. I tend to be a perfectionist.

43. In discussions I usually produce lots of spontaneous ideas.

44. In meetings I put forward practical realistic ideas.

45. More often than not, rules are there to be broken.

46. I prefer to stand back from a situation and consider all the perspectives.

47. I can often see inconsistencies and weaknesses in other people's arguments.

48. On balance I talk more than I listen.

49. I can often see better, more practical ways to get things done.

50. I think written reports should be short and to the point.

51. I believe that rational, logical thinking should win the day.

52. I tend to discuss specific things with people rather than engaging in social discussion.

53. I like people who approach things realistically rather than theoretically.

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54. In discussions I get impatient with irrelevancies and digressions.

55. If I have a report to write I tend to produce lots of drafts before settling on the final version.

56. I am keen to try things out to see if they work in practice.

57. I am keen to reach answers via a logical approach.

58. I enjoy being the one that talks a lot.

59. In discussions I often find I am the realist, keeping people to the point and avoiding wild speculations.

60. I like to ponder many alternatives before making up my mind.

61. In discussions with people I often find I am the most dispassionate and objective.

62. In discussions I'm more likely to adopt a "low profile" than to take the lead and do most of the talking.

63. I like to be able to relate current actions to a longer-term bigger picture.

64. When things go wrong I am happy to shrug it off and "put it down to experience".

65. I tend to reject wild, spontaneous ideas as being impractical.

66. It's best to think carefully before taking action.

67. On balance I do the listening rather than the talking.

68. I tend to be tough on people who find it difficult to adopt a logical approach.

69. Most times I believe the end justifies the means.

70. I don't mind hurting people's feelings so long as the job gets done.

71. I find the formality of having specific objectives and plans stifling.

72. I'm usually one of the people who puts life into a party.

73. I do whatever is expedient to get the job done.

74. I quickly get bored with methodical, detailed work.

75. I am keen on exploring the basic assumptions, principles and theories underpinning things and events.

76. I'm always interested to find out what people think.

77. I like meetings to be run on methodical lines, sticking to laid down agenda, etc.

78. I steer clear of subjective or ambiguous topics.

79. I enjoy the drama and excitement of a crisis situation.

80. People often find me insensitive to their feelings.

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Scoring

You score one point for each item you ticked. There are no points for crossed items. Circle the questions you ticked on the list below:

2 7 1 54 13 3 96 15 8 11

10 16 12 1917 25 14 2123 28 18 2724 29 20 3532 31 22 3734 33 26 4438 36 30 4940 39 42 5043 41 47 5345 46 51 5448 52 57 5658 55 61 5964 60 63 6571 62 68 6972 66 75 7074 67 77 7379 76 78 80

Totals

Activist Reflector Theorist Pragmatist

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Plot the scores on the arms of the cross below:

-20 -15 -10 -5 0 5 10 15 20

-20

-15

-10

-5

0

5

10

15

20

Your result may show that you have a particular learning style. It may be useful to bear this in mind as you approach tasks. Was the approach you adopted the best one in the circumstances? Would adopting another learning style have improved you performance?

At this point you may also find it helpful to read through Characteristics of the Four Learning Styles, which follow. This provides more detail and should help you clarify your sense of your own preferred style(s).

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Activist

Pragmatist

Reflector

Theorist

Appendix 5 Supervision Agreement Template

This is an agreement between Supervisor Name and Supervisee Name Date: ………………………………………………………………………….

There is an expectation that all staff receive regular supervision in accordance with Kent County Council supervision policy.

1. Practical arrangements:

Frequency………………………………………………………

Venue……………………………………………………………

Duration…………………………………………………………

2. The aims of our supervision sessions are:

To ensure that Supervisee is fully aware of and understands their roles and responsibilities;

To ensure that Supervisee carries out those responsibilities in accordance with the Directorate’s purpose, values and principles to the standard described in national, departmental and local quality policies and staff competency frameworks;

To agree work programmes and individual objectives and to monitor progress in their achievement;

To assist with Supervisee’s continuing professional and career development; To provide support to Supervisee in carrying out her role; To provide regular constructive feedback to Supervisee.

3. The agreed structure for supervision is as follows:

Supervision sessions will take place as agreed unless cancellation is absolutely unavoidable, reasons for cancellation to be recorded and a new date will be set at the earliest opportunity.

General supervision sessions may be supplemented, as required, with ad hoc single-issue meetings.

Team Meetings will provide opportunities for additional support, information and discussion.

The agenda for supervision sessions will be jointly set. Both supervisor and supervisee have a responsibility to come prepared for supervision

with a clear picture of what they wish to discuss in the session. Supervision sessions will not be interrupted unless it is absolutely necessary to deal with

a crisis.

4. The content of supervision sessions will include:

Reviewing current and recent work.

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Agreeing/monitoring action plans and progress against achieving work programmes and individual objectives.

Monitoring achievement of continuous improvement in service, performance and quality. Monitoring achievement of continuous improvement against core and job specific

competencies. Sickness (in relation to the supervisee and/or management of). Budget setting, monitoring and management. Staff management issues including whether the supervisee is conducting supervision

with her staff. Health and safety. Providing space to reflect on experience and feelings about work. Mutual constructive feedback.

5. Supervisor and supervisee expect:

To be treated with respect and to give respect to each other; To contribute to sessions in an open, honest and constructive manner; To respect confidential issues raised in any sessions.

In the event of any disagreement between supervisor and supervisee which they cannot resolve, the issue will be referred to the supervisors Line Manager and discussed in a 3 way meeting.

6. Recording of Sessions

A record of supervision sessions will be kept by both Supervisee and Supervisor.

7. Personal Development Plan (PDP) Interview

We have agreed that PDP Interviews will take place on the following dates:

Initial: _______________________ Review: _____________________ Final: _______________________ Signed: _______________________________ Date: __________________ Supervisor Signed: _______________________________ Date: __________________ Supervisee

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Appendix 5 Supervision Agreement Template (2)

Kent County Council

Supervision Agreement

This agreement is drawn up between:

The Purpose of this agreement is to make sure that both know and agree on how supervision will be managed.

The Purpose of Supervision is to ensure that the service provided is of high standard and has positive outcomes for users by:

1. effective management and decision making2. consultation3. support for staff4. development of staff

This agreement is consistent with Kent County Council’s Supervision policy and the Performance Development and Review Process.

Arrangements:

All supervision sessions will take place in private and will not be interrupted unless an emergency necessitates an interruption. If this happens a further supervision date / time will be arranged for further supervision.

Venue:

Where possible supervision will take place within the youth hub. However, if these rooms are not available then will agree a new room or venue.

Frequency:

For new staff, supervision will be held weekly and then fortnightly for the first three months This is to enable staff to feel supported in settling into their role and to have a thorough induction.

Following this, as a minimum, supervision with be monthly.

Dates & Time:

This will jointly be agreed at the end of each supervision.

Duration:

It is expected that supervision will last for one and a half hours. Should more time be required , then the supervisor and supervisee can arrange an extra supervision session.

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Conduct of Supervision:

A joint agenda will be agreed at the beginning of each meeting, however, over an agreed period, supervision will cover all the following topics:

Case discussion Review of the impact of work on the supervisee Discussion of any procedures and requirements Review of individual personal development Feedback on any training and learning opportunities Review of team work Review of supervisory relationship

Both agree to be open and honest to each other on the principle that this makes supervision effective.

Throughout Supervision both the supervisee and the supervisor may at times have their values and views challenged by each other. It is important therefore to ensure that both parties create an atmosphere in supervision whereby they feel they can be challenged safely.

It is important to remember that it will be the viewpoint of that person that is challenged and that the challenges should not be made personal.

In the event of any disagreement between supervisor and supervisee which cannot be resolved, the issues will be referred to the supervisors Line Manager and discussed in a 3-way meeting.

Recording:

A written record will be completed and signed by both parties (usually at the following meeting). A copy of this agreement and all notes from supervision will be placed on the member of staff’s personal file.

Supervision case notes relating to individual cases will be placed on clients’ files / Care works as appropriate.

Any Ad Hoc supervision and subsequent decisions made in this supervision will be recorded by the Supervisor on Liberi

Confidentiality:

Supervision notes are confidential to the supervisor and supervisee, however sight of the notes may be required by an authorised third party e.g. in the event of a future dispute, complaint or investigation.

If such information is to be shared then this will be discussed with the supervisee /supervisor beforehand.

Performance / Development & Review:

A personal action and development plan will be agreed between the supervisor and supervisee. This will be formally reviewed throughout the year and formally appraised in January in line with Kent’s Behaviour 4 Success programme and Total Contribution Pay procedures.

There will be a formal review of this agreement in January

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Signed …………………………………………………………….. Supervisor

Signed……………………………………………………………… Supervisee

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Appendix 6 – Personal Action and personal Development Plan

What is required to be delivered over the year?

Be specific and say how this will be measured.

Deadline How does this contribute to

service/directorate objectives?

Describe the way in which this should be done i.e. are

specific behaviours required?

What gaps are there in the skills, knowledge or behaviours?

Use this information to agree a personal development plan.

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ACTION PLAN - Name:

Tran

sfor

mat

ion

38

Add more boxes if required

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Appraiser (Manager) Appraisee

Signed: Signed:

Date: Date:

Use the development requirements identified when agreeing your action plan as a starting point and then agree any other personal development, qualifications or specific skills that are needed.

What is the development need?

Which objective/target will this help achieve?

What training course or development opportunity has been identified to meet this need?

Deadline Cost and funding source (if known)

Information Governance

Data Protection

Prevent

Kent Manager – KR9 and above

(as well as any for your directorate/division/team)

40

DEVELOPMENT PLAN - Name: M

anda

tory

41

42

43

Appraiser (Manager) Appraisee

Signed: Signed:

Date: Date:

Appraisee comments

Grandparent comments

Appraiser (Manager) comments

Appendix 7 Models for direct observation

Integrated Model

1 Shadowing practice supervisor/educator Student gives feedback on supervisor/educator’s practice Supervisor/educator seeks service user feedback Supervisor/educator supports student to explore thoughts and feelings and to

identify learning

2 Joint working Shared responsibilities Student gives feedback on practice Supervisor/educator seeks service user feedback Supervisor/educator provides feedback to student on their practice

3 Student takes lead Supervisor/educator mainly observes although does engage Supervisor/educator gives feedback and supports with in depth self evaluation Student seeks feedback from service user

4 Observation Agree assessment objectives beforehand Service user permission sought Student self evaluates practice Supervisor/educator provides feedback Student gains service user feedback Student and supervisor/educator work in partnership to reach assessment

judgements

Based on Doel in Shardlow, S. and Doel, S (1996) Practice Learning and Teaching. London: Macmillan Press Ltd.

York Collaborative Model

Before the observationStudent and observer set assessment objectives – 2/3 eachDecide what they want to get/give feedback onCan be areas that need development or where the student needs affirmation of good practice

After the observationAsk the student to give their evaluation firstDiscussion about what went well, not so well and what the student learned

Koprowska, J., Hicks, L., McCluskey, U., Fisher, T. & Wishart, J. (1999)Facts, Feelings and Feedback: a collaborative model for direct observation. York University

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Appendix 8 Process recording template

Narrative( I said / (S)he said)

Observations / feelings Analysis Supervisors comments

45

46

• History of parents and their experience of being parented

• Parents attitudes to professionals (positive or negative?)

• Quality of parent/child interactions?

• Does the child have a disability?

• Who is visiting/staying within this household? • Is the parent a young

parent?• Am I worried that this parents is

misusing alcohol or drugs?

• Is domestic abuse a worry within this family?

• How am I using my observations to tell me how this family functions?

• Are there worries that parents are experiencing of poor mental health?

• How does this child behave at home and in other settings?

• How do the parents and children control their emotions?

• How do the children view themselves? • Do the children have

good self esteem and confidence?

• Do the parents prioritise their children?

• Do the parents meet the health and medical needs of the children?

• Do the parents ensure the children have a clean and safe home to live in?

• Might the parents have an undiagnosed learning difficulty?

Think about…………………

Am I being over optimistic about likelihood of long term change?

Am I in danger of becoming habituated or desensitised to the needs of this child?

Am I challenging parents and other professionals enough?

Have I thought carefully enough about what day to day life is like for this child?

Have I taken the time to observe the child within his/her home environment?

Have I thought about parental acts of omission as well as commission and the effects on the children?

Appendix 9

Appendix 10 – Anchor principles

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48

49

50

Appendix 11 – Discrepancy matrix

51

52

53

Appendix 12

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