Appendix 10b
Academic Year 2015-16
Note: this is an inter-professional document. For the purposes of this document when used by the DClin Psych programme team and supervisors, the term ‘learner’ means (DClin Psych) ‘trainees’
Supervision Feedback Process
Supervisor Reflection, Evaluation and Action Plan
The purpose of this document is to help supervisors reflect on their strengths and learning needs as supervisors, in preparation for offering supervision and to plan their further development. Supervisors are invited to reflect on their supervision skills, under each of the 5 headings in this document, prior to taking on a learner (i.e. student on placement, trainee), and to share reflections with him or her as part of establishing a supervision agreement or learning contract. The supervisor may choose to show written reflections to the learner, or to keep these private and instead share more general thoughts. We hope this will open up a useful conversation between supervisor and learner. The supervisor may invite learners to give their feedback, using the Learner version of this tool, at mid and end-point of placement. The Supervisory Relationship Questionnaire (SRQ) could provide useful evidence for reflections. These documents are not submitted to the training programme, but supervisors may wish to use them as part of their agency appraisal.
Supervisor name: …………………………
Date of first completion:…………………………
Subsequent dates: …………………………
General comments (if needed)
- Supervisory relationship: establishing a respectful adult learning relationship
E.g. providing a safe base; structuring supervision thoughtfully and demonstrating commitment to supervision; providing opportunities for reflection; acting as a positive role model and giving helpful formative feedback.
Supervisor reflection on own strengths
Supervisor reflection on own learning needs
What evidence have you drawn on for these reflections?
- Education – transferring knowledge and promoting learning
E.g. preparing for placement, providing good induction, preparing the environment, providing regular supervision, making theory-practice links, drawing on relevant evidence base, recommending relevant articles/ reading materials, supporting academic/research work conducted on placement, observing and being observed in practice, addressing process as well as content issues, showing sensitivity to differences in learning styles, assessing learner performance and giving effective constructive feedback, enabling appropriate level of autonomy for stage of training.
Supervisor reflection on own strengths
Supervisor reflection on own learning needs
What evidence have you drawn on for these reflections?
- Working in organisational context - promoting adherence to, (and critical reflection on) organisational norms
E.g. helping learner to understand and comply with (and critique) clinical governance requirements/legal and policy requirements, contributing to inter-disciplinary work, helping learner understand risk- assessment and risk-management, drawing on relevant NICE/SCIE guidelines, working within HCPC/GSCC and professional practice guidelines, welcoming and inducting learners into organisational context, being a good role model, demonstrating enthusiasm and commitment to supervisor role.
Supervisor reflection on own strengths
Supervisor reflection on own learning needs
What evidence have you drawn on for these reflections?
- Support, safety and structure: providing emotional containment, promoting learner well-being and preventing burn-out, providing a safe base, managing conflict effectively.
E.g. giving space in supervision to talk about learner’s well-being and impact of the work, encouraging reflection, providing safe space to acknowledge learner’s vulnerabilities, shows sensitivity to learner’s work-life balance, shows sensitivity to learner’s life events, encouraging use of other sources of support eg mentor, personal therapy, peer support, providing effective boundaries in supervision ( time, clarity, regularity).
Supervisor reflection on own strengths
Supervisor reflection on own learning needs
What evidence have you drawn on for these reflections?
- Equality and diversity: helping learner to critique values and assumptions, to promote social justice and diversity, and to challenge inequalities
E.g. respecting the rights of service users and learners; helping learners take account of client’s social context, giving opportunities to reflect on power issues in practice (e.g. race, age, disability, religion, gender, and social class), valuing differences and countering discrimination, racism and disadvantage, showing sensitivity to power issues within supervision.
Supervisor reflection on own strengths
Supervisor reflection on own learning needs
What evidence have you drawn on for these reflections?
Action Plan to achieve learning needs
Please specify here what actions you plan to take to improve the supervision you offer learners.
What are possible obstacles to implementing this plan (and how might they be overcome)?
How will I know if I’ve achieved it?
Review Date: …………………………