THE YORKSHIRE PSYCHOLOGISTS POST QUALIFICATION

TRAINING COMMITTEE

INTRODUCTORY SUPERVISOR WORKSHOPS

2014

Welcome to the 2014 series of Introductory Supervisory Workshops. This portfolio contains information about the series and the assignments that you will complete within its duration. We expect that you will submit your work in this portfolio at the end of the year.

Please bring this information to each workshop.

Here’s what you will find on the following pages:

  • Contact details, a note about ‘handouts’ and a note about providing and receiving supervision during the ISW
  • Timetable for the residential workshop
  • Timetable including the details of assignments
  • Learning Outcomes for the Introductory Supervisor Workshops
  • Guidelines for Peer Supervision Contracts
  • Guidelines and checklist for Other Assignments to be submitted in the Portfolio (Assessment Strategy)
  • Details of the Problem Based Learning Exercise
  • Participant list

Appendices:

  • Learning Outcome Questionnaires
  • Supervisory Relationship Questionnaire
  • Leeds Alliance in Supervision Scale
  • Goal Attainment Scaling Information
  • Supervision of Supervision – Feedback to Supervisors
  • Evaluation of the Residential Workshop

N.B. You will also be allocated to a peer supervision group during day one of the workshop. Occasionally (and for a variety of reasons), your allocated group may not be suitable for you. In this case you can approach your identified course clinical tutor to discuss what options may be available to you.

The Learning Outcomes listed in this pack have been developed by the Development and Recognition of Supervisory Skills group (later Supervisor Training and Recognition). These were adopted across most of the UK Clinical Psychology Training Programmes and this should mean greater consistency between training providers at this level.

Contact Details

Please direct enquiries about venues and practical arrangements to the appropriate University Administrator or Tutor.

University of Sheffield0114 222 6576

Jacquie Howard,

Programme

Sue Walsh

University of Leeds0113 343 2732

Lydia Stead,

Programme Assistant

Jan

Tom

University of Hull 01482 464106

Claire

Chrissie

A note about ‘handouts’

In an attempt to keep our ‘footprint’ as dainty as possible, we will only be providing paper handouts of presentation material when it is essential to an exercise or too complex to be written down quickly. All material will be placed on the university websites after the residential workshop and after the spring and autumn workshops.

Each of the programmes has its own website and ISW supervisors can access course materials and handouts in this way.

For Sheffield supervisors please click on the appropriate link for the ISW 2014 workshop on

For Leeds supervisors you will receive an invitation to the PQT “Samepage” website. Please accept the invitation by clicking on the green accept button in the email. You will then be able to set up your username and password to access the site. Please note that the Samepage site requires you to have a relatively modern web browser. If after logging in you see a blank screen, you may need to get your IT department to update your web browser. There is also a free Samepage app available for apple devices (on the iTunes app store), which will allow you full access to the PQT site after registration.

The PQT Samepage website address is:

For Hull supervisors you will have access to Ebridge where you will be able to download course materials. You will need to register for this via Beverley Leak. Her email is .

A note about giving and receiving supervision during the ISW

It is not possible to complete all the required assignments unless participants can take on some significant supervisory responsibilities during the course of the training programme. By preference they should be able to contribute to the supervision of a trainee clinical psychologist during this period but alternatively supervising an assistant psychologist or member of an allied health profession would be pertinent and valuable experience. It is also not possible to complete the training if you are not having some supervision of supervision. This could be separate to your clinical supervision or incorporated within, with additional time allocated.

THE YORKSHIRE PSYCHOLOGISTS POST QUALIFICATION

TRAINING COMMITTEE

INTRODUCTORY SUPERVISOR WORKSHOPS

2014

Residential Event

10th and 11th February 2014

The Parsonage, Escrick, Nr York

Jan Hughes, Chrissie Blackburn, Sue Walsh,

Jo Burrell and Katherine Hildyard

Plan DAY 1: Monday 10th February 2014

9:30 Coffee/tea and registration

10:00 Introduction to the Workshops

10:15Learning Portfolio and workshop evaluation

10:30The Professional Context

11:00Coffee/tea

11:15What is supervision?

  • Adult learning
  • Models of supervision

12:30Lunch

1:30Supervisory Relationship (incorporating elements of difference and diversity)

2:30 Coffee/tea

3:00Supervisory Relationship (incorporating elements of difference and diversity)

4:00Break

4:30Group Supervision

6:00End

7:00Dinner

THE YORKSHIRE PSYCHOLOGISTS POST QUALIFICATION

TRAINING COMMITTEE

INTRODUCTORY SUPERVISOR WORKSHOPS

2014

Residential Event

10th and 11th February 2014

The Parsonage, Escrick, Nr York

Sue Walsh, Chrissie Blackburn, Fiona Thorne,

Tracey Smith and Katherine Hildyard

Plan DAY 2: Tuesday 11th February 2014

9:00Contracting and Feedback

10:45 Coffee/tea

11:00 Ethical Issues in Supervision

12:30Lunch

1:30Peer supervision groups

2:45Coffee/tea

3:00Structure of Placements: Setting Up, Evaluating and Ending Placements

3:45 Plenary and action planning

4:00Close

THE YORKSHIRE PSYCHOLOGISTS POST QUALIFICATION

TRAINING COMMITTEE

INTRODUCTORY SUPERVISOR WORKSHOPS

2014 Timetable – including portfolio assignments

Prior to Workshop One

  • Identification of supervisee and supervisor arrangement you will have during the duration of the ISW.

Workshop One and Workshop Two - Residential

Monday 10th February and Tuesday 11th February 2014 – The Parsonage, Escrick

  • Ensure completion of Goal Attainment Scaling and the evaluation of Learning Outcomes Questionnaire

Between Workshops Two and Three

  • Meet peer supervision group
  • Prepare peer supervision contract for submission in your portfolio

Workshop Three

Details to be sent by the respective University nearer the time

Sheffield / Hull / Leeds
Day 3 / 21 May 2014 / 16 May 2014 / 16 May 2014

Between Workshops Three and Four

  • Meet peer supervision group three times and prepare the Problem Based Learning Exercise and Presentation

Workshop Four

Details to be sent by the respective university nearer the time

Sheffield / Hull / Leeds
Day 4 / 20 Nov 2014 / 14 Nov 2014 / 21 Nov 2014

Ensure you complete elements of the portfolio:

  • A reflective log containing 3 x 500 word personal accounts considering:
  • An issue of difference and diversity
  • The relevance of a theoretical model of supervision
  • An ethical aspect of supervisory practice
  • Structured feedback received from someone the participant has supervised during the course of the programme, using either the Supervisory Relationship Questionnaire developed by Palermo and Beinart in Oxford or the Leeds Alliance in Supervision Scale on 6 occasions (plus commentary).
  • Completion of the assessment of your supervision by your supervisor at two time points (after the residential and workshop 4).

End of December 2014

Final date for submission of your portfolio

For the duration of the ISW series you will have an allocated Peer Supervision Group – details of these will be provided at the residential workshop.

Peer Group Supervision (Please insert information on day 2)

MembersTelephoneEmail

Learning Outcomes for ISW 2014

The elements below are the Learning Outcomes for the ISW. The numbers in the detailed timetable correspond to the first section below, with the attitudes underpinning each of these with an overall aim of developing supervisory capability.

Understanding and Application

  1. Have knowledge of the context (including professional and legal) within which supervision is provided and an understanding of the inherent responsibility.
  2. Have an understanding of the importance of modelling the professional role, e.g. managing boundaries, confidentiality, and accountability.
  3. Have knowledge of developmental models of learning which may have an impact on supervision.
  4. Have knowledge of a number of supervision frameworks that could be used for understanding and managing the supervisory process.
  5. Have an understanding of the importance of a safe environment in facilitating learning and of the factors that affect the development of a supervisory relationship.
  6. Have skills and experience in developing and maintaining a supervisory alliance.
  7. Have knowledge of the structure of placements including assessment procedures for disciplines at different levels of qualification up to doctorate level, and the expectations regarding the role of a supervisor.
  8. Have skills and experience in contracting and negotiating with supervisees.
  9. Have an understanding of the transferability of clinical skills into supervision and the similarities and differences.
  10. Have an understanding of the process of assessment and failure, and skills and experience in evaluating trainees.
  11. Have skills and experience in the art of constructive criticism, ongoing positive feedback and negative feedback where necessary.
  12. Have knowledge of the various methods to gain information and give feedback (e.g. self report, audio and video tapes, colleague and client reports).
  13. Have skills and experience of using a range of supervisory approaches and methods.
  14. Have knowledge of ethical issues in supervision and an understanding of how this may affect the supervisory process, including power differentials.
  15. Have an understanding of the issues around difference and diversity in supervision.
  16. Have an awareness of the ongoing development of supervisory skills and the need for further reflection/supervision training.
  17. Have knowledge of techniques and processes to evaluate supervision, including eliciting feedback.
  18. Have knowledge and ability to conduct supervision in group formats.

Attitudes (Value base)

1. Respects trainees

  1. Sensitive to diversity
  2. Committed to empowerment of supervisees
  3. Values the ethical base guiding practice
  4. Believes in balancing support and challenge
  5. Committed to a psychological knowledge based approach to supervision
  6. Recognises need to know own limitations
  7. Supports principle of life-long learning

Capabilities

  1. The capability to generalise and synthesise supervisory knowledge, skills and values in order to apply them in different settings and novel situations.

December 2005 (revised Jan 2011)

THE YORKSHIRE PSYCHOLOGISTS POST QUALIFICATION

TRAINING COMMITTEE

INTRODUCTORY SUPERVISOR WORKSHOPS

2014

Guidelines for Peer Supervision Contracts

Participants will meet for the first time in their peer supervision groups on Day 2 of the residential workshop. The group contract needs to be worked out and written up for handing in within your portfolio. The contract should cover all essential criteria and may include recommended criteria if they are felt to be of relevance.

Essential

Practicalities. Frequency, place, time, duration.

Boundaries. Confidentiality (what sort of information participants would take over the group boundary, in what circumstances, how this would be done and who the information would be taken to), the extent to which personal material can be brought into the session.

Working alliance. Clear statement of objectives of group and role of participants in relation to each other.

Session format. How will the time be spent in sessions – how is time allocated between participants? System for review and feedback. How sessions will be recorded.

Organisational and professional context. What professional codes of ethics and conduct are participant’s party to that govern their behaviour – what supervision guidelines are relevant? What accountability exists between participants? What are participant’s responsibilities to, and lines of communication with, all employers?

Recommended

Practicalities. What might be allowed to interrupt or postpone a session, what resources will be used (process notes? tapes?)

Boundaries. Transference and counter-transference issues – how the group deals with personal issues that arise.

Working alliance. Sharing mutual expectations, hopes and fears and preferred style of supervision. Ways of constructively challenging when appropriate.

Session format. Statement about the individual responsibility of participants to identify their learning needs and what helps them, exploration of process and content.

THE YORKSHIRE PSYCHOLOGISTS POST QUALIFICATION

TRAINING COMMITTEE

INTRODUCTORY SUPERVISOR WORKSHOPS

Assessment Strategy for 2014 Workshops

Attendance at this training and successful completion of the portfolio enables participants to supervise trainees on any programme throughout the UK. The learning outcomes and course structure are recognised by the HCPC and BPS as meeting the necessary criteria for supervision in clinical settings. Attending this training and completing your portfolio will mean you will be eligible to apply for registration as an accredited supervisor with the BPS (RAPPS). In line with this, we want to balance some tried and tested procedures for assessing individuals who attend the training, with an approach that allows you to identify you own learning needs and work towards addressing these. We are using a single integrated portfolio to assess learning on the workshops that will include all the evaluative exercises that we expect programme participants to complete. The portfolio includes the following assignments:

  • Before and after self-assessments of supervisory competence using the self- evaluation questionnaire
  • 3 individually designed goal attainment scales completed by workshop 2 and reviewed by workshop 4
  • A reflective log containing 3 x 500 word personal accounts considering
  • An issue of difference and diversity
  • The relevance of a theoretical model of supervision
  • An ethical aspect of supervisory practice
  • A copy of the contract agreed by the participant’s peer supervision group with a brief commentary using the good practice guidelines provided
  • Structured feedback received from someone the participant has supervised during the course of the programme, using either the Supervisory Relationship Questionnaire or the Leeds Alliance in Supervision Scale on 6 occasions (plus commentary)
  • The presentation from a Problem-Based Learning exercise that will be incorporated into the workshops and which represents work done in your peer supervision groups
  • Feedback from your supervisor of supervision at two time points: after the residential 1 and after day 4.

N.B. It is not possible to complete all these requirements unless workshop participants can take on some significant supervisory responsibilities during the course of the training programme. By preference they should be able to contribute to the supervision of a trainee clinical psychologist during this period but alternatively supervising an assistant psychologist or member of an allied health profession would be pertinent and valuable experience. It is also not possible to complete the training if you are not having some supervision of supervision. This could be separate to your clinical supervision and incorporated within, with additional time allocated.

The completed portfolio will be submitted in final completed form by the end of the calendar year and reviewed by an allocated clinical tutor from the supervisor’s local programme soon thereafter.

Revised 01/14

Checklist for Portfolio Submission ISW 2014

  • Self Evaluation of Learning Outcomes Questionnaires (pre and post: 2 copies of each)
  • Peer supervision contract plus commentary
  • Goal Attainment Scaling Exercise (set at workshop 1 and progress reviewed at workshop 4)
  • A reflective log containing 3 x 500 word personal accounts considering
  • An issue of difference and diversity
  • The relevance of a theoretical model of supervision
  • An ethical aspect of supervisory practice
  • Structured feedback received from someone the participant has supervised during the course of the programme using either the Supervisory Relationship Questionnaire or the Leeds Alliance in Supervision Scale on 6 occasions (plus commentary)
  • Presentation of the Problem Based Learning Exercise
  • Feedback from supervisor of supervision (two submissions - after the residential and after your day 4 workshop)

Problem Based Learning Vignettes 2014

Introduction

This learning approach used in the vignette is based on “problem based learning”. This approach allows you to take an active part in considering the issues posed and encourages learning with and from your peers. Considering ethical and other issues within supervision is a key aspect of this course.

Below are two brief case vignettes describing issues that may arise within supervision. Within your supervision group, you are asked to choose one of the vignettes to work on and to consider a number of questions surrounding this vignette. You are required within your groups to present back your discussions and thoughts in a 15-minute presentation. Presentations will be watched and assessed by the course facilitators and will be in front of the members of other peer groups.

Task

This is a group-based task that requires a discussion of the following questions in relation to the vignette. Please consider your answers to the questions below individually to begin with, and then discuss these with your supervision group at some point between days three and four. The outcome of this discussion needs to be demonstrated though a written/oral presentation by the group members on day four and you will need to work proactively with your peer group to produce your presentation. The presentation can be in a number of different formats including PowerPoint, acting the different roles following a script, etc. You will need to keep in mind, however, that you will need to include evidence of your presentation in your portfolio. The task will be assessed in terms of the presence/absence of a range of important considerations/issues thought to be relevant to managing the situation.

Scenario 1

You are supervising Andrew, a CBT therapist who has a background in Mental Health nursing. He is based in a primary care centre near to where he lives in a local market town. He has begun to work with Sarah, a woman who suffered mild head injuries after a mountain biking accident in Greece. She also has a scar below one of her eyes. Sarah has become nervous about going out and has stopped living the active life she had enjoyed before. Her GP is worried that she may develop more serious mental health difficulties.

In going through the Sarah’s history, Andrew has been aware of many things they have in common. They are a similar age and have very similar interests. Indeed he went through a difficult time after he suffered a knee injury and had to stop playing football.

Andrew explained in supervision that he suggested to Sarah that he really understood some of the things she has gone through but did not give any details. He wants to talk about the possibility that he might tell her his story and use this to help her. You discuss this in supervision and agree that this is not a helpful way forward.