Supervision Process Models The 4x4x4 Model of Supervision Clear Coaching Model Peter Hawkins Process Notes A Problem Solving Approach Reflective Practice Groups 18 19 20 23 25 26 Reflection Critical Reflection What is Reflective Supervision Key stages of the Reflective Process? Pre-requisites for Effective Reflection and Supervision Facilitating Reflection Useful Tools Prompting Phrases 27 28 29 29 29 30 31 Difficult Situations and Issues Courageous Conversations Table of Responsive and Assertive Behaviours 32 33 35 Appendix 1 The Management Function Checklist The Development Function Checklist The Support Function Checklist The Mediation function Checklist Promoting Reflective Practice – Focusing on Experience Promoting Reflective Practice – Focusing on Reflection Promoting Reflective Practice – Focusing on Analysis Promoting Reflective Practice – Focusing on Action Plans 36 37 38 39 40 41 42 44 46
Equality, Diversity and Human Rights in Supervision The process and practice of supervision provides an excellent opportunity for the supervisor to model behaviours which ensure equality, promote diversity and explore any relevant human rights issues. However, just because these areas are so fundamental to the value base of social work we can easily make assumptions and forget their importance. Only when we draw out issues and share learning together can the knowledge and experience we have become part of a positive and enabling culture. The following prompts are included as useful ways in which equality; diversity and human rights issues can be raised and discussed: Team Meetings: Initially a team discussion could consider what equality, diversity and human rights means to team members and to their particular work. Feedback following a training session could inform this discussion so people who have attended can share their understanding with the team and plan how to apply the learning together. Some specialist input might also be useful on occasions. Supervision: Within a supervision session the following can be useful reminders of how and where equality, diversity and human rights issues might arise: Any examples of direct discrimination experienced by service users or staff (consider the nine protected characteristics of: Gender, Age, Sexual Orientation, Race, Marriage and Civil Partnership, Disability, Gender Reassignment, Pregnancy and Maternity and Religion and Belief.) Any examples of policy or procedures that may be perceived as discriminatory towards some individuals or groups Any concerns which could be harassment or victimisation Examples of good practice, particularly in working with any of the protected characteristics Learning Needs Legislation change/updates
Active Listening Skills These involve: Paying full attention and communicating this through verbal and non-verbal cues which include: Looking interested Leaning forward while not compromising the supervisee’s personal space Offering eye contact sensitively and as appropriate Nodding Encouraging through ‘ah ha’s’, mmm… or similar Paraphrasing what has been said to ensure accurate understanding and clarification. The following phrases can be useful: ‘Can I just check I’ve understood, you said….’ ‘So what you’re saying is….’ Summarising – this is really useful tool for checking understanding or any agreed actions so far, and particularly before moving on to another topic. You may like to use: ‘Overall, it seems that…’ ‘What seems to be most important to you is…’ ‘So to pull this together…’ ‘To summarise so far…’ Reflecting feelings – to show recognition that someone’s feelings are important while checking out understanding and interpretation. This can be very empowering and release the supervisee’s energy to change and develop. Useful phrases include: ‘You sound upset (or very pleased) about that’ ‘I notice that you seem anxious when you mention…’