Introduction to Clinical Supervision
Duration
- One semester/teaching period
Contact hours
- 36
On-campus unit delivery combines face-to-face and digital learning.
Prerequisites
Admission to the Graduate Certificate or Graduate Diploma in Clinical Supervision
Aims and objectives
Aims:
This unit focuses on fundamentals of supervision and provides a comprehensive introduction to the theory and practice of supervision. Generic key concepts, skills, and approaches are explored with a view to transferability and application across the many different types of supervision required. It discusses definitions of supervision, the purpose and benefits of supervision, the existing evidence-base for the role of supervision in training and client outcomes, the characteristics of good supervision, the supervisory relationship, and gives a brief overview of existing models of supervision.
This unit focuses on fundamentals of supervision and provides a comprehensive introduction to the theory and practice of supervision. Generic key concepts, skills, and approaches are explored with a view to transferability and application across the many different types of supervision required. It discusses definitions of supervision, the purpose and benefits of supervision, the existing evidence-base for the role of supervision in training and client outcomes, the characteristics of good supervision, the supervisory relationship, and gives a brief overview of existing models of supervision.
Unit Learning Outcomes:
At the conclusion of this unit students should:
1. Demonstrate knowledge of theoretical models of supervision
2. Be able to describe the supervisory relationship ,the roles of supervisor and supervisee
3. Demonstrate ability to apply methods of assessing supervisee’s competencies within discipline areas
4. Demonstrate the capacity to evaluate the supervisory process
5. Demonstrate awareness and attention to diversity
At the conclusion of this unit students should:
1. Demonstrate knowledge of theoretical models of supervision
2. Be able to describe the supervisory relationship ,the roles of supervisor and supervisee
3. Demonstrate ability to apply methods of assessing supervisee’s competencies within discipline areas
4. Demonstrate the capacity to evaluate the supervisory process
5. Demonstrate awareness and attention to diversity
Courses with unit
A unit of study in the Graduate Certificate in Clinical Supervision (GC-CLSUP) and Graduate Diploma in Clinical Supervision (GD-CLSUP) programs.
Unit information in detail
- Teaching methods, assessment, general skills outcomes and content.
Teaching methods
36 hours consisting of 20 contact hours in workshops (block mode) and 16 hours self-directed group work.
Assessment
Individual open book test including multiple choice questions; short answer questions and a case study (80%)
Regular instructor assessment of the student’s contribution to group exercises and role plays, focussing on:
1) Theoretical basis and significance of the contribution
1) Theoretical basis and significance of the contribution
2) Competence in demonstrating professional skills
3) Evidence of understanding the significance of interpersonal interactions (20%)
General skills outcomes
During this unit students will receive feedback on:
- communication skills;
- problem solving skills;
- ability to adapt and manage change and unfamiliar problems;
- awareness of professional, local and international contexts in which they will be contributing;
- teamwork skills;
- ability to work independently.
- communication skills;
- problem solving skills;
- ability to adapt and manage change and unfamiliar problems;
- awareness of professional, local and international contexts in which they will be contributing;
- teamwork skills;
- ability to work independently.
Content
The areas covered include:
- Role of supervision in professional practice - responsibilities, ethical issues
- Evidence base for supervision and evidence-based supervision practice - evaluation of supervision
- The supervisory relationship: models, evolution, techniques and skills in developing effective supervisory alliance
- Developmental models in supervision
- Fostering learning and development in supervisees - reflexive practice
- Working with diversity in supervision
- Provision of feedback
- Assessment of supervisee's competencies - role of facilitative and summative assessments
- Role of supervision in professional practice - responsibilities, ethical issues
- Evidence base for supervision and evidence-based supervision practice - evaluation of supervision
- The supervisory relationship: models, evolution, techniques and skills in developing effective supervisory alliance
- Developmental models in supervision
- Fostering learning and development in supervisees - reflexive practice
- Working with diversity in supervision
- Provision of feedback
- Assessment of supervisee's competencies - role of facilitative and summative assessments
Study resources
- Reading materials.
Reading materials
Indicative Reference Materials:
Bernard, J.M. & Goodyear, R.K. (2009). Fundamentals of Clinical Supervision (4th Ed).Boston: Pearson Education, Inc.
Campbell, J.M. (2000). Becoming an effective supervisor: A workbook for counsellors and psychotherapists. Ann Arbor: Sheridan Books.
Carroll, M. (1996). Counselling supervision: Theory, skills and practice. London: Cassell
Hawkins, P. & Shohet, R. (1989). Supervision in the helping professions. Milton Keynes: Open University Press.
Bernard, J.M. & Goodyear, R.K. (2009). Fundamentals of Clinical Supervision (4th Ed).Boston: Pearson Education, Inc.
Campbell, J.M. (2000). Becoming an effective supervisor: A workbook for counsellors and psychotherapists. Ann Arbor: Sheridan Books.
Carroll, M. (1996). Counselling supervision: Theory, skills and practice. London: Cassell
Hawkins, P. & Shohet, R. (1989). Supervision in the helping professions. Milton Keynes: Open University Press.