Peer and Group Practical Supervision and Assessment
Duration
- One semester/teaching period
Contact hours
- 36
On-campus unit delivery combines face-to-face and digital learning.
Prerequisites
Concurrent requisite/s: PSC60015 Introduction to Clinical Supervision and PSC60016 Ethical and Legal Issues in Supervision
Corequisites
Concurrent requisite/s: PSC60015 Introduction to Clinical Supervision and PSC60016 Ethical and Legal Issues in Supervision
Aims and objectives
Aims:
In this unit the participants will learn how to give and receive feedback in the supervisory process. With the aim of enhancing
supervisee’s effectiveness, participants will also know the difference between summative and facilitative evaluation in order to
achieve ongoing feedback and evaluation in the supervisory relationship. Provision of supervision in a range of contexts is
covered with discussion around the differences between formal supervision, informal peer supervision, mentoring and group
supervision. This is aimed to assist students in learning specific skill sets to adapt to various roles and effectively navigate the
range of settings and modes in which supervision is provided..
supervisee’s effectiveness, participants will also know the difference between summative and facilitative evaluation in order to
achieve ongoing feedback and evaluation in the supervisory relationship. Provision of supervision in a range of contexts is
covered with discussion around the differences between formal supervision, informal peer supervision, mentoring and group
supervision. This is aimed to assist students in learning specific skill sets to adapt to various roles and effectively navigate the
range of settings and modes in which supervision is provided..
Unit Learning Outcomes:
At the conclusion of this unit students should be able to:
1. Provide individual supervision in different settings and different modalities
2. Demonstrate ability to establish supervisory relationship
3. Identify and demonstrate strategies to develop supervisees’ confidence and competencies
4. Demonstrate the ability to encourage supervisees to formulate their own interventions
5. Evaluate supervisee’s progress and process skills
At the conclusion of this unit students should be able to:
1. Provide individual supervision in different settings and different modalities
2. Demonstrate ability to establish supervisory relationship
3. Identify and demonstrate strategies to develop supervisees’ confidence and competencies
4. Demonstrate the ability to encourage supervisees to formulate their own interventions
5. Evaluate supervisee’s progress and process skills
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
32 contact hours in workshops and 4 hours direct supervision
Assessment
Report on at least one supervisee reflecting learning objectives, progress and competence (25%)
An individual reflective journal for the duration of the course (25%)
Providing a brief evaluation using a standard form on at least 1 supervisee by audio taping (30%)
Providing a brief evaluation using a standard form on at least 1 supervisee by audio taping (30%)
Regular instructor assessment of the student’s contribution to group exercises and role plays, focussing on:
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
Key Generic Skills
During this unit students will receive feedback on:
- communication skills;
- ability to adapt and manage change and unfamiliar problems;
- awareness of professional, local and international contexts in which they will be contributing;
- ability to work independently.
During this unit students will receive feedback on:
- communication skills;
- ability to adapt and manage change and unfamiliar problems;
- awareness of professional, local and international contexts in which they will be contributing;
- ability to work independently.
Content
The areas covered include:
- Supervision in the organisational and professional context
- The supervisory relationships – establishing rapport, building confidence, roles and responsibilities and context
- Increasing confidence and independence- the supervisee development
- Assessment and evaluation - summative and formative assessment – designing and assessing
- Feedback vs Assessment/evaluation
- Reflective practice
- The supervisory relationships – establishing rapport, building confidence, roles and responsibilities and context
- Increasing confidence and independence- the supervisee development
- Assessment and evaluation - summative and formative assessment – designing and assessing
- Feedback vs Assessment/evaluation
- Reflective practice
Study resources
- Reading materials.
Reading materials
Indicative Reference Materials:
Remley, Jr T.P., Herlihy, B. (2005). Ethical, Legal & Professional Issues in Counselling (2nd ed.). CA: Pearson Education
Pozgar, G.D., (2005), Legal & Ethical Issues for Health Professionals. USA: Jones & Bartlett
Scaife, J. (2009). Supervision in Clinical Practice. USA: Routledge
Remley, Jr T.P., Herlihy, B. (2005). Ethical, Legal & Professional Issues in Counselling (2nd ed.). CA: Pearson Education
Pozgar, G.D., (2005), Legal & Ethical Issues for Health Professionals. USA: Jones & Bartlett
Scaife, J. (2009). Supervision in Clinical Practice. USA: Routledge