isw day 4 - university of sheffield · isw day 4 . programme day 4 thursday 17th november 2016 ......
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Sue Walsh and Katherine Hildyard
17 November 2016
ISW Day 4
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Programme Day 4 Thursday 17th November 2016
� � 9:00 Tea/coffee and registration � � 9:30 Reviewing learning and development � � 9:45 Methods in supervision – Live supervision: Learning from family therapy � � 11:00 Problem-based learning presentations � � 11:30 Tea/coffee � � 11:45 Problem-based learning presentations � � 1:00 Lunch � � 1:30 Organisational metaphorical analysis � � 2:45 Tea/coffee � � 3:00 Peer supervision of organisational process � � 3:30 Action Plans
Self-evaluation: Goal attainment scaling, LO questionnaire � Evaluation of Day 4 � � 4:00 End
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Aims of the day
■ To review learning and development ■ To consider varied methods of
supervision ■ To gain knowledge and experience of
two different methods of supervision ■ To engage in the PBL exercise ■ To plan for further learning and
development
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Method 1 Live supervision
▪ A potted history from family therapy
▪ Behind the screen
▪ Reflecting teams
▪ Outsider witnesses
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Method 1 Live supervision
■ “It is the theory that determines what we observe” Einstein
■ Theoretical rationale for live supervision ■ Levels of communication, punctuation
and the meta position ■ The notions of curiosity and mystery ■ Deconstruction and narrative
approaches
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Method 1 Live supervision
■ Pitfalls of live supervision ■ “Robotisation” i.e. loss of creativity,
dependence on supervisor, performance anxiety
■ Parallel patterns, stuckness ■ Supervisor ego
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Method 1 Live supervision
■ Avoiding pitfalls ■ Good planning, negotiation and review ■ Clear role for the live supervisor depending
upon stage of training of trainee ■ Collaborative and focused upon enabling the
trainee to develop their learning – ‘both/and’, not ‘either/or’
■ Restrain from “saviour tendencies!” ■ Share with client or family the plan ■ Consider a break midway through session
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Skills exercise
■ Form groups of 3 or 4 ■ One or two people to choose the client scenario ■ One person to be the therapist ■ One person to be the supervisor ■ 10 minutes for conducting initial session ■ 5 minutes for supervisor-therapist reflective
discussion ■ Deconstruct/reflect upon this discussion with the
client/family ■ 5 minutes to feedback to the group
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Method 2
Creativity and the use of metaphor ■ A focus on organisations
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Supervision as an organisational process
■ Supervision as a medium through which we do our jobs
■ Supervision is about change leadership/ assessment of good practice/management
■ Thus, work contexts have an impact upon the work we do [Austin and Hopkins (2004); Cooper and Lousanda (2005); Pullen, A. and Simpson, R. (2009); Kihlgren and Hansebo (2014)]
■ Supervision as an evidence-based approach (Milne, 2014)
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For example…
■ Supervision encourages staff to continue to engage with difficult clients
■ Reframing of problems so that staff endure, remain helpful and confident
■ Enhance work effectiveness and therefore service quality
■ Sometimes issues between supervisee and client are located in service policy and procedures [Kaiser (2004), in Austin and Hopkins (2004)]
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Other examples of organisational impacts…
■ The community within which a service is located impacts upon work/supervisory priorities
■ Upon supervisory boundaries – assessment/crisis intervention/rehab/physical heath
■ Upon the centrality of confidentiality and risk – e.g. Forensic
■ Focus and depth – hospice work ■ Contracting framework – GP commissioning
groups (is supervision costed within service bids?)
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‘The pull towards perversion’
■ Taken from Ballatt and Campling (2011) ■ Perversion captures the inherent
“contradictions and destructive dynamics at work that draw cynicism and worse out of the most well-intentioned, hard working staff member” (p140)
■ Mid Staffs – “The Trust was galvanised into radical action by the imperative to save money and did not properly consider the effect of reductions in staff on the quality of care”
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Corrupting forces? (Ballatt and Campling, 2011)
■ The promotion of a competitive market economy that works against the idea of an integrated service
■ Industrialising healthcare - undermines skilled individuals in relationships with patients and turns it into a mechanical process
■ The framework of specification, regulation and performance management
■ What are the effects of dysfunctional organisations on individuals Campling (2016)
■ The role of supervision -
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Factors indicative of perversion
� Taken from ‘The perverse organisation and its deadly sins’ (2008) Author Susan Long
� Individual pleasure at the expense of others � Acceptance and denial of reality � Engagement of the accomplice � Instrumental relations in society � Perversion begets perversion
¡ Is it useful to make links between the internal world and the world of the system?
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Using metaphors as a tool
■ Bernard and Goodyear’s ‘super’ ‘vision’
■ Metaphors representing an objective/subjective perception of internal or external reality
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Why are metaphors useful?
■ Language as central and metaphors can determine how we think and act in the world
■ Mental pictures which are highly graphic ■ Transformative + creates compact
descriptions of complex phenomena ■ Tool within organisational literature egg.
Morgan, G. (2006), Images of organisations
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Having a go
■ What metaphor best describes the organisation in which you or your supervisee works?
■ Draw it ■ From your drawing what may impact
upon your supervision or your supervisees’ practice? Discuss in your groups
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Avoiding the traps in using metaphors
■ Using specific metaphors inappropriately (lack of fit, lack familiarity)
■ Metaphors carry ambiguous meanings ■ Need multiple metaphors ■ Changing metaphors in use can be
difficult Abkin and Palmer (2000)
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Checklist for Portfolio Submission ISW 2016
■ Self Evaluation of Learning Outcomes Questionnaire
■ Peer supervision contract ■ Goal Attainment Scaling Exercise
[was set at workshop 1 (and completed on Day 3) and review progress at workshop 4]
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Checklist for Portfolio Submission ISW 2016 (cont’d)
■ 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 the Supervisory Relationship Questionnaire developed by Palermo and Beinart in Oxford (plus commentary)
■ A record of the Problem-Based Learning exercise, presented on Day 4
■ Supervision of Supervision – Feedback from your Supervisors (plus confirmation of recorded session by supervisor)
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Evaluation
Please complete: ■ The Learning Objectives
Questionnaire ■ The Goal Attainment Scaling ■ The Training Evaluation form