A primary aim of supervision is to create a context in which the supervisee can acquire the experience needed to become an independent professional.” Haynes, also state that supervision is “artful, but it is an emerging formal arrangement with specific expectations, roles, responsibilities, and skills.

1. CLINICAL MODELS OF
SUPERVISION
Presented by: Mahnoor Mirza

2.  Supervision
 Types of Supervision
 Educational Supervision
 Clinical Supervision
 Objectives of Clinical Supervision
 Goals of Clinical Supervision
 Features of Clinical Supervision
 Qualities of Clinical Supervision
 Clinical Supervisors’ Role
 Components of Clinical Supervision
 Clinical Models of Supervision
 Effective Keys of Clinical Supervision
 Problems of Clinical Supervision
Table of Content

3. SUPERVISION
 Haynes, Cory, and Moulton (2003) state that:
“A primary aim of supervision is to create a context in which the
supervisee can acquire the experience needed to become an independent
professional.” Haynes, also state that supervision is “artful, but it is an
emerging formal arrangement with specific expectations, roles,
responsibilities, and skills.”
 Weston, Grim haw & Norton, 1989:
“Co-ordination by someone taking responsibility for the work of others
includes planning, scheduling, allocating, instructing and monitoring
actions. The supervisor usually organizes or directs the work of others by
giving direct instructions, although subordinate supervisors may be
involved as an additional layer between supervisor and worker”.

4. 1-Educational Supervision: assessment of skills, evaluation of
needs, provision of learning experiences, upgrading of
knowledge and skills.
2-Administrative Supervision: monitoring work and workload,
assuring work completion, quality and quantity control
appropriate implementation of agency policies and procedures.
3-Supportive Supervision: providing support, understanding and
assistance, understanding emotional needs. The supervisor
provides employees with a supportive environment where they
can enjoy high morale and job satisfaction.
Types of Supervision

5. “Educational supervision is the process of supporting teacher to
improve their teaching in order to help their students improve
their learning”.
( C.H. JONES )
Educational Supervision

6. Clinical supervision involves being available, looking over the
shoulder of the trainee, teaching on-the-job with developmental
conversations, regular feedback and the provision of a rapid
response to issues as they arise.
Clinical Supervision

7.  To provide staff with a confidential, safe and supportive environment.
 To critically reflect on professional practice.
 To improve quality patient services by improving mental health
practice, by encouraging reflection on attitudes towards people with
mental health problems and disorders, their family members and
careers.
 Improve self-awareness and taking responsibility for their clinical
practice by adhering to a framework for clinical supervision.
 To maintain the quality of the process of clinical supervision.
Objectives of Clinical Supervision

8.  To provide for the professional growth, and development of the
clinical supervisee.
 To provide protection for the welfare of the client so they are not
harmed by the training supervisee.
 To keep a watchful eye on the supervisee’s performance to insure the
supervisee is practicing within the guidelines of the profession. This
means the clinical supervisor is the gatekeeper for the profession.
 Teach, train, and empower the supervisee so they can become
competent, independent clinicians who can carry out their goals, and
be a positive influence on their clients.
Goals of Clinical Supervision

9.  'Non-Managerial', 'Consultative' or 'Professional' Supervision
The idea of 'non-managerial supervision is in interest of the organization
or agency & it looks to the development of the worker. It argues that
managers should not be concerned with educational supervision; and
consultant supervisors should only focus on education and support.
 Clinical Supervision and the emergence of psychoanalysis and
counseling
Supervision, teaching and personal analysis have formed the central
elements of training since the 1920s. If we consider current
approaches to training social workers, teachers or informal and
community educators, then we can see similar elements.
Features of Clinical Supervision

10.  Demand for Clinical Supervision’ In Counseling
By the early 1950s, with the 'coming of age' of the profession, there
was a substantial growth 'in the proportion of practitioners with
significant experience. a fellow practitioner to act in a consultative
capacity' this linking of consultant supervision with the
development of counseling is significant. a counselor supervisor
may draw heavily on the theory and practice of a counseling model
and apply this to supervision.
Features of Clinical Supervision

11.  Psycho-dynamic supervision
A psycho-dynamic supervisor would interpret the material
being presented and use an awareness of the relationship
dynamics between himself and the counselor in
supervision as a means of supervising. A client-centered
supervisor would be concerned to communicate the core
conditions of acceptance, respect and geniuses to her
supervisee.
Features of Clinical Supervision

12.  Linkage Of Supervision And Counseling
The first thing to say here is that it may well be appropriate for us as
supervisors to change the focus of the session from 'supervision' to
'counseling'. The situation may demand it - and we have what may be
described as a ‘counseling interlude’.
 Psycho-Dynamic Insight
Psycho-dynamic insights, to work with supervisees to enhance the
quality of their interactions with clients. This does not entail moving
beyond a supervisor's frame of reference.
Features of Clinical Supervision

13.  A clinical supervisor must be Motivated.
 He must be open, honest, aware of own strengths and weaknesses.
 He must be self-reflecting, able to give and receive constructive
feedback, empathies, support, and challenge and has internal review
skills.
 Having advanced knowledge of a variety of clinical methods and
techniques.
 Being able to reflect on one’s own supervising experience.
 Identifying what works and what did not work.
 Being able to incorporate what was learned from early supervision
experiences.
 Be a student of supervision, and read, study supervision methods, and
research.
Qualities of Clinical Supervisor

14.  The primary role of a clinical supervisor is that of a teacher
 The second most important role is that of the mentor
 Mentoring process involves relationship building.
 Beginning supervisees in advanced clinicians need support
 Identifies weaknesses for betterment
 Supervision leaves supervisee challenged to perform their tasks correctly
 Evaluate the work
 Works as an advisor and consultation
 Flexibility in nature
 Clinical supervisor is to oversee the supervisee’s work
 Clinical supervisor counsel with the supervisee
Clinical Supervisors’ Role

15. 1-Supervision Is An Intervention
2-Supervision Is Provided By A Senior Member Of A Profession
3-Supervision Is A Relationship That Extends Over Time
4-The Supervisor Evaluates, Monitors, And Serves As A Gatekeeper
Components of Clinical Supervision

16.  Development model
 Social role model
 System model
 Integrative model
Clinical Models of Supervision

17.  Development Model of Clinical Supervision
This model advocates that supervisors match the structure, and style of
supervision to the clinicians level of development. As the supervisee
grows, and develops, the supervisory methods are adjusted to fit the
skill level, and confidence of supervisee
 Social Role Model
The social role model specifies that the supervisor act and perform
certain roles, tasks, and functions that take into account behaviors,
beliefs, and 18attitudes that the supervisee is expected to follow
Clinical Models of Supervision

18.  System Model
The system model emphasizes a learning alliance between the
supervisor, and the supervisee. This alliance is based the
relationship that is developed between the supervisor, and the
supervisee
 Integrative Model
this model is a mixture of all the other models described above. It
also includes the supervisor’s own style, demeanor and
philosophy of effective supervision.
Clinical Models of Supervision

19. 1. Support Growth
• Professional Development Plans
• Strength Based Performance Appraisal Systems
2. Unite Your Team
• Open door policy
• Regular one-on-one supervisory meetings
3. Praise Others
• Formal recognition systems
• Informal compliments - Catching them doing things right
Effective Keys to Clinical Supervision

20. 4. Expect Excellence
• Clear position descriptions
• Regular feedback sessions with staff
5. Require Accountability
• Creating a culture where staff holds each other accountable
• Creating a culture where staff holds themselves accountable
6. Value What You Believe
• Ensuring understanding and buy-in to a shared mission and vision
• continuously reminding team of goals and desired outcomes
Effective Keys to Clinical Supervision

21. 7. Instill Independence
• Appropriate delegation
• Encouraging risk taking
8. Share Continuously
• Active listening
• Being transparent
9. Optimize Ownership
• Participatory strategic planning sessions
• Encouraging risk taking
Effective Keys to Clinical Supervision

22. 10. Realign Your Efforts
• Evaluating yourself as a supervisor on a daily basis
• Asking for Input – Reflect on areas of growth that would help staff
Effective Keys to Clinical Supervision

23.  There are times when the clinical supervisory process becomes
problematic.
 Change in supervisee behavior.
 Withdrawal, aloofness.
 Decreased verbal behavior, not forthcoming quality of interaction.
 Change in interaction.
 Over-compliance with supervisor suggestions.
 Supervisee appearing preoccupied.
 Supervisee seeming distant or annoyed.
 Supervisee seeming stressed or nervous.
 Supervisee confusion.
Problems of Clinical Supervision

24. NEVER DISCOURAGE ANYONE
WHO CONTINUOUSLY MAKES
PROGRESS, NO MATTER HOW
SLOWER.

25. Thank You


26. Connect
Email: mahnoormirza11@gmail.com
LinkedIn: https://pk.linkedin.com/in/mahnoormirza
Twitter: https://twitter.com/iMahnoorMirza