Clinical Supervision in Child Welfare Practice

1. Clinical Supervision in Child Welfare Practice Presentation to Steering Group October 24, 2005 Conference Call

2. Ideas emerging from other jurisdictions… • Transfer of learning is critical: need to keep providing learning opportunities long after the training has ended; • Successful design integrate collaboration with supervisors and empowerment strategies; • Desire to move supervision away from constant crises to planned quality time with staff members. • Clinical supervision training is becoming a ‘hot topic’ issues in the child welfare field: Alberta is also exploring clinical supervision curriculum design. Conference Call Presentation

3. Kentucky Model • Four States participating in the Model: Mississippi, Arkansas, Tennessee and Missouri; • Intent is to design a ‘hybrid model of supervision’; • Study is examining organizational culture as a result of the training; • Transfer of learning is critical: Arkansas hired two full-time mentors to provide support to supervisors; • Mississippi has the best ‘buy in' as they did focus groups to design the curriculum; • Professor Crystal Camargo-Collins can come to Toronto as part of the study’s dissemination. Conference Call Presentation

4. Mississippi ModelPart of the Kentucky Supervision Research Project • Held a focus group with a group of supervisors and then used this group as a team to design all aspects of the curriculum; • The team indicated that if you want supervisors to be good clinicians, you first need to educate them about being a good leader. First module focuses on leadership issues and other modules include cultural competency, boundary issues, vicarious liability…designed a series of modules; • Curriculum design ideas: have the group bring in their own challenging scenarios (anonymously), chart your career path, role play good and bad scenarios, • Senior managers attended all of the training; • Cultivate trust and respect in the learning environment Conference Call Presentation

5. Research Study in New York State • Article did a three year review of supervisory outcomes following clinical consultation program; • The objectives of the training curriculum is to enhance supervisors ability to: • Coach and mentor staff in sound decision-making practices; • Convene and facilitate permanency planning case conferences; • Improve practice in the development of child-centred culturally relevant safety and permanency plans. Conference Call Presentation

6. Emerging Ideas • Katharine has access to a digital camcorder and would like to videotape role plays and a clinical supervision session. She has put together a ‘demo’ for review; • Integrate a Needs Assessment questionnaire for supervisors prior to the training. This questionnaire would be anonymous but would provide information about the participant’s skill level and desired learning objectives. Supervisors can submit anonymous scenarios that they find challenging that could be integrated into the curriculum design; • Clinical Supervision Website—On the OACAS website? With readings, links etc? Tool kit on-line? • Supervisory Tool Kit that could go on-line Conference Call Presentation

7. Feedback others on Curriculum Design • Move away from lecture format into more interactive scenarios such as role plays, and case vignettes; • Provide this training to all supervisors in all service areas (protection, foster care, adoption) • Don’t put the manager in the role of mentoring the supervisor following training. Transfer of learning is critical but using the supervisor’s manager may become problematic. Conference Call Presentation

8. Supervisory Tool Kit Material taken from Carleton Munson’s book on Clinical Supervision: • Practitioner Self-Assessment Form is designed to focus on clinical aspects of a case; • Supervisee Bill of Rights • Website links—K.Dill still pulling together • Annotated Bibliography to be written K.Dill • Put the tool kit on-line—Web Ct? Conference Call Presentation

9. Proposed Design Changes Curriculum is divided into six sections: • Section Two: Clinical Supervision in Child Protection; • Section Three: Defining Supervision in Child Welfare Practice • Section Four: The Parallel Process in Clinical Supervision • Section Five: Clinical Group Supervision • Section Six: Self Reflective Practice Conference Call Presentation

10. Chapter Two: Introduction to Clinical Supervision in Child Welfare Practice ACTIVITIES: • Introductions • Explore the fundamental elements of social work supervision: administrative, educational and clinical • Review the curriculum outline with participants • Review of core competencies for training Conference Call Presentation

11. Chapter Three: Defining Clinical Supervision in Child Welfare Practice ACTIVITIES: • Group Exercise: What does clinical supervision mean to you? • Balancing the role of the supervisor: Rocci’s suggestion of exploring how to balance the role of the administrative, clinician and educational supervisor; • Clinical Supervision Role Play: Katharine has done a video clip. Can be used as a way of providing an example to the group.Integrate Allan Moyle’s notes re exploring clinical themes and issues; • Role plays: groups are given vignettes and role play the scenarios; • Homework Assignment: Review articles and present them to large group following morning. Done in training session. Conference Call Presentation

12. Chapter Four:Clinical Group Supervision ACTIVITIES: • Small group discussion about how individuals integrate clinical supervision into a team setting; • Katharine would like to actually videotape a role play with a team. Use it as a discussion tool for the group. She has a good case example that addresses parallel process. • Role play would form the basis for promoting discussion about the elements of group supervision, team dynamics and stages of group development. Conference Call Presentation

13. Chapter Five: The Parallel Process in Clinical Supervision ACTIVITIES: Video clip is used as a demonstration of the issues and then people move into small groups and role play the following scenarios: • Building collaborative relationships with resistant clients; • Promoting effective use of power and authority in working relationships with clients; • Understanding and integrating the parallel process in clinical supervision Bring themes and ideas back to the larger group Conference Call Presentation

14. Chapter Six: Self Reflective Practice ACTIVITIES: • Write a letter to yourself focusing on one or two key areas that you wish to continue in your clinical practice and one or two issues that you wish to change. • Other suggestions here? Conference Call Presentation

15. Next Steps • We need to go through and carefully edit each of the curriculum chapters; • Group supervision role play—needs actors Conference Call Presentation

16. Preparing for the Focus Group Sessions • Dates selected for the focus group sessions are: November 15 and November 22; • How many participants from which service areas? • We need to decide what material we send to the participants ahead of time; Conference Call Presentation