Supporting Supervisors to Supervise Well NAFEA Conference

1. Supporting Supervisors to Supervise Well NAFEA Conference Valerie Sollis & Robyn Martin School of Occupational Therapy & Social Work 26 November 2009

2. Welcome and overview Introductions and acknowledgement of country Thank you for joining us today We see this as an opportunity for exchange on good practice We look forward to hearing how you support your fieldwork supervisors and educators Do we promote ourselves and say we think we have a good package i.e. positive feedback from students and supervisors????? This is working for us at the moment Discuss the context i.e. we will be talking from a social work aspect but feel confident that it can be transported to other disciplines e.g. teaching/nursing The issue of IPE and so supervision could change i.e. exposure to other professions and disciplines.Do we promote ourselves and say we think we have a good package i.e. positive feedback from students and supervisors????? This is working for us at the moment Discuss the context i.e. we will be talking from a social work aspect but feel confident that it can be transported to other disciplines e.g. teaching/nursing The issue of IPE and so supervision could change i.e. exposure to other professions and disciplines.

3. The University Role The University fieldwork team and associated supports are pivotal to a quality fieldwork experience Our role is to find, carefully match, support, inform and challenge participants to the fieldwork experience In this we take a balanced approach in how we work with, support and challenge everyone involved in fieldwork Issues to keep in mind: The power differentials and the ways in which these are interpreted and enacted The expectations from students on levels of support The demands placed on supervisors, the agency and students during fieldwork. At times the agency may not be supportive of the supervisor. We take the view that the agency is the �supervisor� so allowing for shared supervision, support of the primary supervisor etc. This attitude seems to lighten the load and makes having students not as onerous. We are there to ensure that the placement works � not primarily as an advocate for the studentAt times the agency may not be supportive of the supervisor. We take the view that the agency is the �supervisor� so allowing for shared supervision, support of the primary supervisor etc. This attitude seems to lighten the load and makes having students not as onerous. We are there to ensure that the placement works � not primarily as an advocate for the student

4. The importance of relationships with industry partners Our relationships with industry partners are the key to quality fieldwork experiences for students What are the ways in which you build and sustain these relationships? How do you manage any damage to the relationships? These partners are also our professional colleagues We have found that respectful, collaborative and transparent approaches to organising and managing placements builds quality relationships We have also found that providing resources, training, accessible information and being responsive strengthens these relationships. Do we provide examples here? For example Centrelink, DCP. Do we provide examples here? For example Centrelink, DCP.

5. What do we mean by �supervision�? This term is applied in different ways, across different disciplines Within social work it means equally distributed attention to ensure that students are: Supported, encouraged and mentored Accountable for their practice decisions and actions Educated and assisted to develop as emerging professionals

6. What does social work supervision look like? Standards set by the Australian Association of Social Workers (AASW) for student supervision include: A minimum of 1 hour formal, uninterrupted time between supervisor and student per week 30 minutes of informal supervision (in the car, after a meeting, general �chit-chat� about the placement), per week Whilst this is a standard set by our Accrediting body, we recommend that one hour per week set aside to discuss the student�s progress, strengths and areas for development is a good practice approach. Whilst this is a standard set by our Accrediting body, we recommend that one hour per week set aside to discuss the student�s progress, strengths and areas for development is a good practice approach.

7. Strategies for supporting supervisors Build their capacity to supervise well through providing training on supervision requirements, practicalities, approaches and anything else that is needed (as the supervisors identify) Provide online resources for supervisors to access when it suits them Be readily available to respond to queries, concerns and feedback Seek supervisors� feedback on their experience of the placement (particularly the organisation, matching etc) Considering providing modules on-lineConsidering providing modules on-line

8. Creating the conditions for supervising well - some ideas to share with supervisors How will the supervisor introduce themselves and begin the supervisory relationship? What do they want the student to know about their practice and their experience? How will they explain and discuss their approach to the supervisory component of the fieldwork experience? What theories and knowledge guide their practice, and how will they communicate this? Will they share anything of their own fieldwork experiences? Issue of theory v�s practice � discussion of theory tends to engender fear by both student and supervisor!!! This is how we support supervisors to supervise well and the strategies we use Issue of theory v�s practice � discussion of theory tends to engender fear by both student and supervisor!!! This is how we support supervisors to supervise well and the strategies we use

9. Students as active participants and contributors How will the supervisor get a sense of the student? Asking the student to describe their experiences and how they think this will influence their performance during the placement Having the student describe their strengths and areas for growth, learning and development How the student feels about the placement, being supervised and assessed

10. Joining Mutually discussing the purpose of supervision � is there common agreement? If the student does not appear to understand the purpose of supervision, have them go away and read about it and then report their understanding during one of the first supervision sessions Discussing the format of supervision What are the preferred learning strategies (role play, observing, reflection, journaling, process recordings, audio/visual recordings�.) Discussion on the goals for the placement and how these will be achieved This allows for clarity and transparency and guides the supervision session which in turn enhances meaningful supervision Supervision should include the broader areas not just a single case i.e. common links and threadsThis allows for clarity and transparency and guides the supervision session which in turn enhances meaningful supervision Supervision should include the broader areas not just a single case i.e. common links and threads

11. Issues for supervisors to explore in supervision Theories, knowledge and evidence Organisational policies, context, culture and expectations (formal and informal) When and how often will it occur (and what happens if one party wants to cancel?) Evaluation, monitoring and reporting (including the power, authority and privilege of being a supervisor) What is the nature of confidentiality in the supervisory relationship?

12. Issues for supervisors to explore in supervision (cont�d) Format and content of supervision sessions Record keeping requirements Expectations Roles and boundaries Disclosures and how personal issues will be managed in the supervisory relationship Values, ethics and different standpoints or positionality Grievances and conflict management

13. Learning styles It is essential that we familiarise students and supervisors with the literature and research on learning styles, as this can assist with difference and avoid unnecessary conflict. Undertaking learning styles questionnaires and inventories also promotes dialogue between supervisor and student, leading to reflection, discernment and responsiveness Feedback from supervisors is that they have found it interesting, and of assistance, when the students ask them to complete a learning questionnaire.Feedback from supervisors is that they have found it interesting, and of assistance, when the students ask them to complete a learning questionnaire.

14. Feedback Case scenario on feedback How could we support this supervisor to supervise well? Case scenario Valerie gives Robyn feedback that: She does not appear interested or enthusiastic because she asks very few questions, despite being new to this area of practice. This feedback has come from the supervisor�s own observations and those of other team members. The student cutting the supervisor off when she shares knowledge or practice skills with the student. The student normally says �yes I know that, I�ve already done that�� No apparent initiative being taken by the student (she continually comes back to the supervisor and asks what the next step is rather than thinking through the next steps in the task) Not engaging with other team members, finding out what they do, their experience etc. Robyn rejects the feedback, giving reasons why the supervisor is wrong in her assessment, or why these things have happenedCase scenario Valerie gives Robyn feedback that: She does not appear interested or enthusiastic because she asks very few questions, despite being new to this area of practice. This feedback has come from the supervisor�s own observations and those of other team members. The student cutting the supervisor off when she shares knowledge or practice skills with the student. The student normally says �yes I know that, I�ve already done that�� No apparent initiative being taken by the student (she continually comes back to the supervisor and asks what the next step is rather than thinking through the next steps in the task) Not engaging with other team members, finding out what they do, their experience etc. Robyn rejects the feedback, giving reasons why the supervisor is wrong in her assessment, or why these things have happened