Clinical Supervision Handbook - CAMH Knowledge Exchange ...

Clinical Supervision Handbook
When issues are generated from performance management processes
Any clinical supervision task generated by the performance management system
should include the following:
• a precise description of what aspect of the staff member’s practice is below standard
• a precise description of how a staff member’s practice has to change in order to
meet expectations
• a precise plan outlining what kind of documentation will be required from the
clinician to monitor performance
• the maximum length of time available for achieving the task at hand
• details on how the clinical supervisor will report progress and to whom these
reports will be given
• an understanding of the consequences if there is a recurrence of the suboptimal
practice.
Attending to the above details will assist clinical supervisors and staff in marking the
end of a specific, performance-management supervision task, and the restoration of
a “business as usual” clinical supervision relationship.
Discuss the goals of clinical supervision
It is helpful to talk about the atmosphere clinicians believe they need to develop
their clinical skills. This is likely to entail discussions about the importance of creating
a safe place for clinicians to share information, thoughts and feelings related to
their work. Clinical supervision is different from therapy in that clinical supervision
focuses on the clinicians’ struggles and challenges as they relate to client care. The
process of developing trust and safety in the relationship is introduced in the initial
meeting and is reinforced through the experiences of interacting with the clinical
supervisor in the day-to-day work.
It is also useful to discuss with the clinician the types of approaches available in the
program for professional development and growth. For example, in some programs
two-way mirrors can be used for direct supervision, coaching and feedback. In
others, audio- or videotapes are available. Some programs present opportunities
for learning through co-therapy and review, while others will rely primarily on
case presentation and consultation. This is further discussed in the next section.
Contracts can be general or specific with regards to learning goals, activities and
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