Clinical Supervision Handbook - CAMH Knowledge Exchange ...

• Does this situation connect with previous experiences I have had?
• How do I feel about this experience?
• What were my hopes for the outcome of this incident?
• How were my hopes related to my own expectations?
• What are the sources of my knowledge in my life and work?
• What are the sources for my ideas and values?
• To what extent were social norms or expectations (including organizational)
operating in this incident?
Adapted from: Johns, C. (2000). Becoming a Reflective Practitioner: A Reflective and Holistic Approach to Clinical
Nursing Practice Development and Clinical Supervision. Oxford, England: Blackwell Science.
Tate, S. (2004). Using critical reflection as a teaching tool. In S. Tate & M. Sills (Eds.), The development of critical
reflection in the health professions. Occasional paper (4). Learning and Teaching Support Network (LTSN) Centre
for Health Sciences and Practice, (pp. 8–17).
GROUP SUPERVISION
Ongoing Clinical Supervision
Although the literature tends to focus on individual clinical supervision, given time
and budget constraints, clinicians will probably be more exposed to group supervision.
The following is adapted from a series of studies on group supervision conducted
by Bogo, Globerman and Sussman (2004a).
In group supervision, a group of clinicians meet on a regular basis with one supervisor.
Group supervision allows clinicians to present examples of their practice and, through
discussion, learn from exposure to a wide range of ideas and perspectives offered by their
supervisor and peers. Through peer interaction, clinicians can develop a more accurate
self-appraisal of their ability and learn about group process and group dynamics.
Groups can function in different ways. Examples include rotating case presentations
or focusing on particular topics and their relationship to the therapeutic relationship
(e.g., working with clients with a trauma history, stage-oriented trauma treatment).
Novice clinicians have the opportunity to learn from experts. Experts develop by
demonstrating their ability to self-reflect. They do this by bringing their experiences
of their clients to the group, and by sharing their thought processes as they discuss
the questions they have asked themselves in order to better understand the choices
they made in response to their client’s behaviour. They talk about the connection
they make between theory and similar situations they have encountered with other
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