Clinical Supervision Handbook - CAMH Knowledge Exchange ..

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Introduction This handbook is the result of a group of advanced practice nurses and clinicians who function as clinical supervisors at the Centre for Addiction and Mental Health (camh) using their collective experiences to articulate a model of clinical supervision in this organization. It reflects the integration of clinical experience, practice wisdom and contributions from contemporary literature and research. The literature and research base informing this handbook is drawn primarily from the social work and nursing fields, with some references to psychology and organizational change. A comprehensive review and integration of the supervision literature from all allied health disciplines is beyond the scope of this handbook; however, we hope that readers from all disciplines will find relevant and practical tips and suggestions. DEVELOPMENT OF THE HANDBOOK We used a range of iterative and developmental activities to create the handbook. Initially there was considerable reflection and discussion about the nature of clinical supervision, the activities and processes that appeared to work, and the challenges faced. Individuals or small groups volunteered to develop topics further. Conceptual, practice and empirical literature about clinical supervision was reviewed from the perspectives of social work, nursing, psychology and other relevant sources. Further discussion of the material led to refinement of ideas and practices. The discussion also revealed confusion and tension about the definition of clinical supervision within an organization and about developing effective supervision practices. PERSPECTIVES ON CLINICAL SUPERVISION The development of the handbook was an inter-professional practice activity that brought together a team of experienced social workers and nurses. The members of the team share: • a commitment to client-centred care • a commitment to professional education and development • a common vision as employees of camh. Professions have their own distinct cultures, histories and practices. Terms such as ix
Clinical Supervision Handbook “supervision” therefore have different meanings for nurses than they do for social workers. As the working group explored clinical supervision, it became apparent that this concept and function is interrelated with ideas about: • power, authority, accountability and autonomy of individuals, managers and clinical supervisors • decision making in groups and teams • the perceived organizational conditions necessary for education and professional development. LITERATURE REVIEW The review of the literature presents the diverse way these themes are conceptualized and the similarities and differences between professions (see Appendix 1, p. xx). Even within professions there are different models of clinical supervision with varying emphasis on accountability, reflection, applying theory to practice, coaching and skill development, and integration of evidence-based practice. Through dialogue, it also became evident that individuals have different perspectives about the complex issues related to clinical supervision based on their own educational and work experiences. The handbook therefore merges concepts from diverse clinical disciplines, particularly nursing and social work, to develop an approach to clinical supervision that respects and builds on these traditions while providing guidance for the challenges of supervision and practice in mental health and addiction in contemporary society. FRAMEWORK FOR CLINICAL SUPERVISION The framework for supervision (see p. xx) represents current conceptualizations and can provide principles to guide the process of clinical supervision through its various stages. The goal is to enhance the knowledge of our clinical supervisory staff and delineate the standards of clinical supervision we provide at camh. Three interrelated functions of clinical supervision identified in both the nursing and social literature are discussed: administrative, educational and supportive (Kadushin, 1976; Kadushin & Harkness, 2002; Proctor, 1986). Methods and competencies for supervisors are presented along with a suggested evaluation method. Special issues in mental health and inter-professional settings are also examined. Since camh is a major teaching centre, it is important to note that the practice of clinical supervision of staff is distinct from supervision of students. Clinical supervision x
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APPENDIX 1 Conceptualization of Cli
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APPENDIX 4 Core Clinical Practice C
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Core Clinical Practice Competencies
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A Pan American Health Organization
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