Clinical Supervision Handbook - CAMH Knowledge Exchange ..

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Clinician Development SUPERVISORY ACTIVITIES Clinicians come to clinical supervision with a diverse array of learning styles, such that the adage “one size fits all” doesn’t apply. Recognizing and then adapting teaching to match the learning styles of clinicians is a critical supervisory skill (see Learning styles, p. 33). Observation, discussion, feedback, role play, coaching, demonstrating and questioning are examples of supervisory activities. Supervisors need to master each of these so they can customize learning activities to meet the needs of all the clinicians with whom they are working. Conceptual frameworks that link theory to practice that’s relevant to camh clients help clinicians’ work to progress in an intentional and planned manner. Reflection encourages and provides the opportunity for clinicians to consider their experiences in practice, explore feelings invoked through working with clients, and understand the meanings they give to interactions. This process allows clinicians to arrive at more mindful and deliberate subsequent interventions. Critical self-reflection and self-inquiry helps clinicians recognize their strength and growth areas. Clinician Development Clinicians pass through stages in their careers. In the early stages of their careers, or when they join a new organization, clinicians may benefit from increased support, education and clinical supervision as they orient themselves to the organizational environment and clientele. Later career professionals may require less clinical supervision and more focused case consultation. Most professionals are educated in their specific disciplines, and while in training may have little opportunity to collaborate with other disciplines. However, in health care organizations, they are expected to participate in teamwork and collaborative practice. There is an increasing number of inter-professional education initiatives that recognize the knowledge base required to practice collaboratively. The curricula of the health care disciplines are evolving so that students will have the opportunity for curriculum and practicum experiences in collaborative practice. 11
Clinical Supervision Handbook The optimization of holistic clinical care first requires clinicians to be well grounded in their own professional discipline. It is a challenge for a junior clinician to maintain this professional identity and assert the unique perspective of the discipline within the interdisciplinary team. Without the opportunity for regular clinical supervision and reflection on their unique roles in teams, junior clinicians can risk aligning themselves with the power base on a team, thus silencing the unique perspective of their discipline. The clinical supervisor therefore must consider the career stage of the clinician in choosing pertinent material and issues for supervisory sessions. Supervisor Development Clinical supervisors, similar to clinicians, engage in professional development in their various roles. Reflection on their practice as clinicians and as supervisors allows them the opportunity to examine themselves from cognitive, affective and behavioural angles. By acknowledging strength areas and challenging inherent assumptions and ineffective patterns, clinical supervisors deepen their level of service offered to both clients and clinicians and are able to seek their own supervision as required. Professional development may also result in further expertise in a clinical issue or exploration of a new area. Clinical supervisors are in an excellent position to provide leadership with respect to evidence-based practice through staying abreast of the most current literature and introducing new concepts, practices and guidelines in their supervisory meetings with clinicians. Continuous learning refreshes clinical processes, allows clinical supervisors to remain current and promotes a similar commitment on the part of clinicians. The processes of transference and countertransference are two of the inevitable by-products of working in helping professions. Effective clinical supervisors understand the dynamics of these two processes both between client and clinician and between clinician and clinical supervisor. Clinical supervisors facilitate clinicians’ understanding of how these dynamics impact on clinical work. At the same time, clinical supervisors reflect on their personal transference and countertransference issues to promote their development. 12
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A Pan American Health Organization
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