FRAMEWORKS OF SUPERVISION & CONSULTATION - 2017/8
Module code: PSYM036
TIBBLES P Dr (Psychology)
Number of Credits
FHEQ Level 7
Module cap (Maximum number of students)
Overall student workload
Seminar Hours: 18
|Assessment type||Unit of assessment||Weighting|
|Coursework||SUPERVISION CONTRACT (1500 WORDS)||50%|
|Coursework||SUPERVISION RATING SCALE (1500 WORDS)||50%|
Prerequisites / Co-requisites
At least one of the following three: 1) A practitioner psychologist (clinical, counselling, educational, occupational, health, forensic) eligible to registered with the Health and Care Professions Council. 2) A qualified psychotherapist or counsellor (psychodynamic, cognitive-behavioural, systemic, integrative) eligible to be registered with the UKCP, BPC, BABCP, AFT or BACP. 3) Qualification in a relevant profession with training in psychology at an undergraduate and/or postgraduate level (teaching, medicine, nursing, human resources, social work, occupational therapy). All candidates should be qualified professionals who have given supervision and consultation and who as part of their employment will be able to supervise and consult to others.
This core module focuses on the practical aspects of setting up supervision and consultation activities. It emphasises the importance of taking into account personal supervisory/consultation style, the preferred learning approach of supervises, developing a supervisory/consultation contract, evaluating outcome of supervisory/consultation interventions, and giving feedback and guidance during supervision and consultation. Typical ethical dilemmas in supervision/consultation are also introduced and discussed in this module.
This module can be purchased as an independent CPD module.
To establish a working understanding of the range of frameworks of supervision and consultation with particular reference to planning and conducting supervision/consultation
Improve understanding of the way frameworks of supervision and consultation can be related to preferred personal style and different contexts, and to link this with the development of critical self-reflection in order to better manage the process of supervision
Develop a capacity to provide responsive practice through an understanding of the procedures used to developing feedback procedures and negotiate supervision contracts
|In-depth knowledge of the context (including professional, ethical and legal) within which supervision is provided and an understanding of the inherent responsibility (BPS and AFT/UKCP required learning outcome)|
|An understanding of the importance of modelling the professional role, e.g. managing boundaries, including protecting time, confidentiality, accountability (BPS and AFT/UKCP required learning outcome)|
|Knowledge of a number of supervision frameworks that could be used for understanding and managing the supervisory process (BPS and AFT/UKCP required learning outcome)|
|Skills and experience in contracting and negotiating with supervisees (BPS and AFT/UKCP required learning outcome).|
|An understanding of the process of assessment and failure, and show skills and experience in evaluating supervisees (BPS and AFT/UKCP required learning outcome)|
|Knowledge of ethical issues in supervision and show an understanding of how this may affect the supervisory process; including power differentials (BPS and AFT/UKCP required learning outcome)|
|Knowledge of techniques and processes used to evaluate supervision; including eliciting feedback (BPS and AFT/UKCP required learning outcome)|
|A capacity to understand the importance of attending to difference and diversity, and to be sensitive to this in relation to supervisees/consultees learning needs (AFT/UKCP required learning outcome)|
|A critical understanding of the importance of taking on a leadership role|
|Show an ability to foster an open, trusting working supervisory alliance in which the supervisee is confident to reveal work difficulties and challenges (AFT/UKCP required learning outcome)|
|Supportive (affirmation of good practice, assist the supervisee in handling practice difficulties and challenges), educative (coaching skills or mentoring to enlarge theoretical knowledge and highlight areas for further training), normative (upholding standards, values and principles of good professional practice, guiding and supporting supervisee in addressing ethical issues, balancing needs of supervisee and client, addressing issues of safety and appropriate conduct) aspects of the supervision role (AFT/UKCP required learning outcome)|
|An ability to match the style of the supervision to the experience and individual needs of the supervisee, with a particular emphasis on demonstrating understanding and capability to work with diversity and equality considerations and issues (AFT/UKCP required learning outcome)|
|An ability to recognise the specific abilities and limitations of the supervisee, these may be socio-cultural, temperamental, physical or exist within the context of the supervisee's life (AFT/UKCP required learning outcome)|
|An ability to work with differences in relation to supervisees and show a similar awareness and capability (AFT/UKCP required learning outcome)|
|An ability to understand and critique work from the standpoint of the client, the therapist and the supervisor ((AFT/UKCP required learning outcome)|
|Working with parallel systems, processes and transferential or similar processes as applicable to the modality approach/es to supervision (AFT/UKCP required learning outcome)|
|An understanding of why and how supervision requires knowledge, experience and skills in addition to those required by a qualified psychotherapeutic practitioner (AFT/UKCP required learning outcome)|
|An ability to understand the principles, values and ethical issues particular to the practices of psychotherapy and psychotherapeutic counselling which need to be understood, communicated and adhered to (AFT/UKCP required learning outcome)|
|An understanding of the need for transparency and accountability as relevant and important in the training and in the practice of supervision (AFT/UKCP required learning outcome)|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Lectures and Workshops will include:
1) Identifying the essential differences between supervision and consultation.
2) Identifying the essential elements for a successful supervisory/consultation relationship;
3) Modifying the supervisor/consultant style to better fit the supervisee/consultee and the context.
4) Setting up the supervision/consultation contract for individuals and for groups.
5) Obtaining feedback from supervisees/consultees.
6) Designing and using feedback forms and rating scales to direct supervisory practice and consultation.
7) The nature of giving an intervention as a consultant to an individual, group and team.
8) The organisational context of supervision/consultation.
9) Confidentiality, boundaries and ethical issues in supervision.
10) Obtaining permission to make audio-visual recordings of supervision/consultation sessions.
11) Using different supervisory mediums to expand the range of supervisory interventions, including live supervision, audio-visual recordings, recollected self-report, reports from colleagues and from clients.
12) Professional requirements including keeping logs of learning, insurance, supervision of supervision, and continuing professional development.
13) Working with difference and diversity in different contexts of supervision and consultation.
Methods of Teaching / Learning
A mix of experiential and didactic methods to include lectures, audio-visual recordings, small group work, role play, simulations, guided reading. SurreyLearn will be used by students to access some of the material and to join a discussion group.
The summative assessment for this module consists of:
Preparation of a contract with individual supervisee/supervision group or a consultation contract. (Maximum word length of covering explanation 1500 words). A mark of 50% or above is required to pass this assignment.
Construction of a supervisory rating scale relevant to particular supervisees and/or supervision/consultation group, administer it and respond to feedback. (Maximum word length of covering explanation 1500 words). A mark of 50% or above is required to pass this assignment.
Formative assessment and feedback
Reading list for FRAMEWORKS OF SUPERVISION & CONSULTATION : http://aspire.surrey.ac.uk/modules/psym036
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2017/8 academic year.