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Supervising Non Psychologist Group Practitioners
Challenges Successes Models of Practice
NZ Psychological Society Conference 2009
Lucy KingPrincipal Advisor Supervision
Gordon SinclairNational Manager Programme Policy and Practice
Department of Corrections
Context of Supervision
• Re-design of NZ Correctional Programmes (2006)
• Pathway Training Model
• Supervision Model
Professional Supervision Policy
• Programme Facilitators
• Practice Supervision
• Cultural Supervision
• Supervisor Training
Purposes
• Improving the effective delivery of programmes
• Educate and promote ethical and professional standards of behaviour
• Protect the rights of offenders, the Department, and the supervisee
• Ensure safe and accountable practice• Promote best practice models
Purposes
• Application of professional knowledge in current work situation
• Increase awareness of limits of competence
• Support professional development • Maintain treatment integrity • Increase understanding of rehab/
treatment models
Frequency and Duration• In order to increase the direct value of
supervision to the purpose of the group, frequency and duration of supervision is a function of the facilitator’s specific and general competence
• The frequency and duration of supervision will vary depending on the supervisee's level of experience and particular needs at any one time. Key is the capacity to be flexible to needs arising for the supervisee and programmes.
Models & Methods
• Models of Supervision
• General Content - Developmental Model (three stages)
Consultant
CounsellorTeacher
ROLES
Individual Interpersonal Group/system
INTERACTION LEVEL
Intervention
Conceptualisation
Personalisation
FOCI
Supervisor AssessmentProfessional Practice Standard
1. Self Management
2. Facilitation of Group learning
3. Delivery of Programme as Prescribed
4. Applies Theoretical Concepts
5. Working with Maori Values
6. Working with Pacific Values
7. Co-facilitation
8. Management of Programme Relationships
9. Programme Organisation
Feedback and Reporting
Direct Feedback Supervisor’s Report Give evidence/ examples Report is ONE source of information for
credentialing What to do if concerns re unsafe
practice
Successes• Regular Attendance• Quality of Supervision• Supervisory Relationship• Facilitator Commitment• Giving and Accepting Feedback• Improved Self Reflection• Improving Knowledge of
– CBT, RP– Group Psychotherapy Skills
Challenges
• Variation in Supervisor Skills
• Overcoming Difficulties in Practice
• Giving and Receiving Negative Feedback
• Variation in instruction – Programme Content
Challenges
• Variation in Supervisee knowledge
• Pre-programme Interviews
• CBT, RP, Programme Content
• Group Process Skills
• Therapy interfering Behaviours
What Next…
• Supervisor Training – Enhancing Knowledge of Group
Psychotherapy Skills– Giving Constructive/ Negative Feedback
• Supervisee Training– Going to Supervision Prepared– Accepting feedback constructively– Using Feedback Constructively