Utilizing SUPERVISION A Presentation by Bruce D. Hartsell, LCSW Lecturer California State University, BakersfieldSlide 2
Why contemplate supervision? a. To turn out to be better supervisees. b. To encourage better administration. c. To deliver better customer results. d. To decrease hazard.Slide 3
Purposes of Supervision a. Protect the general population b. Develop experts c. Support experts d. Deal with the work e. Advance responsibilitySlide 4
Functions of supervision (Kadushin) a. administration b. education c. supportive initiativeSlide 5
Definition of Supervision ? ? ?Slide 6
Policy Bases of Supervision a. Moral b. Lawful c. Proficient d. InstitutionalSlide 7
Ethical Requirements – NASW a. 1.04 Competence . . . inside the limits of . . . administered encounter . . . b. 3.07 Administration . . . reso urces . . . to give fitting staff supervision .Slide 8
Ethical Requirements - Kohlberg Stage 4 – societal standards Stage 5 – all inclusive standards Stage 6 – cases of all people Not Stage 1 – what one can escape withSlide 9
Legal Requirements a. Business and Professions Code, Chapter 14, Article 4 - ". . . administered course of study . . ." - "duty regarding, and control of" b. CCR Title 16, Division 18 Unprofessional lead - - help or abet unlicensed practice - grants one under "supervision or control"Slide 10
Professional Requirements a. Situated in morals b. Situated everSlide 11
Institutional Requirements a. Situated in morals b. Situated in expert standards c. Situated in law - work must be regulated by MSW - must meet no less than 1.5 hours for each week FOR SUPERVISIONSlide 12
Recommendations Decide all alone purposes for supervision. Choose what moral standards will direct your supervision. Assess the fit between your motivations and your morals.Slide 13
What recognizes supervision, counsel, and cooperation? a. Supervision incorporates duty regarding the nature of the work and power over the work. b. Supervision includes a guardian obligation to the supervisee and to the customer.Slide 14
Distinctions - c. Supervision requires observing and assessment of the work. d. Consultation does not include power in spite of the fact that it suggests skill and in this way obligation. e. Collaboration includes parallel work without power or duty regarding the work of the other.Slide 15
Contexts of Supervision (Kadushin) a. community b. profession c. organization d. department e. supervisor-superviseeSlide 16
Significance (Kadushin) a. The work of an association must be sorted out. b. Financial responsibility to the group must be kept up. c. Policy responsibility to the group must be kept up.Slide 17
Significance - d. Management needs data from staff. e. Because what we do is not straightforwardly detectable, supervision permits oversight. f. The aftereffects of what we do are frequently not effortlessly clear.Slide 18
Significance - g. The organization gives the customers, and the customers have minimal decision. h. Supervision is a piece of expert socialization. i. Professional movement is not controlled by expert associations.Slide 19
Significance - j. Supervision offers obligation regarding choices. k. The requests of the occupation require steady supervision. l. Social specialist identities and qualities don\'t unequivocally restrict supervision.Slide 20
Three Types of Supervision Administrative Educational SupportiveSlide 21
Tasks of Administrative Supervision enlisting and selecting staff drafting and putting the specialist arranging work assigning work checking, surveying, and assessing workSlide 22
Administrative Tasks - organizing work sharing data upwards, downwards, and along the side upholding change buffering changeSlide 23
Six Functions of Leadership (Adair) arranging starting controlling supporting advising assessingSlide 24
Management Tasks (Drucker) set destinations sort out spur and impart measure create individualsSlide 25
Educational Supervision Facilitates learning Knowledge Skills Values Applies learning hypothesis Connects new to known Connects hypothesis to rehearseSlide 26
Supportive Supervision Instrumental issues – data abilities structures officesSlide 27
Supportive Supervision - Personal issues – enthusiastic bolster acknowledgment consolation endorsement recognition purgation desensitizationSlide 28
Focuses of Supervision - I People Problem Place Process PersonnelSlide 29
Focuses of Supervision - II hypothesis content interpersonal process intrapersonal handleSlide 30
Focuses of Supervision - III Philosophy Theory TechniqueSlide 31
Roles and Models Supervisor as director, instructor, advocate Developmental models Discrimination demonstrate Integrated (mixed) show Interactional model Theory-particular models ReflectionSlide 32
Developmental Model 1. relationship building, objective setting, and getting the states of supervision 2. change between parts as guide and instructor as expertise shortfalls and burdens emerge 3. collegial part in light of developing skill and certainty 4. specialist part as the supervisee gets to be self-coordinated and freeSlide 33
Another Developmental Model (Loganbill) stagnation disarray reconciliationSlide 34
Some measurements of improvement requirement for structure requirement for direct input requirement for pedantic guideline requirement for administrator bolsterSlide 36
Discrimination Model (Bernard & Goodyear) three foci – handle abilities conceptualization aptitudes personalization abilities three manager parts – instructor advisor expertSlide 37
Integrated (Eclectic) Model Variously considered in the writing Intensional incorporation of more than one mental hypothesis May incorporate one introduction to supervision and another to treatmentSlide 38
Interactional Model (Shulman) Preliminary Phase – Tuning In Beginning Phase Contracting Clarifying Purposes Specifying Roles Establishing AuthoritySlide 39
Interactional - Middle Phase – Work Phase Session tuning in Session Contracting Elaboration Empathy Sharing FeelingsSlide 40
Interactional - Middle Phase – Continued Showing Vulnerability Demanding Work Pointing Out Obstacles Sharing Data Session Ending and Transition PhaseSlide 41
Theory-particular Models psychodynamic behavioral intellectual specialized diversitySlide 42
Reflection guided addressing accept that expanded mindfulness prompts expanded expertiseSlide 43
Recommendations Choose models Discuss models with your director Agree on at least one demonstrates Use the conceded to models Evaluate utilization of the modelsSlide 44
Steps in the Supervision Process figure out what the supervisee needs to learn decide how the supervisee learns figure out which case will best encourage that learning get ready to apply the learningSlide 45
Supervision Steps - apply the learning audit the experience give criticism reconsider adapting needs rehash the procedureSlide 46
Characteristics of a Good Supervision Meeting includes arrangement and arranging by both sides has a mutual target concentrates on the work of the supervisee offers need to the basic self-examination of the superviseeSlide 47
Meeting Characteristics - gives accommodating input happens with regards to a facilitative learning procedure is steady with great educating learning hypothesis and practice gives finish and association with the following meetingSlide 48
Recommendation Develop a motivation for an average supervision meeting.Slide 49
Content of a Supervision Session Follow up on past assignments Identification of adapting needs Review of cases Interventions inside supervision session Recommendations for activity outside of supervisionSlide 50
Diversity Issues Diversity impacts . . . a. the experience of issues b. the portrayal of issues c. approaches to taking care of issues d. perception of partnersSlide 51
The Diversity Triangle Client Supervisor SuperviseeSlide 52
Supervisor Duties to Clients (Falvey) a. Assure customer welfare b. Assure educated assent for treatment c. Assure educated assent for supervision d. Manage privacy and its breaking points e. Manage accessibility to customersSlide 53
Supervisor Duties to Supervisee (after Falvey) a. Select supervisee b. Assess supervisee ability c. Orient supervisee d. Develop individualized supervision arrange e. Obtain educated assent for supervisionSlide 54
Duties - f. Assign cases g. Monitor cases h. Document checking i. Schedule and meet routinely for supervision j. Document supervisionSlide 55
Recommendation Consider what obligations you have to your customer. Consider what obligations you have to your boss. Does your customer have obligations to you?Slide 56
The Duty – Negligence Issue A manager has a guardian obligation to the supervisee and to the customer. The obligation includes meeting the standard of care – what a sensibly reasonable expert would do in similar circumstance. Inability to meet the obligation may constitute carelessness, which is significant in court.Slide 57
Negligence includes a. Duty b. Breach c. Cause d. Damage . . . as appeared by prevalence of confirmationSlide 58
Examples of Supervisor Negligence (Falvey) a. failing to sufficiently arrange the supervisee\'s work b. giving wrong counsel to the supervisee c. failing to get satisfactory data around a customer d. assigning assignments that the chief knew or ought to have known the student was not met all requirements to performSlide 59
Vicarious Liability Others might be lawfully at risk for your demonstrations or exclusions. Your chief Your office executive Your course educator Other school o
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