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Supervising Non Psychologist Group Practitioners Challenges Successes Models of Practice  NZ Psychological Society Confere...
Context of Supervision <ul><li>Re-design of NZ Correctional Programmes (2006) </li></ul><ul><li>Pathway Training Model </l...
Professional Supervision Policy <ul><li>Programme Facilitators </li></ul><ul><li>Practice Supervision  </li></ul><ul><li>C...
Purposes <ul><li>Improving the effective delivery of programmes  </li></ul><ul><li>Educate and promote ethical and profess...
Purposes <ul><li>Application of professional knowledge in current work situation </li></ul><ul><li>Increase awareness of l...
Frequency and Duration <ul><li>In order to increase the direct value of supervision to the purpose of the group, frequency...
Models & Methods <ul><li>Models of Supervision  </li></ul><ul><li>General Content -  Developmental Model (three stages) </...
Individual Interpersonal Group/system INTERACTION LEVEL Consultant Counsellor Teacher ROLES Intervention Conceptualisation...
Supervisor Assessment <ul><li>Professional Practice Standard </li></ul><ul><ul><li>Self Management </li></ul></ul><ul><ul>...
Feedback and Reporting <ul><li>Direct Feedback </li></ul><ul><li>Supervisor’s Report </li></ul><ul><li>Give evidence/ exam...
Successes <ul><li>Regular Attendance </li></ul><ul><li>Quality of Supervision </li></ul><ul><li>Supervisory Relationship <...
Challenges <ul><li>Variation in Supervisor Skills </li></ul><ul><li>Overcoming Difficulties in Practice </li></ul><ul><li>...
Challenges <ul><li>Variation in Supervisee knowledge </li></ul><ul><li>Pre-programme Interviews </li></ul><ul><li>CBT, RP,...
What Next… <ul><li>Supervisor Training  </li></ul><ul><ul><li>Enhancing Knowledge of Group Psychotherapy Skills </li></ul>...
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Supervising Pgme Facilitators Psych Society Conference August 2009

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Supervising Pgme Facilitators Psych Society Conference August 2009

  1. 1. Supervising Non Psychologist Group Practitioners Challenges Successes Models of Practice NZ Psychological Society Conference 2009 Lucy King Principal Advisor Supervision Gordon Sinclair National Manager Programme Policy and Practice Department of Corrections
  2. 2. Context of Supervision <ul><li>Re-design of NZ Correctional Programmes (2006) </li></ul><ul><li>Pathway Training Model </li></ul><ul><li>Supervision Model </li></ul>
  3. 3. Professional Supervision Policy <ul><li>Programme Facilitators </li></ul><ul><li>Practice Supervision </li></ul><ul><li>Cultural Supervision </li></ul><ul><li>Supervisor Training </li></ul>
  4. 4. Purposes <ul><li>Improving the effective delivery of programmes </li></ul><ul><li>Educate and promote ethical and professional standards of behaviour </li></ul><ul><li>Protect the rights of offenders, the Department, and the supervisee </li></ul><ul><li>Ensure safe and accountable practice </li></ul><ul><li>Promote best practice models </li></ul>
  5. 5. Purposes <ul><li>Application of professional knowledge in current work situation </li></ul><ul><li>Increase awareness of limits of competence </li></ul><ul><li>Support professional development </li></ul><ul><li>Maintain treatment integrity </li></ul><ul><li>Increase understanding of rehab/ treatment models </li></ul>
  6. 6. Frequency and Duration <ul><li>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 </li></ul><ul><li>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. </li></ul>
  7. 7. Models & Methods <ul><li>Models of Supervision </li></ul><ul><li>General Content - Developmental Model (three stages) </li></ul>
  8. 8. Individual Interpersonal Group/system INTERACTION LEVEL Consultant Counsellor Teacher ROLES Intervention Conceptualisation Personalisation FOCI
  9. 9. Supervisor Assessment <ul><li>Professional Practice Standard </li></ul><ul><ul><li>Self Management </li></ul></ul><ul><ul><li>Facilitation of Group learning </li></ul></ul><ul><ul><li>Delivery of Programme as Prescribed </li></ul></ul><ul><ul><li>Applies Theoretical Concepts </li></ul></ul><ul><ul><li>Working with Maori Values </li></ul></ul><ul><ul><li>Working with Pacific Values </li></ul></ul><ul><ul><li>Co-facilitation </li></ul></ul><ul><ul><li>Management of Programme Relationships </li></ul></ul><ul><ul><li>Programme Organisation </li></ul></ul>
  10. 10. Feedback and Reporting <ul><li>Direct Feedback </li></ul><ul><li>Supervisor’s Report </li></ul><ul><li>Give evidence/ examples </li></ul><ul><li>Report is ONE source of information for credentialing </li></ul><ul><li>What to do if concerns re unsafe practice </li></ul>
  11. 11. Successes <ul><li>Regular Attendance </li></ul><ul><li>Quality of Supervision </li></ul><ul><li>Supervisory Relationship </li></ul><ul><li>Facilitator Commitment </li></ul><ul><li>Giving and Accepting Feedback </li></ul><ul><li>Improved Self Reflection </li></ul><ul><li>Improving Knowledge of </li></ul><ul><ul><li>CBT, RP </li></ul></ul><ul><ul><li>Group Psychotherapy Skills </li></ul></ul>
  12. 12. Challenges <ul><li>Variation in Supervisor Skills </li></ul><ul><li>Overcoming Difficulties in Practice </li></ul><ul><li>Giving and Receiving Negative Feedback </li></ul><ul><li>Variation in instruction – Programme Content </li></ul>
  13. 13. Challenges <ul><li>Variation in Supervisee knowledge </li></ul><ul><li>Pre-programme Interviews </li></ul><ul><li>CBT, RP, Programme Content </li></ul><ul><li>Group Process Skills </li></ul><ul><li>Therapy interfering Behaviours </li></ul>
  14. 14. What Next… <ul><li>Supervisor Training </li></ul><ul><ul><li>Enhancing Knowledge of Group Psychotherapy Skills </li></ul></ul><ul><ul><li>Giving Constructive/ Negative Feedback </li></ul></ul><ul><li>Supervisee Training </li></ul><ul><ul><li>Going to Supervision Prepared </li></ul></ul><ul><ul><li>Accepting feedback constructively </li></ul></ul><ul><ul><li>Using Feedback Constructively </li></ul></ul>

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