Clinical supervision involves supporting practitioners to develop their skills and competence through a formal process. It typically involves observation, feedback, and collaborative reflection to help supervisees improve. The purpose is to support professional growth, ensure client welfare, and act as a gatekeeper for the profession by monitoring performance. Clinical supervision draws from counseling models and uses techniques like psychoanalytic interpretation and focusing on relationships. It aims to be non-managerial and consultative in nature. Various models of the clinical supervision process involve phases like planning, observation, analysis, feedback, and reflection.

1. Psychological Supervision/
Clinical Supervision
Arlene D. Berial
MAEA- Student

2. What is Clinical Supervision?
Clinical supervision is a formal process of
professional support and learning that
enables individual practitioners to develop
knowledge and competence, assumes
responsibility for their own practice.

3. The term ‘clinical supervision’ is sometimes
used in the sense of the everyday supervision of a
trainee’s performance. Clinical supervision
according to ‘The Gold Guide’ to specialty training
(Department of Health, 2007) involves being
available, looking over the shoulder of the trainee,
teaching on the job with developmental
conversations, regular feedback and the provision
of a rapid response to issues as they arise.

4. Clinical supervision has been defined as ‘An
exchange between practicing professional to enable
the development of professional skills’(Butterworth,
2001). Within the context of primary care Burton and
Launer (2003) define clinical supervision as
‘facilitated learning in relation to live practical
issues.’ However, Clark et al. (2006) suggest a wide
definition that includes a variety of one-to-one
professional encounters including mentoring and
coaching.

5. Moreover, Clinical supervision is increasingly
being carried out as an aspect of personal and
professional development in both primary and
secondary care. It is an aspect of lifelong learning
with potential benefits for both supervisor and
supervisee.

6. Finally, (M.Cogan) A vehicle for developing
professional, responsible teachers who were
*capable of analyzing their own performance
*open to change and
*assistance from others
*self-directing.

7. Domain
Cogan insists that the proper
domain of clinical supervision is “
the classroom behavior of the
teacher, not the teacher as a
person.“

8. Purpose
The purpose is to assist the principal or
teacher to learn from his or her experience
and progress in expertise, as well as to
ensure good service to the client or learners.

9. To provide for the professional growth,
and development of the clinical supervisee.
To provide protection for the welfare of
the client so they are not harmed by the
training supervisee.

10. To keep a watchful eye on the supervisee’s
performance to insure the supervisee is practicing
within the guidelines of the profession. This means
the clinical supervisor is the gatekeeper for the
profession.
Teach, train, and empower the supervisee so they
can become competent, independent clinicians who
can carry out their goals, and be a positive influence
on their clients.

11. Features of Clinical Supervision
'Non-Managerial', 'Consultative' or 'Professional'
Supervision
The idea of 'non-managerial supervision is in
interest of the organization or agency & it looks to the
development of the worker. It argues that managers
should not be concerned with educational supervision;
and consultant supervisors should only focus on
education and support.

12. Clinical Supervision and the emergence of
psychoanalysis and counseling
Supervision, teaching and personal analysis have
formed the central elements of training since the
1920s. If we consider current approaches to training
social workers, teachers or informal and community
educators, then we can see similar elements.

13. Demand for Clinical Supervision’ In Counseling
By the early 1950s, with the 'coming of age' of the
profession, there was a substantial growth 'in the
proportion of practitioners with significant experience.
a fellow practitioner to act in a consultative capacity'
this linking of consultant supervision with the
development of counseling is significant. a counselor
supervisor may draw heavily on the theory and practice
of a counseling model and apply this to supervision.

14. Psycho-dynamic supervision
A psycho-dynamic supervisor would interpret the
material being presented and use an awareness of the
relationship dynamics between himself and the
counselor in supervision as a means of supervising. A
client-centered supervisor would be concerned to
communicate the core conditions of acceptance,
respect and geniuses to her supervisee.

15. Linkage Of Supervision And Counseling
The first thing to say here is that it may well be
appropriate for us as supervisors to change the focus of
the session from 'supervision' to 'counseling'. The
situation may demand it - and we have what may be
described as a ‘counseling interlude’.

16. Psycho-Dynamic Insight
Psycho-dynamic insights, to work with supervisees
to enhance the quality of their interactions with clients.
This does not entail moving beyond a supervisor's
frame of reference.

17. Nine Characteristic To Clinical Supervision It:
1. is a technology for improving instruction
2. is a deliberate intervention into the
instructional process
3. is goal-oriented, combining the needs of
the school with personal growth needs of
those who work within the school
4. assumes a working relationship between
teacher and supervisor

18. 5. Requires high degree of mutual trust as
reflected in understanding.
6. is systematic, although it requires a flexible
and continuously changing methodology.
7. creates productive tension for bridging
the real-ideal gap between the real and
ideal.
8. assumes the supervisor knows more than
the instructor

19. Clinical Supervision Cycle
In theory and practice, clinical
supervision is a continuous series of
cycles in which the supervisor assists the
teacher in developing better and more
successful instructional strategies.

20. SULLIVAN EIGHT-PHASE CYCLE
1.Establishing the clinical relationship by
explaining the purpose and the sequence of
clinical supervision.
2. Planning the lesson, either independently by
the teacher or jointly with the teacher.
3. Discussion of the lesson plan.
4. Observation of the lesson and recording of
appropriate data.

21. 5.Collaborative analysis of the teaching learning
process especially “critical incidents and pattern
analysis.”
6.Making conclusions by the teacher about his/her
behavior and the students’ behaviors and learning.
7.Collaborative decision-making on changes sought in
the teacher’s behavior, and creating a plan for
implementing the changes.
8. Making arrangements for the next pre observation
conference.

22. WELLER TRHEE-PHASE CYCLE
1. Collaborative planning
2. Classroom observation
3. Analysis and feedback

23. SULLIVAN AND GLANZ 4 PHASE CYCLE
1. Collaborative planning
2. Classroom observation and analysis
3. Feedback
4. Collaborative reflection

24. GOLDHAMMER FIVE-PHASE CYCLE
1. Pre-observation conference
2. Classroom observation
3. Data analysis and strategy
4. Post-observation conference
5. Post-conference analysis

26. THANK
YOU!