Clinical Supervision And Play therapy
Structure of clinical supervision sessions
Supervision in the context of clinical governance
The Integrated Holistic Model
Clinical supervision is ,“a formal process of professional support and learning which enables individual practitioners to develop knowledge and competence, assume responsibility for their own practice and enhance consumer protection and safety of care in complex clinical situations”. (DH, 1993)
Clinical supervision helps play therapist and counsellors meet their needs within their overall CPD. It does this by making it possible for them to reflect on their clincal practice and identify room for improvement. It also provides the opportunity to develop expertise, to find new ways of learning, and to gain professional support, which is particularly important for
play therapists, counsellors , support workers and all those who work with children.
Clinical supervision aims to motivate practitioners, while being client-centred and focussed on safeguarding all clients
The supervisee meets regularly with the supervisor to discuss casework and other professional issues in a structured way. This is often known as consultation. The purpose is to assist the practitioner to learn from his or her experience and progress in expertise, as well as to ensure good service to the client or patient.
Organisations also benefit from:
· improved service delivery through the use of evaluation systems
· new learning opportunities
· improved efficiency and effectiveness.
Why have clinical supervision?
Clinical supervision is also important as a tool to support you with elements of clinical governance in the following ways:
· quality improvement
· risk management and performance management
· systems of accountability and responsibility.
It provides a structured approach to deeper reflection on clinical practice.This can lead to improvements in practice and client care, and contribute to clinical risk management.
· how to develop an understanding of skills and ability
· how to understand the client better
· how to develop awareness of reaction and reflection on
interventions
· how to explore other ways of working.
Exploring the emotional reaction to pain, conflict and other feelings experienced during patient care, can reduce burn out.
· how to address quality control issues
· how to ensure play therapist’s work reaches appropriate standards.
Structure of clinical supervision sessions
Our clinical supervision sessions are carefully structured and managed with clearly defined aims and objectives. The structure that includes:
· a process
· an evaluation system
· outcomes to measure success.
Ground rules and responsibilities are clearly defined, and there is a contract of commitment that includes:
· commitment to confidentiality
· open and honest learning
· sharing best practice
· seeking research for evidence-based practice
· facilitating new learning opportunities
· relevance to clinical practice
· active listening
· an organisation-wide perspective
· provision of educational and emotional support
· a formalised method of recording
· creating opportunities for improvements
· techniques to manage team dynamics.
Clinical supervision is an evolving process with experiment and challenge as the building blocks.
Supervision in the context of clinical governance
Clinical supervision is vital to the framework of clinical governance for counsellors and therapist because it ensures CPD and opportunities for continuous improvement. We use a model of clinical supervision called holistic integrative approach to:
· develop an understanding of skills and ability
· understand the client better
· develop awareness of reaction and reflection on interventions
· explore other ways of working.
Exploring the emotional reaction to pain, conflict and other feelings experienced during patient care, to reduce burn out.
· address quality control issues
· ensure therapist’s work reaches appropriate standards.
The Integrated Holistic Model
This model is also known as the eclectic model. It integrates several theories into a consistent practice. this models of supervision was designed to be employed with multiple therapeutic orientations. It combines an attention to three supervisory roles with three areas of focus. Supervisors might take on a role of “teacher" when they directly lecture, instruct, and inform the supervisee. Supervisors may act as counsellors when they assist supervisees gain insight into their own weaknesses or the manner in which they are unconsciously stuck with a client's issue. When supervisors relate as colleagues during co-therapy they might act in a "consultant" role. Each of the three roles is task-specific for the purpose of identifying issues in supervision. As Supervisors we are sensitive to unresolved issues clouding a therapeutic relationship.
