Theoretical Approaches to Professional Supervision

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level 5 LMSC Unit 27 Understanding professional
supervision practice
1.1 Evaluate theoretical approaches to professional supervision
Professional supervision according to QCS May 2011, means the detailed checking of whether a worker’s actions are
correct in terms of legality and the norms and culture of the employing service. This means that employment policies and
procedures adopted by the organisation, agency or home and its induction, training and supervision arrangements are put
into practice. For example care staff supervision should cover all aspects of practice; philosophy of care in the home and
career development needs. The primary purpose of this is to ensure that all employees are continuing to achieve set goals,
standards of performance and moving towards the personal and organisational goals which have been identified.
Supervision can also be used as a channel or means by which the manager imposes discipline in the workforce, ensuring
that employees are working consistently and effectively to achieve the employer’s goals. Supervisions are carried out in my
practice 4 times a year, this is design to cover areas of practice, policies, personal development, setting goals, examining
level of achievement of set goals and continues support and training development.
The purpose is also to ensure that all workers in the service are working to the required organisational standards, using the
skills, processes, tools and equipment, and approaches that the service has designed in order to achieve the outcomes that
it wants to achieve. It is not a time to prove that you are the boss or to make worker feel bad or down. It should be about
the staff development and achievement and can be aided by a support structure in place for supervision which includes
one-to-one sessions or group meetings strategically aligned with organisation goal so that the support and resources
needed for staff to give their best is made available and recognised.
Clinical supervision is defined as the procedure of individualized learning for the working of supervisees with clients. In an ethical
supervision practice, the knowledge of supervision approaches is considered. Some of the theoretical approaches to professional
supervision are discussed below:
 Cognitive-behavioral supervision approach: this approach initiates with the assumption that both maladaptive and
adaptive behaviors are maintained and learned by their consequences. Resulted to this, supervision from cognitive
behavioral therapy orientation will be much systematic in approach to goals and processes of supervision in comparison to
any other supervisory perspectives. It includes skills assessment and analysis of supervisees, developing rapport, execution
of strategies or tactics, follow up and evaluation.
 Bernard's discrimination model: this discrimination model was developed to help new supervisors to organize their
supervisory efforts. It renders a tangible structure to utilize in selecting an emphasis for supervision as well as in identifying
the most effective and efficient way to deliver specific supervision interventions. The model integrates three roles of
supervisory including counsellor, consultant and teacher along with the three main areas of conceptualization, personalization
and process. The process area is associated with the way communication is conveyed, conceptualization includes the way
supervisees can explain their execution of a particular theory to specific case. Personalization area pertains to use of
counsellors of their persons in the therapy. This model is primarily a training model which assumes that each individual has
habits of addressing some roles. The model emphasizes on three key areas that supervisor must have with supervisee in
order to promote effective skill development: case conceptualization, therapeutic process and personalization.
1.2 Analyse how the requirements of legislation, codes of practice, policies and procedures impact
on professional supervision
In social care due to the nature of the job, supervision is not looked at with less regard, but proper attention is paid to
checking whether a worker’s actions are correct in terms of legality and the norms and culture of the employing service.
For example is a carer carrying out activities that the organisation is not registered to perform? Is the organisation
providing the required training and development for staff to carry out their duties? And are staff given adequate support
e.g emotional support.
Standard 36 of the National Minimum Standards for England, in force up to April 2010, stated:
36.2 Care staff receive formal supervision at least 6 times a year. (note: similar requirements, but 4 times a year
for domiciliary care)
36.3 Supervision covers:
_ All aspects of practice;
_ Philosophy of care in the home;
_ Career development needs.
Under the new CQC regulatory powers, the regulation points clearly to the increased importance of supervision of all
workers, whatever their function or status. This is in recognition of the fact that according to CQC that at some point we will
all need care, and that the provision of care is no longer a generic one size fits all approach and for all must work towards
ensuring that those in care are always treated with the utmost respect, their dignity and choices respected and their care
provided world-class. The CQC standard for supervision indicates that supervision is about all workers, and about all
aspects of their performance this implies that all actions by all workers, whatever their role, should be supervised.
Kadushin’s model of supervision recognises functions of supervision in terms of administration, education and support. In
the aspect of administration he looked at the promotion and maintenance of good standards of work, co-ordination of
practice with policies of administration, the assurance of an efficient and smooth-running office; plan and maximize
personal and professional resources efficiently and sufficiently and to be a driving force and not reacting to forces.

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Kadushin’s educative theory views supervision as a means developing worker force in order to get the best out of them,
and on the other hand the supportive theory views supervision as a way of maintaining a good working relationship
between colleagues. According to SCIE, 2015 Supervision appears to help reduce staff turnover and is significantly linked to
employees’ perceptions of the support they receive from the organisation and finds out that Supervision works best when it
pays attention to task assistance, social and emotional support and that workers have a positive relationship with
supervisors. Bogo and McKnight

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2011, found little evidence on the outcomes of supervision, but conclude that there is emerging evidence about the
aspects of supervision valued by supervisees − specifically availability, positive relationships, mutual communication,
support and delegating responsibility. Skilful supervisors with expertise who were able to provide practical support were
particularly appreciated.
Supervision is, according to Lord Laming, the ‘cornerstone’ of good social work practice – an opinion reiterated by the
Monro Review. This perspective is an important alternative to the managerial approach which, according to Noble and
Irwin, is preoccupied with supervision geared toward efficiency, accountability and worker performance.
There are other models such as Interactional Process Model: To focus on the interaction between the supervisor and the
supervisee. Supervision is an interpersonal transaction between two or more persons. The premise of supervision is that an
experienced and competent supervisor helps the supervisee and ensures the quality of service to clients (Kadushin &
Harkness, 2002; Tsui, 2005a). Agency Models: To reflect different levels of administrative accountability and professional
autonomy within the agency. The work of the supervisee is related to the agency objectives through the supervisor
(Kadushin & Harkness, 2002; Shulman, 1995). Feminist Partnership Model proposes an alternative feminist partnership
model which assumes that social workers can be self-directing, self-disciplined, and self-regulating. In contrast Kadushin &
Harkness, 2002; Munson, 2002; Shulman, 1993 believes Supervision is recognized as one of the major determinants of the
quality of service to clients, the level of professional development of social workers, and the level of job satisfaction of
social workers. Models of supervision could also be looked at in the following ways: a. One-to-one supervision between
a supervisor and supervisee.
b. Group supervision in which two or more practitioners discuss their work with a supervisor.
c. Peer or co-supervision where practitioners discuss work with each other, with the role of supervisor being shared or
with no individual member of staff acting as a formal supervisor.
d. A combination of the above. The best model of professional supervision may vary depending on a number of
factors, including the experience of the supervisee, the weight of their workload and their professional background
Your assessor is happy with your answer to the above question.
2.1 Explain key principles of effective professional supervision
The aim of professional supervision is to provide the best possible support to service users in accordance with the
organisation’s responsibilities and accountable professional standards and for the wellbeing and job satisfaction of workers,
not simply because satisfied workers may be more likely to remain in their jobs, but because a duty of care for staff
working in difficult and challenging roles is important in its own right according to SCIE. The regulations such as the
National Minimum Standards, linked to the Care Standards Act 2000, require that supervision in care homes, for example,
takes place six times a year and that it focuses on all aspects of practice, philosophy of care and career development.6
More recently in England this has been expressed as: receiving appropriate training, professional development, supervision
and appraisal, according to SCIE.
In the Health and Social Care Act 2008 Frequency of supervision is not referred to, however, Outcome 14 (supporting
workers), which is required under Regulation 23, refers to appropriate training, professional development, supervision and
appraisal. The detail of individual inspections will vary, however service providers could be asked for their records of
supervision, or staff could be asked about what support they feel is in place. In relation to frequency of supervision in social
work, sector guidance indicates that this will depend on a number of different factors. However, it is suggested that
supervision take place at between two- and six-weekly intervals for all front-line workers and at weekly intervals for
newly-qualified workers, however this is mostly difficult to achieve when working in time-limited and narrow confines.
Your assessor is happy with your answer to the above question.
2.2 Analyse the importance of managing performance in relation
to: governance
Good or positive client experience: client experience must be valued as much as client safety. Patient experience can be
defined as: "the sum of all interactions, shaped by an organisation's culture, that influence patient perceptions across the
continuum of care" The Beryl Institute. The happiness and feedback of service users is an indicator of performance. Where
there is bad experience measure and efforts are made to ensure service users experience is improved immediately and
other service users satisfaction level is checked immediately to ensure others do not have a bad experience through
survey, quality assurance visits, meetings and review meetings. Many patients want to be a partner in their health, not
simply a recipient of care.
Reduction of care need through re-ablement programme, ie, promoting independence. Service user would very much enjoy
doing things by their selves than someone doing it for them. An increase in the number of service users whose hours of
care

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reduce due to your level or method of support is an indicator for performance. This shows the organisation working in
alignment with the national goal of promoting independence. This is use in our practice as an indicator that a care worker is
performing a good job, because it not easy to get some service users to understand the concept of reablement. The carer
must be able to influence and engage the service user and family to the process to get cooperation, commitment and
support.
Improving quality of support and care. This is an indicator that also locally and nationally used to determine performance.
Therefore, to understand if we are improving the quality of life and care of our service users we provide and compare it
with the standard set by adult social care outcomes framework (ASCOF). The standards and priorities of the ASCOF are
underpins our policies and procedures in working towards high quality performance. Where there is a lacking behind this
indicator strategically changes need to be made.
The Patient's Charter identifies the need for nurses to respect patients' rights to influence their care, and contemporary
nursing practice advocates that nurses work in partnership with patients. Hence care workers, social services and other
professionals in health and social care are encouraged to share their power and facilitate empowerment in their service
users by giving them information and support. This means requiring staff to give people in information and to share their
decision-making powers with them. Most staff fail or are unwilling to share their decision-making powers. This results to a
situation of power imbalance with subsequent little client input. To work as partners, it is important that I make every
effort to equalize the power imbalance. One way to do this is for me or care provider to share and give information to
service user readily and to be open in communication with them. The help of a mediator can also be use where there’s
large division between me and the service user. Other techniques can also be used such as;
Neutral/safe venue for mediation
Assist each party to obtain all the information needed
Encourage use of an attorney
Closely enforce ground rules
Use of co-mediator
Your assessor is happy with your answer to the above question.
safeguarding
Safeguarding and safeguarding alert: The number or frequency of safeguarding raised or safeguarding alert raised can be
used to determine performance. This is a responsibility shared by everyone especially those in the health and social care
sector. As one of the policy element of SCIE stats ‘’anyone providing support to an adult at risk has a dual role, not only to
provide services but also to safeguard welfare.’’ Falling short of this standard indicates poor performance and measures
are put in place for improvement such as training, meetings, followings, supervision, monitoring, planning and support.
Your assessor is happy with your answer to the above question.
key learning from critical reviews and inquiries
An important element in reflective supervision is enabling staff to question their practice, critically analyse and evaluate
experiences, and debrief after challenging or stressful encounters. This will lead to a better understanding of the cognitive
and emotional elements of practice’’ Scottish Social Services Council. This is often missed by managers and supervisors
due to focus on meeting targets and completing other managerial processes. The opportunity to promote high quality
services through promoting reflection as a means of increasing the understanding of the worker and supporting practice
development as not been widely spread as an important factor especially during supervision, also more difficult in
domiciliary sector where time is a luxury for both managers and staff. However, in my practice the opportunity is mostly
not missed at the early first three months of a new staff. The staff is given a considerable amount of work and some time
to come to the office to reflect and discuss his or her experience once a week. The staff is allocated in their rotas one hour
every week to come to the office for personal development during which reflection on today and other days jobs are
encourage and debriefing. This one hour weekly becomes permanently in their rotas for the purpose of self-development,
training and reflect. This is also promoted during supervision.
Your assessor is happy with your answer to the above question.
3.1 Analyse the concept of anti-oppressive practice in professional supervision
The Standard 36 of the National Minimum Standards for England2010, which states in a sub section that supervision be