SYSTEMIC APPROACHES TO SUPERVISION & CONSULTATION - 2018/9
Module code: PSYM085
This module aims to support the development of systemic skills and competencies needed when supervising and consulting to others. The focus of the module is the development of “live” supervision skills whilst leading a family therapy team. Trainee systemic supervisors are expected to observe “live” therapy with families in order to simultaneously develop the competencies of the therapist, the skills and understanding of the observing team, and ensure a high quality therapeutic experience for the families. This module must be done in conjunction with module PSYM037.
This module cannot be purchased as an independent CPD module. It must be carried out in conjunction with module PSYM037.
TIBBLES P Dr (Psychology)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: C810
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
At least one of the following three: A practitioner psychologist (clinical, counselling, educational, occupational, health, forensic) eligible to be registered with the Health and Care Professions Council and with a specialist training in systemic psychotherapy leading to eligibility to register with AFT and the UKCP as a systemic psychotherapist. A qualified systemic psychotherapist eligible to be registered with AFT and the UKCP. Qualification in a relevant profession with training in psychology at an undergraduate and/or postgraduate level (teaching, medicine, nursing, human resources, social work, occupational therapy) and a specialist training in systemic psychotherapy leading to eligibility to register with AFT and the UKCP. Those following this pathway should be qualified professionals with two years post-qualification experience who have given supervision and consultation and who as part of their employment will be able to use a systemic approach when supervising and consulting to others.
1. The student supervisors/consultants will set up a supervision/consultation project in their work context.
2. The supervisor in training will be visited on two occasions during Year One by a University staff member at the project placement or will submit audio-visual recordings of whole supervision sessions. During placement meetings, an additional 30 minutes will be required for pre-session discussion, and an additional 30 minutes for post-session discussion.
3. Student supervisors/consultants will meet regularly at the University for micro-skills training, and for training in, and consolidating the use of theoretical concepts as a training tool.
4. Each student supervisor/consultant will be part of an e-discussion group and or part of a consulting trio.
|Assessment type||Unit of assessment||Weighting|
|Coursework||PLACEMENT VISIT OR REVIEW OF CD/DVD RECORDING||30|
|Coursework||PLACEMENT VISIT OR REVIEW OF CD/DVD RECORDING||30|
The summative assessment for this module consists of:
A portfolio of supervision/ consultation practice is submitted at the end of Year One. It should highlights the student supervisor/consultant’s development in their understanding and application of systemic concepts, the development of systemic competencies, and the development of an understanding and utilisation of the interface between the personal and the professional. The account will be illustrated with relevant examples. A mark of 50% or above must be obtained to pass.
Evaluation of practice is undertaken on two occasions. This is done either by a placement visit or review of an audio-visual recording of a whole supervision session plus covering explanatory notes. The first evaluation will assess early progress and identify further developmental goals, and the second occurs towards the end of the training and will focus on the capacity to adapt and change to feedback. Feedback supervisees/consultees should be obtained/included and integrated with critical self-evaluation from the student supervisor. The supervisee/consultee feedback should be documented by the student supervisor using assessment forms specifically designed for the project. Both assignments must receive a mark of 50% or above to pass.
Formative assessment and feedback
The proposed supervision project should be discussed with the Programme Coordinator who will indicate whether the project would be suitable for the module. This formative assignment does not carry a mark. Feedback only is given.
- Apply educational principles that enhance learning and understanding of systemic concepts and techniques
- Guide, support, and direct supervisees' systemic practice whilst engaged in “live” family/couple therapy
- Observe group processes and their impact on “live” systemic supervision and the learning process
- Provide supervision and consultation for a broad range of professionals from different systemic knowledge bases
- Facilitate the use of systemic concepts and approaches by supervisees working in different settings and with varied client groups
- Enable service user and carer views to be considered during the in the process of supervision/consultation
|1||Generic supervision competencies, including the ability to employ education principles, and a capacity to form a positive supervisory relationship, and gauge a supervisee's level of competence (BPS CORE – Centre for Outcomes Research and Effectiveness - systemic supervision competency)|
|2||Knowledge of the principles underpinning a broad range of systemic therapies to facilitate supervisees in making a relationship between theory and personal and professional identities (BPS CORE – Centre for Outcomes Research and Effectiveness - systemic supervision competency)|
|3||A capacity to take a self-reflective and critically reflective stance whilst applying consistently the principles of systemic therapy to the conduct of supervision (BPS CORE – Centre for Outcomes Research and Effectiveness - systemic supervision competency)|
|4||A capacity to monitor the personal and interpersonal processes associated with supervisor-supervisee interactions (BPS CORE – Centre for Outcomes Research and Effectiveness - systemic supervision competency)|
|5||An ability to monitor the supervisee's development and adapt supervision in relation to the individual supervisee’s stage of learning and training needs as a systemic therapist (BPS CORE – Centre for Outcomes Research and Effectiveness - systemic supervision competency)|
|6||Use of the systemic perspectives to understand clients' presentations and the evolution of therapy (BPS CORE – Centre for Outcomes Research and Effectiveness - systemic supervision competency).|
|7||An ability to support the supervisee to critically review and apply knowledge about systemic ideas and techniques (AFT/UKCP and BPS CORE – Centre for Outcomes Research and Effectiveness - systemic supervision competency).|
|8||An understanding of difference and power within the supervisory relationship and in turn the therapeutic relationship (AFT/UKCP and BPS CORE – Centre for Outcomes Research and Effectiveness - systemic supervision competency)|
|9||Skills and competencies needed to intervene in on-going “live” supervision sessions, whilst taking into account the family's wellbeing, the therapeutic relationship, the supervisees’ development, and the team behind the screen (BPS CORE – Centre for Outcomes Research and Effectiveness - systemic supervision competency)|
|10||An understanding of the multiple positions of team members during team work and hence ensure that relevant group processes are addressed in supervision (BPS CORE – Centre for Outcomes Research and Effectiveness - systemic supervision competency)|
|11||Use of systemic techniques to constructively challenge the problematic performance of a supervisee (BPS CORE – Centre for Outcomes Research and Effectiveness - systemic supervision competency).|
|12||An ability to support supervisees to present and critically review clinical material in a variety of formats (including discussion and exploration of verbal reports, written reports, review of audio-visual recordings, role play and simulations). (BPS CORE – Centre for Outcomes Research and Effectiveness - systemic supervision competency)|
|13||A capacity to work with a ‘reflective team' format, and the competencies needed to support and manage team members to maintain a critical reflexive systemic position in their manner of interacting with each other whilst intervening in clinical work and in each other’s development (BPS CORE – Centre for Outcomes Research and Effectiveness - systemic supervision competency)|
|14||An understanding of the issues involved in incorporating service user and carer views on the process of supervision (BPS CORE – Centre for Outcomes Research and Effectiveness - systemic supervision competency)|
|15||Show an ability to foster an open, trusting working supervisory alliance in which the supervisee is confident to reveal work difficulties and challenges (AFT/UKCP required learning outcome)|
|16||Demonstrate supportive (affirmation of good practice, assist the supervisee in handling practice difficulties and challenges), educative (coaching skills or mentoring to enlarge theoretical knowledge and highlight areas for further training), normative (upholding standards, values and principles of good professional practice, guiding and supporting supervisee in addressing ethical issues, balancing needs of supervisee and client, addressing issues of safety and appropriate conduct) aspects of the supervision role (AFT/UKCP required learning outcome)|
|17||Demonstrate an ability to match the style of the supervision to the experience and individual needs of the supervisee, with a particular emphasis on demonstrating understanding and capability to work with diversity and equality considerations and issues (AFT/UKCP required learning outcome)|
|18||Have an ability to recognise the specific abilities and limitations of the supervisee, these may be socio-cultural, temperamental, physical or exist within the context of the supervisee's life (AFT/UKCP required learning outcome)|
|19||Demonstrate an ability to work with differences in relation to supervisees and show a similar awareness and capability (AFT/UKCP required learning outcome)|
|20||Demonstrate an ability to understand and critique work from the standpoint of the client, the therapist and the supervisor ((AFT/UKCP required learning outcome)|
|21||Recognise and be able to work with parallel systems, processes and transferential or similar processes as applicable to the modality approach/es to supervision (AFT/UKCP required learning outcome)|
|22||Demonstrate an understanding of why and how supervision requires knowledge, experience and skills in addition to those required by a qualified psychotherapeutic practitioner (AFT/UKCP required learning outcome)|
|23||Demonstrate an ability to understand the principles, values and ethical issues particular to the practices of psychotherapy and psychotherapeutic counselling which need to be understood, communicated and adhered to (AFT/UKCP required learning outcome)|
|24||Demonstrate and show an understanding of the need for transparency and accountability as relevant and important in the training and in the practice of supervision (AFT/UKCP required learning outcome)|
|25||Show a range of supervisory practice abilities. (supervision in a variety of formats including group, individual and team contexts; incorporating direct observation into supervision; enabling supervisees to present information about clinical work in a variety of ways; helping supervisees practice specific clinical skills; structuring supervision sessions; constructing different supervisory relationships in the context of request/needs with particular supervisees(s); using a range of methods to give collaborative and constructive feedback; helping supervisees reflect on their work and on the usefulness of supervision; enabling supervisees to make a relationship between theory and personal and professional identities; forming and maintaining a supervisory alliance and taking appropriate risks; fostering supervisees' competence in working with difference; working across different client populations, ages and needs; adapting supervision to the organizational governance contexts; clarifying and managing clinical responsibility; applying standards appropriate to the context; gauging supervisee’s level of competence in relation to the specified context; creating a positive environment for learning). (AFT required learning outcome)|
|26||Take research into account in the clinical work and the practice of supervision (AFT required learning outcome)|
|27||Articulate and use of systemic / family therapy and supervision theories that inform the practice model of supervision (AFT required learning outcome)|
|28||Employ educational principles which enhance learning (AFT required learning outcome)|
|29||Ensure supervision relationship is related to but different from therapy (AFT required learning outcome).|
|30||Recognise, understand and use patterns from within own significant relationship systems and contexts that may be a constraint or opportunity in clinical practice and supervision (AFT required learning outcome)|
|31||Understand and adhere to ethical practice, including appreciating the similarities/differences between codes of ethics which inform the practice of the supervisor and supervisee, knowledge of ethical principles and theory, attend to and promote anti-oppressive practices, enable ethical practice and postures, recognize difficulty in the supervision process and to respond appropriately to work towards a solution and reflect and act on limitations in own knowledge and experience (AFT required learning outcomes)|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Independent Study Hours: 70
Methods of Teaching / Learning
A mix of experiential and didactic methods, to include: small group work, experiential workshops, micro-skills teaching; simulations, seminars, role plays, and review of audio-visual recordings. SurreyLearn will be used by students to access some of this material and to join a discussion group.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Reading list for SYSTEMIC APPROACHES TO SUPERVISION & CONSULTATION : http://aspire.surrey.ac.uk/modules/psym085
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2018/9 academic year.