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Clinical supervision and wellbeing

Clinical supervision and wellbeing. DCP annual conference 2012 Helen Beinart Oxford Institute of Clinical Psychology Training. Current context. Increased demand and uncertainty Changes to job/employment security Service impacts Personal impacts

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Clinical supervision and wellbeing

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  1. Clinical supervision and wellbeing DCP annual conference 2012 Helen Beinart Oxford Institute of Clinical Psychology Training

  2. Current context • Increased demand and uncertainty • Changes to job/employment security • Service impacts • Personal impacts • Trust boards urged to act on staff wellbeing (HSJ, 28 – 11 -12) • Professional role shift to broader roles: Supervision, leadership, consultancy

  3. Why supervision and well being? • Clinical task is to support/restore well- being in others (individual, groups, families, teams) • Restorative role in supervision (Inskipp & Proctor, 1993) • Focus on well-being of supervisee in order to support and care for others • Supervisor’s well-being and support is also important

  4. What does evidence tell us about work related stress? • Complexity of workload • Size of caseloads • Understaffing • Job insecurity • Lack of supportive manager • Poor role clarity • Lack of social support (Burrows & McGrath 2000, Gardner & O’Driscoll, 2007)

  5. What does evidence tell us about staff well-being? • Social support • Autonomy • Feedback • Good supervisory relationship (SR) (Bakker, et al 2005) • Self-awareness/monitoring • Preserving a balance between personal/professional life (Coster et al 97)

  6. Role of supervision in well-being • Supportive functions of supervision • Managing workload, balance • Space to reflect, self-monitor • Regular, balanced feedback integral Shown to buffer stress (Bakker, et al 2005) • High-quality SR (poor SRs have detrimental effect)

  7. What does the evidence tell us about effective supervision? • The SR is crucial to effective supervision • Not all SRs are effective • Poor SRs can be damaging (Ladany, 2011) • Limited research into what contributes to effective SRs

  8. Oxford Research 6 pieces of major research on the quality of the SR • Beinart (2002) – mixed methodology - supervisees • Palomo (2004) – quantitative study - Supervisory Relationship Questionnaire (SRQ)- supervisees • Frost (2004) – Longitudinal IPA study – supervisors and supervisees • Clohessy (2008) – Grounded Theory study – supervisors • Pearce (2010) – quantitative study – Supervisory Relationship Measure (SRM) – supervisors • Borsay (2012) – qualitative study –supervisees attempts to manage problems in the SR

  9. Main findings • Core qualities of effective SRs: • boundaried & safe • supportive • respectful • invested/committed • open & trusting • collaborative • sensitive to supervisee needs • educative/evaluative • Influenced by context

  10. Main findings • Importance of establishing a safe base • Influence of context • Individual characteristics of supervisee/supervisor (personal stressors, cultural characteristics) • Team/service (contributions to/demands/constraints)

  11. Main findings • Supervisor investment in supervision & in the supervisee • Supervisee openness to learning & development • Flow of supervision (virtuous cycle)

  12. Supervisory task in current climate • To build resilience (capacity to withstand stresses and demands) in self and others • Linked to job satisfaction, performance, motivation, social competence • A good SR supports development of skills to meet challenges of changing environments (Rothman 2004) • Essential to protect clinical supervision and promote its value in enhancing staff well-being

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