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    SpringBoard The Professional Nurse. Use Code SPF Shop Now. Double click on above image to view full picture. Read a Sample Chapter. Related Specialties Counseling Psychology. Practical Clinical Supervision for Counselors. Qty: Add to Cart. Buy eBook: Amazon Kindle. Save for later. Request Desk Copy. Because the model has been very popular, not all representations of it are fair or accurate. It is then, very interesting to note that Brigid herself highlights that the principal function of her model is its supportive function.

    Effective supervision requires a supportive underpinning as the foundation upon which the formative and normative aspects of supervision are built. One way they can get this is by being offered regular space to reflect on their moment-to-moment practice. The picture in Figure 3.

    Figure 3. The model emphasises that clinical supervision always involves more than two stakeholders. All have a right to be respected in the process of clinical supervision.

    Fieldwork/Experiential Education

    However, the central figures are, first, the recipient of the supervision — the practitioner. In the world out there, he or she is the channel through which the service is offered — the public face of the service and a person in his or her own right. Second, there is the supervisor who is responsible for creating a climate and a relationship in which the practitioner can reflect on his or her practice within clear boundaries of freedom and responsibility.

    Box 3. It values the ability to reflect on experience and practice as a major resource for life and learning. It presumes that reflective practice can be learned — taught even — but that learners require a trusting and safe environment if they are to share their experience and practice honestly with themselves or others. It views supervision as a co-operative enterprise between colleagues — who may or may not be unevenly matched in work experience or age, but who share a common humanity and common professional interests, ethics and, often, ideals.

    Those clear boundaries are first set by the contract that the employer makes with the supervisor and practitioner as to the purpose and manner of clinical supervision in a particular context. This will necessarily be bounded by guidelines or codes regarding wider professional ethics and practice. Within the overall contract, I suggest that a working agreement for a particular supervision alliance is made between supervisor and practitioner.

    Preparing for Clinical Supervision

    At another level, it is a shared process of clarification and negotiation that begins to establish the degree of trust, safety or wariness there may be in this relationship and to shape a suitable working climate. The contract and the working agreement are not seen as bureaucratic devices, but as a means of establishing sufficient safety and challenge.

    The overall contract signals continuing accountability to the other stakeholders in the supervision enterprise — this is both opportunity and responsibility to mature in practice and offer a better service. The working agreement signals the co-operative nature of the enterprise and the complementary roles of each party.

    The process of discussing and establishing the alliance is the vehicle through which an intentional and unique relationship is initiated between this particular practitioner and this particular supervisor, in this particular context. This brings us to the best known feature of the model — the complementary but sometimes contradictory tasks of clinical supervision — normative, formative and restorative.

    In health care contexts, the constituent tasks of supervision should probably be transposed. Clinical supervision will be a major opportunity for professional and, hopefully, personal refreshment so the restorative task in these stressful times should, I think, be placed first. If supervision is not experienced as restorative, the other tasks will not be well done. Whereas in counselling contexts supervision may be the major forum of professional accountability, in most health settings there will be other places where account is rendered.

    Nevertheless, there will necessarily be self-monitoring elements to the work, for the practitioner. At best, clinical supervision is the safe enough setting where he or she can share and talk about practice and ethical dilemmas without jeopardising him- or herself.


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    So, for both practitioner and supervisor, clinical supervision will always be a forum where normative issues are addressed and engaged with and the supervisor may, very occasionally, become a whistle-blower see Cutcliffe et al. By whatever means clinical supervision is distinguished and detached from formal managerial assessment procedures, this element of monitoring will be present and both practitioner and supervisor will need to recognise the tension between the restorative and the normative tasks.

    In training, most supervisors and supervisees find it difficult to develop the ability to manage this tension skilfully and with integrity within a single role relationship.