Clinical Supervision in Child Welfare Practice

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Clinical Supervision in Child Welfare Practice

• Presentation to Steering Group
• October 24, 2005
• Conference Call

2
Ideas emerging from other jurisdictions

• Transfer of learning is critical need to keep
  providing learning opportunities long after the
  training has ended
• Successful design integrate collaboration with
  supervisors and empowerment strategies
• Desire to move supervision away from constant
  crises to planned quality time with staff
  members.
• Clinical supervision training is becoming a hot
  topic issues in the child welfare field Alberta
  is also exploring clinical supervision curriculum
  design.

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Kentucky Model

• Four States participating in the Model
  Mississippi, Arkansas, Tennessee and Missouri
• Intent is to design a hybrid model of
  supervision
• Study is examining organizational culture as a
  result of the training
• Transfer of learning is critical Arkansas hired
  two full-time mentors to provide support to
  supervisors
• Mississippi has the best buy in' as they did
  focus groups to design the curriculum
• Professor Crystal Camargo-Collins can come to
  Toronto as part of the studys dissemination.

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Mississippi ModelPart of the Kentucky
Supervision Research Project

• Held a focus group with a group of supervisors
  and then used this group as a team to design all
  aspects of the curriculum
• The team indicated that if you want supervisors
  to be good clinicians, you first need to educate
  them about being a good leader. First module
  focuses on leadership issues and other modules
  include cultural competency, boundary issues,
  vicarious liabilitydesigned a series of modules
• Curriculum design ideas have the group bring in
  their own challenging scenarios (anonymously),
  chart your career path, role play good and bad
  scenarios,
• Senior managers attended all of the training
• Cultivate trust and respect in the learning
  environment

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Research Study in New York State

• Article did a three year review of supervisory
  outcomes following clinical consultation program
• The objectives of the training curriculum is to
  enhance supervisors ability to
• Coach and mentor staff in sound decision-making
  practices
• Convene and facilitate permanency planning case
  conferences
• Improve practice in the development of
  child-centred culturally relevant safety and
  permanency plans.

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Emerging Ideas

• Katharine has access to a digital camcorder and
  would like to videotape role plays and a clinical
  supervision session. She has put together a
  demo for review
• Integrate a Needs Assessment questionnaire for
  supervisors prior to the training. This
  questionnaire would be anonymous but would
  provide information about the participants skill
  level and desired learning objectives.
  Supervisors can submit anonymous scenarios that
  they find challenging that could be integrated
  into the curriculum design
• Clinical Supervision WebsiteOn the OACAS
  website? With readings, links etc? Tool kit
  on-line?
• Supervisory Tool Kit that could go on-line

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Feedback others on Curriculum Design

• Move away from lecture format into more
  interactive scenarios such as role plays, and
  case vignettes
• Provide this training to all supervisors in all
  service areas (protection, foster care, adoption)
• Dont put the manager in the role of mentoring
  the supervisor following training. Transfer of
  learning is critical but using the supervisors
  manager may become problematic.

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Supervisory Tool Kit

• Material taken from Carleton Munsons book on
  Clinical Supervision
• Practitioner Self-Assessment Form is designed to
  focus on clinical aspects of a case
• Supervisee Bill of Rights
• Website linksK.Dill still pulling together
• Annotated Bibliography to be written K.Dill
• Put the tool kit on-lineWeb Ct?

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Proposed Design Changes

• Curriculum is divided into six sections
• Section Two Clinical Supervision in Child
  Protection
• Section Three Defining Supervision in Child
  Welfare Practice
• Section Four The Parallel Process in Clinical
  Supervision
• Section Five Clinical Group Supervision
• Section Six Self Reflective Practice

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Chapter Two Introduction to Clinical Supervision
in Child Welfare Practice

• ACTIVITIES
• Introductions
• Explore the fundamental elements of social work
  supervision administrative, educational and
  clinical
• Review the curriculum outline with participants
• Review of core competencies for training

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Chapter Three Defining Clinical Supervision in
Child Welfare Practice

• ACTIVITIES
• Group Exercise What does clinical supervision
  mean to you?
• Balancing the role of the supervisor Roccis
  suggestion of exploring how to balance the role
  of the administrative, clinician and educational
  supervisor
• Clinical Supervision Role Play Katharine has
  done a video clip. Can be used as a way of
  providing an example to the group.Integrate Allan
  Moyles notes re exploring clinical themes and
  issues
• Role plays groups are given vignettes and role
  play the scenarios
• Homework Assignment Review articles and present
  them to large group following morning. Done in
  training session.

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Chapter FourClinical Group Supervision

• ACTIVITIES
• Small group discussion about how individuals
  integrate clinical supervision into a team
  setting
• Katharine would like to actually videotape a role
  play with a team. Use it as a discussion tool for
  the group. She has a good case example that
  addresses parallel process.
• Role play would form the basis for promoting
  discussion about the elements of group
  supervision, team dynamics and stages of group
  development.

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Chapter Five The Parallel Process in Clinical
Supervision

• ACTIVITIES
• Video clip is used as a demonstration of the
  issues and then people move into small groups and
  role play the following scenarios
• Building collaborative relationships with
  resistant clients
• Promoting effective use of power and authority in
  working relationships with clients
• Understanding and integrating the parallel
  process in clinical supervision
• Bring themes and ideas back to the larger group

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Chapter Six Self Reflective Practice

• ACTIVITIES
• Write a letter to yourself focusing on one or two
  key areas that you wish to continue in your
  clinical practice and one or two issues that you
  wish to change.
• Other suggestions here?

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Next Steps

• We need to go through and carefully edit each of
  the curriculum chapters
• Group supervision role playneeds actors

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Preparing for the Focus Group Sessions

• Dates selected for the focus group sessions are
  November 15 and November 22
• How many participants from which service areas?
• We need to decide what material we send to the
  participants ahead of time