Introductory Supervision Training Day 3: Evaluation · n Introductory Supervisor Workshops (ISW) – Sheffield Programme n n Day 3, Wednesday 11th May 2016 n n Venue: Meeting Room,

Introductory Supervision Training Day 3: Evaluation

Katherine Hildyard & Katharine Boon May 2016

n  Introductory Supervisor Workshops (ISW) – Sheffield Programme n  n  Day 3, Wednesday 11th May 2016 n  n  Venue: Meeting Room, Clinical Psychology Unit, University of Sheffield n  n  Katherine Hildyard and Katharine Boon n 

n  9.15 Registration n  n  9.30 Reviewing your learning and development n  n  9.45 Evaluating competency from different perspectives and monitoring therapeutic competencies n  n  11.30 Break n  n  11.45 Methods of evaluation (including course paperwork) n  n  1230 Lunch n  n  1.30 Tackling difficulties (including placement failure) - group exercise n  n  3.00 Break n  n  3.15 Peer supervision n  n  4.15 Action Plans n  Evaluation of Day 3 n  n  4.45 End

Aims for the morning…

n  To consider evaluation from trainee and supervisor perspectives

n  To discuss trainee evaluation – ‘the how and the wha t ’ f rom a Course perspective

n  Dealing with difficulties – what happens when things go wrong and how to handle them

Reviewing Learning and Development

n  Clarifying your expectations; what are you hoping to get from today?

n  Discuss your learning and development so far

n  Identify your needs

Evaluating competency from different perspectives

n  ‘Evaluation troubles most supervisors’ n  Bernard and Goodyear, 2013

Exercise 1 – Challenging scenarios . . .

n  Do any of these YouTube clips resonate with you?

n  What are the issues relevant to evaluation?

n  http://www.youtube.com/watch?

v=wfWvWDymehY

n  http://www.youtube.com/watch?v=xlgJI1ZpJ1M

n  http://www.youtube.com/watch?

v=PrzlUw8Xdek

Exercise 2 – in pairs / small groups

n  What does the term ‘evaluation’ mean to you?

n  What difficulties/dilemmas can occur in evaluation processes?

n  How might these difficulties be overcome?

Understanding the trainee’s context

n  A model by Michael Carroll of: n  – Survival mode n  Versus n  – Competency mode (frontal lobe)

Survival Mode

n  Fight n  Flight n  Freeze n  Fragment

Frontal cortex thinking

Frontal cortex thinking: the biology of meaning-making

n  Plans for the future n  Imagination and prediction n  Self development n  Ability to reflect n  Introspection n  Ethical decisions n  Managing emotions n  Creativity and change – “open mind, open

heart, open will” (Scharmer 2007)

Frontal lobe cortex (cont’d)

n  Speaking n  Writing n  Reasoning n  Abstracting n  Problem solving

(Carroll, Centre for Supervision Training, 2009)

A Compassionate Mind perspective: Gilbert, 2009

Drive seeking and acquisition focused system Designed to pay attention to advantageous resources and experience ‘activation’ to try to acquire them and pleasure in pursuing and securing them.

Threat and self-protection focused system Designed to attract attention to, detect, process and respond to threats.

Designed to enable a state of peacefulness and openness when individuals are no longer threat focused or seeking resources.

Contentment, soothing and affiliative focused system

Exercise 3

n  1. How can you recognise if you or your trainee are in survival mode?

n  2. What might be useful to help you /

your trainee to move into competency mode?

Measures of supervisor competency

n  Trainee competency - pre and post supervision

n  Client outcome (supervisee’s clients) n  Supervisee feedback n  External ratings / feedback – eg. ‘the

Session Rating Scale’, supervision of supervision

Issues relating to supervisor competency evaluation

¡  Generic versus specific model of therapy ¡  Generic versus specif ic model of

supervision n  Method of evaluation – Reliable and

valid measure n  Who evaluates – self, supervisee,

supervisor, external person

Evaluating Trainee Competencies: A Model of Good Practice

n  Contract with the trainee within the first 2-3 weeks of the placement. Be specific about what is expected using the course documentation as guidance.

n  Be explicit about your own model of competence n  Negotiate the need to ‘challenge’. n  Use direct observation (sitting in, reviews of

audio or video tapes, live supervision) on which to form your opinion and be explicit about which aspect of the trainee’s work you are assessing.

n  Use objective measures if applicable.

Evaluating Trainee Competencies: A Model of Good Practice – Cont’d

n  Be aware of any barriers from either you or the trainee, which may affect the possibility of open reflecting on skills.

n  Be open throughout (there should be no surprises at formal evaluation points).

n  Consider the need for your supervision on being a supervisor.

n  Use the clinical tutor for advice and follow the course guidelines if there are any major areas of concern.

Evaluating model specific competencies – ‘Competency Log Book’

n  Began with CBT competencies – based on the Roth & Pilling framework – CBT + 1

n  CAT, Systemic, Psychodynamic, Compassion Focused & ACT competency frameworks

n  Evaluation may count towards accreditation in a model specific therapy . . . ?

Methods of evaluation relating to placements:

n  Competencies assessed by supervisor using Assessment of Clinical Competence Form (ACC) at mid and end of placement on 8 competencies

n  Case Studies (1-4) in first two years of training

n  Log books (self appraisal) n  Competency Log Book – coming soon!

Other methods of evaluation – Course

Formal: n  Literature review, single case study, service

evaluation, SAQs n  Formative feedback from service users and staff

members during clinical skills teaching n  Observed Clinical Skills Assessment in year 1

(using CSA-RF) Informal: n  Recording of outcome measures n  Research and case study presentations

General methods of evaluation

n  Live supervision / Joint working n  Role-playing within supervision n  Formal / objective measures n  Feedback from trainee – self report n  Feedback from service users / carers (e.g.

Friends & Family Test, Session rating scales) n  Feedback from colleagues e.g. team

members n  Case notes

n  Supervision records n  Letters/reports n  Audio tapes n  Video tapes n  Presentations n  Exercises/role plays

Observation on placement:

n  Minimum standard for observation on placement – of direct and indirect work

– A minimum of 3 occasions of direct observation per placement

– A formal record will be made across training

Tackling Difficulties

n  Tackle it when you see it – competency mode n  Listen to the individual – don’t make

assumptions n  Negotiate how and when the feedback can be

given n  Be clear & consistent about the message n  Avoid a defensive or confrontational

approach n  Understand your own philosophy re. learning

(remember Kolb)

Kolb’s Learning cycle

Tackling difficulties (cont’d)

n  Don’t ask people to do what you haven’t done yourself

n  Deal with the emotion (eg: shame, anger, hurt)

n  Use the relationship – and be aware of what you bring to this

n  Ask for help if you need it! n  And follow due process

Exercise 5: Role plays

n  Identifying and managing difficulties in evaluation processes

n  Managing placement failure issues

A Model of Core Qualities

n  1. Core quality n  2. Pitfall n  3. Allergy n  4. Challenge n  Ofman 2001

Exercise 6

n  Use the model for one of your own core qualities

n  Can you identify a core quality of someone you are supervising?

n  How might you use this model to give feedback const ruc t ive ly w i th in supervision – and help you manage difficulties?

You might want to think about the following . . .

Peer Supervision

n  Peer supervision groups n  Your next assignment

Action Plans

n  Review what you have learnt today n  Consider your learning in the next six

months n  Plan what steps you can actively take

to ensure this learning occurs n  GAS form

Questions and reflections ?