In-Trac Training & Consultancy. Developing Effective Supervision in Health and Social Care. Overview of Training & Consultancy Services

Transcription

1 In-Trac Training & Consultancy In-Trac Training & Consultancy P.O. Box 74 Haslemere Surrey GU27 2YP Developing Effective Supervision in Health and Social Care Overview of Training & Consultancy Services 28

2 Index Page About In-Trac 3 Our Approach to Supervision 3 What we can offer 5 Supervision Training 6 Accreditation and Assessment of Training 8 Developing Effective Supervision 9 Supervising to Improve Performance 10 Supervising Complex Practice 12 Supervising to Improve Practice 14 Recording Reflective Supervision 16 Using Supervision Effectively 17 Quality Assuring the Supervision Process through Observation 18 Supervising and Assessing the ASYE year 19 Supervising to Safeguard in Health Organisations 21 Supervising to Safeguard Children 22 Supervision in Early Years 23 Group Supervision 24 Other Publications 25 Other In-Trac courses 26 What our customers say 27 Excellent training. Relevant, current and informative. I recommend that the training be made mandatory to all social care workers. This is quality training that can translate directly to practice. Excellent training - really good trainer. Good mix of activities and combination of theory/practice. What our customers say Really good tools and reflection opportunities to use. Very engaging with the group; understood the reality of practice well. Trainer was awesome! Totally captivating! Gave insightful examples packed up with exercises Training was energetic, interesting and thought provoking. Lots of helpful strategies, techniques to use and models to use. 2 27

3 Other In-Trac courses include: Safeguarding Children We can offer safeguarding training at all levels from introductory to specialist topics. Assessment We offer a range of assessment courses designed to support all aspects of assessment with children and adults. Courses include: An introduction to social work assessments with children and families Putting analysis into assessment Whole family assessments Child Development and Communicating with Children We have developed a modular approach to child development and communicating with children and young people. Courses include: Applying child development to practice Skills for communicating with children and young people Tools for direct work with children & young people Understanding attachment Diversity Based on Mastering Approaches to Diversity in Social Work, written by In- Trac Associates, we have developed a modular approach to training in order meet specific needs. Working with Children and Families We offer a variety of courses including: Life Story Work Working with Troubled Families Role of Emotional Resilience About In-Trac In-Trac is a training and consultancy company specialising in the field of health, social care and allied professions. We have a particular focus on safeguarding practice (both children and adults). In-Trac was founded by our director Jane Wonnacott in 1994 and since then has worked with hundreds of organisations across the UK delivering training and working on other projects including serious case reviews. Working with our team of associates we focus on delivering high quality cost effective services that are up to date and relevant in the ever changing field within which we work. We have a particular expertise in supervision and from trained over 9000 supervisors as well as working with organisations on evaluation of supervision practice and policy development. We delivered a national training programme for social work supervisors from (funded by CWDC) and in 2013 delivered a programme for the supervisors of ASYE social workers, funded by Department for Education (DfE). All In-Trac associates delivering supervision training have considerable experience as practitioners, supervisors and trainers and have attended training the trainers events focusing on the use of our training materials. Our Approach to Supervision We believe that supervision is integral to the delivery of high quality practice across health, social care and other human services and that the development of effective relationships between supervisors and supervisees throughout the system is fundamental to improving outcomes for service users. Although empirical research is limited, there is accumulating evidence from research and practice of the importance of supervision. Studies have shown that good supervision is associated with job satisfaction, commitment to the organisation, staff retention and employees perceptions of the support they receive from their employers (Carpenter et al 2012). 26 3

4 In addition employers need a forum where the quality of practice can be scrutinised, staff s development needs explored and workers given the opportunity to: explore the emotional impact of the work manage anxiety consider how their own biases and beliefs may be affecting practice reflect on the dynamic of the interaction between themselves and those using services develop their own interpersonal skills Other publications Mastering Whole Family Assessment in Social Work Balancing the Needs of Children, Adults and Their Families, written by Fiona Mainstone Our model of supervision is based on the work of Tony Morrison and our director, Jane Wonnacott, and helps organisations to deliver a style of supervision that takes account of all of these factors. We believe that a whole system approach is necessary for the delivery of effective supervision, with senior managers engaged in establishing the supervision culture and expressing this through a clear policy statement which includes a clear commitment to delivering effective supervision throughout the organisation. An important part of this approach is ongoing development opportunities for supervisors and regular opportunities for them to reflect on their practice. Action Learning Sets are a particularly useful way of meeting this need. In addition, observation of supervision sessions are an important part of this process working with supervisees to establish an understanding of what they should expect from supervision and engaging them in the feedback process. Mastering Communication in Social Work - From Understanding to Doing, written by Linda Gast and Martin Bailey Mastering Approaches to Diversity in Social Work, written by Linda Gast and Anne Patmore Morrison, T. (2005) Staff Supervision in Social Care. Brighton Pavilion Wonnacott, J. (2012) Mastering Social Work Supervision. London: JKP Wonnacott, J. (2013) Developing and Supporting Effective Staff Supervision. Brighton: Pavilion. Mastering Social Work Values and Ethics, written by Farrukh Akhtar 4 25

5 Group Supervision Course Length: 2 Days ( unless specifically negotiated otherwise) What we can offer We have developed a range of services designed to support organisations in developing and maintaining high quality supervision. This two day programme is designed to explore supervision in group settings. Group members can make a real difference in helping each other think about workplace issues and dilemmas. Group supervision can be used to extend reflective practice as new ideas emerge through the collective intelligence of the group. The course is underpinned by leadership theories, contains elements of traditional therapeutic values of empathy, warmth and genuineness in relationship building as well as an opportunity to inquire into one s own reactions, responses and attitudes. Course Aim: The course aim is to equip health and social care practitioners with the skills to give and receive supervision in a group settings. Understand how to work within a clear framework for group supervision Develop an enhanced understanding of the different types and purposes of group supervision Gain an increased awareness of the impact of anxiety on work relationships and how to work with this positively within supervision Gain confidence in using supervisory skills to assist the supervisee in reflective practice and promoting professional development Consider how to develop an effective supervisory relationship based on adult learning styles, the blocked cycle and strength based practices. Develop strategies for fine-tuning communication skills Gain a deeper understanding of the importance of well negotiated supervisory contracts and agreements. Supervision Policy Development working alongside the senior management team in order to develop a policy that meets the specific needs of the organisation. We are able to run workshops for senior managers (or senior managers together with front line supervisors) in order to consider the implications of the new policy and how to maintain and sustain a positive supervision culture across the service. Quality audit using focus groups and staff surveys to evaluate the quality of supervision across the organisation. As part of this service we are able to work in partnership with PeopleSurv, a company specialising is bespoke staff surveys. PeopleSurv have a particular expertise in the supervision field and can provide a range of data in order to assist in the evaluation and development of supervision delivery. Supervision Observation this is delivered as part of a training programme. The trainer observes a supervision session in the workplace and uses an appreciative inquiry approach to work with the supervisor and supervisee to reflect on the session and areas for development. Ideally, this approach is then sustained by the organisation and we are able to run workshops for senior managers on developing skills in observing and developing supervision practice. Action Learning Sets for supervisors - a traditional action learning set approach is used whereby a small closed group (approx 8) supervisors work together over time to reflect on and analyse their supervision practice and take actions back to the workplace. The usual length of an action learning set is one half day every six weeks. Supervision training a range of supervision courses have been developed. These courses are set out on the following pages but we are always willing to discuss individual requirements. 24 5

6 Supervision Training We have developed a modular approach and organisations can opt for the combination of courses that best suit their needs. Courses offered are: Developing Effective Supervision Core skills for supervisors (two days) A foundation course that underpins all our supervision training. Supervising to improve performance (two days plus one day a month later) The core module plus a day focusing on working with performance issues Supervising Complex Practice (two days plus one day a month later) The core module plus a day specifically focusing on supervising casework practice. NB This course is profession or service specific for example it can be run as supervising social work practice in children s services/supervising in adults services. Supervising to improve practice (two days plus two days a month later) This is a comprehensive course designed to cover all key aspects of supervising staff who manage and supervise front line practice. Recording reflective supervision (one day) Using supervision effectively: a workshop for supervisees (one day) Quality Assuring the supervision process through observation a one day workshop for senior managers Supervising and assessing the ASYE year (two days) Supervision in Early Years Course Length: 1 Day ( unless specifically negotiated otherwise) Course aim: This one day course introduces the concept of staff supervision as an important tool in safeguarding children within early years environments. It aims to give managers an understanding of the key elements of effective supervision and a model that they can use to develop their practice. Explore a definition of staff supervision and how this may be applied within an early years environment. Consider the difference that staff supervision can make to outcomes for children. Understand the emotional impact of child protection situations on staff and how supervision can work with these emotions to maintain safe environments for children. Use a model for delivering supervision. Supervision in Early Years: Train the Trainers This two day course aims to equip staff to deliver a one day programme focused on staff supervision in early years settings. The programme will consist of one day exploring the key concepts underpinning supervision in early years environments and provide a model for delivering supervision training. There will be some tasks to complete before day two. The second day will focus on the delivery of the one day programme and there will be the chance to experience and practice exercises within the programme. 6 23

7 Supervising to Safeguard Children - Training for LSCBs LSCBs who commission Supervising to Safeguard Children should ensure that participants have attended relevant training within their own organisation that equips them with core supervisory skills. Aim: This two day programme has a specific focus on keeping children safe from harm. It builds on practitioners existing core supervisory skills, emphasising those aspects of supervision which are essential components of effective safeguarding practice. It is not specific to any one organisation, is intended to be delivered to a multi-agency audience and will assist them in developing a common understanding of the role of the supervisor within their local safeguarding community. The course will explore working with uncertainty, the factors that affect decision making, and the role of emotional resilience, as well as lessons from serious case reviews. Supervising to safeguard children in health organisations (two days) A standalone supervision course with a focus on delivering effective safeguarding supervision to health professionals. Supervising to safeguard children (two days) A course focusing on keeping children safe from harm designed to be delivered to a multi-agency audience. Supervision in Early Years Settings (one day) A course designed to assist early years settings in meeting the supervision requirements of EYFS Supervision in Early Years Settings; Train the Trainers (one day) A course designed to assist Early Years Teams in delivering training to support settings in meeting the supervision requirements of EYFS Describe the elements of effective safeguarding supervision and how it can contribute to good outcomes for children, young people and families. Use supervision to enable supervisees to critically appraise their own safeguarding practice. Positively manage the emotionally laden aspects of safeguarding children, enabling emotions to be used to enrich thinking and support safe practice. Promote the effective collection, collation, weighting and analysis of information throughout the safeguarding process. We can also offer Train thetrainers (four days) linked to a supervision training manual Developing and Supporting Effective Staff Supervision, written by Jane Wonnacott and available through Pavilion publishing. Detailed learning outcomes are set out at the end of this document. 22 7

8 Accreditation and Assessment of Training Continuing Professional Development (CPD) ILM endorsed training In-Trac Supervision courses have been accredited by the CPD certification service. The following courses have been endorsed by ILM and we are able to offer assessment leading to ILM accreditation. Supervising to Safeguard in Health Organisations 2 day programme Context: Serious case reviews have consistently highlighted the crucial role that health professionals play in identifying and responding to possible child abuse. Yet delivering effective safeguarding supervision within both hospital and community settings can be challenging. Patients may move through the system swiftly, the primary patient may be the adult rather than the child and they are likely to come into contact with several different members of staff. Our model of supervision recognises the interdependence of management, support, development and mediation within the supervisory relationship, and provides a framework within which supervisors can achieve a balanced approach. The importance of the restorative approach (support function) and the impact of emotions on the critical thinking required for effective safeguarding is integral to the model, and it is therefore compatible with the restorative supervision approach being used elsewhere within the NHS. Aim: This two day course is designed to assist participants to deliver a model of supervision that works within a health organisation and contributes towards keeping children safe from harm. Supervising social work practice (two days plus one day a month later) Supervising to improve social work practice (two days plus one day a month later) Supervising to safeguard in health organisations (two days) Understand what constitutes effective safeguarding supervision and its relationship to safe practice and positive outcomes for children. Consider lessons from practice, including serious case reviews, and the implication for supervision practice. Consider how emotions may impact on staff and decision making in child protection. Understand how best to help staff evaluate and analyse information and use this analysis to inform decision making in situations where there are concerns about the safety of a child. Use the supervision cycle, and understand how it can be used as a model to facilitate effective supervision in both formal and informal situations. Understand the role that the supervisor can play within the safeguarding system and at the interface with other organisations 8 21

9 Supervising and Assessing the ASYE year 2 days Two day programme This course will give participants the opportunity to: Understand an integrated framework for supervision practice. Develop skills in using the supervision cycle as a model for effective supervision. Use the supervision cycle to work positively with anxiety and enhance learning and development. Understand the transition from student and through the first year of practice. Consider how to utilise this supervision framework in the holistic assessment of social work practice against PCF requirements. Enhance their skills in developing professional capability. Understand the importance of using the supervision agreement as an effective tool where assessment is integral to the supervision process. Become familiar with frameworks for recording the outcomes of the assessment process including observations of practice. Developing Effective Supervision: Core Skills for Supervisors Course Length: 2 Days ( unless specifically negotiated otherwise) Course aim: This two day programme aims to focus on the core knowledge and skills needed by supervisors working within a variety of settings in health and social care. For social work supervisors the content of the course is consistent with the approach to supervision set out within the employer s standards. Understand what constitutes effective supervision and its relationship to safe practice and positive outcomes for service users. Consider the 4x4x4 (integrated) model of supervision and how it can assist in understanding the functions of supervision and its impact on the supervision of others within the system. Consider how past experience of supervision can impact on the supervisory relationship. Understand the importance of developing and reviewing the supervisory relationship and the role of the agreement in promoting anti oppressive practice within supervision. Consider the role of supervision throughout the stages of professional development from newly qualified to experienced practitioner. Understand the importance of recording supervision. Understand the importance of the authoritative supervisory style in promoting good outcomes through supervision. Use the supervision cycle, and understand how it can be used as a model to facilitate effective supervision. Consider the impact of anxiety and how emotions may impact on staff, critical thinking and decision making. 20 9

10 Supervising to Improve Performance Course Length: 3 Days ( unless specifically negotiated otherwise) This three day programme includes material on improving practice, particularly where there may be performance concerns. It is usually delivered as a two day programme, plus an additional one day approximately one month later. There will be an expectation that participants put learning into practice through completing tasks in the intervening period. Course aim: This course aims to provide participants with the skills required to deliver effective supervision with a focus on methods and tools for developing and improving performance. This course may be supplemented by an observation of supervision practice after day 2 and day 3. Understand what constitutes effective supervision and its relationship to safe practice and positive outcomes for service users. Consider the 4x4x4 (integrated) model of supervision and how it can assist in understanding the functions of supervision and its impact on the supervision of others within the system. Consider how past experience of supervision can impact on the supervisory relationship. Understand the importance of developing and reviewing the supervisory relationship and the role of the agreement in promoting anti oppressive practice within supervision. Supervising and Assessing the ASYE year 1 day The Assessed and Supported Year in Employment for social workers in England is now well established and involves a holistic approach to assessment based on the Professional Capabilities Framework. These courses are designed to assist employers in developing supervisors to meet the ASYE requirements. The one day programme is for participants who have already completed an In-Trac core supervisory skills module, whereas the two day programme is a standalone course. The aim of both programmes is to support supervisors to use their supervisory skills in the holistic assessment of newly qualified social workers in their first year of employment. One day programme This course will give participants the opportunity to: Consolidate skills in using an integrated approach to supervision including the supervision cycle as a core model for supervisory practice. Consider the implications of transition from student through the first year of practice and how to work positively with anxiety and enhance learning and development. Use this supervision model in the holistic assessment of social workers in their first year of practice in line with the Professional Capabilities Framework. Become familiar with frameworks for recording the outcomes of the assessment process including observations of practice

11 Quality Assuring the Supervision Process through Observation a one day workshop for senior managers Course Length: 1 Day ( unless specifically negotiated otherwise) Sustaining high quality supervision across an organisation cannot be achieved by training alone. Regular observation of supervision sessions delivered as part of the development and support available to supervisors can play a major part in developing a culture of learning. These observations have the added advantage of allowing the voice of the supervisee to be heard in a safe, reflective environment. Course Aim: This one day programme is for senior managers, or others charged with responsibility for the quality of supervision practice. It focuses on what to look for when observing supervision sessions and equips participants with the skills to use an appreciative inquiry approach to improve supervision practice through undertaking observations. Consider the role of supervision throughout the stages of professional development from newly qualified to experienced practitioner. Understand the importance of recording supervision. Understand the importance of the authoritative supervisory style in promoting good outcomes through supervision. Use the supervision cycle, and understand how it can be used as a model to facilitate effective supervision. Consider the impact of anxiety and how emotions may impact on staff, critical thinking and decision making. Consider the importance of the positive expectations model when working to improve practice. Understand the factors that might affect performance. Understand the possible function of blocks to learning and development of the individual concerned. Use authority appropriately within supervision and avoid setting people up to fail. Develop strategies for working with poor performance. Explore and agree the key elements of effective supervision within their organisation. Consider the ground rules and boundaries relating to the observation of supervision practice. Understand the role of appreciative inquiry approaches when undertaking observations of practice. Develop skills in observing supervision sessions and identifying issues that need to be explored in feedback. Develop skills in managing and handling feedback

12 Supervising Complex Practice Course Length: 3 Days ( unless specifically negotiated otherwise) This three day programme is specifically designed for staff supervising front line practice and needing to develop ideas and techniques to assist their staff in developing and using their professional judgement. It is usually delivered as a two day programme, plus an additional one day approximately one month later. It does not cover material on working with poor performance. There will be an expectation that participants put learning into practice through completing tasks in the intervening period. Course aim: This course aims to provide participants with the skills required to deliver effective supervision with a focus on methods and tools for exploring the complex relationships, judgements and decisions involved when working in front line practice. This course may be supplemented by an observation of supervision practice after day 2 and day 3. Understand what constitutes effective supervision and its relationship to safe practice and positive outcomes for service users. Consider the 4x4x4 (integrated) model of supervision and how it can assist in understanding the functions of supervision and its impact on the supervision of others within the system. Consider how past experience of supervision can impact on the supervisory relationship. Using Supervision Effectively: a one day course for supervisees Course Length: 1 Day ( unless specifically negotiated otherwise) Course aim: This day aims to give staff in receipt of 1:1 supervision in health and social care an opportunity to understand the key elements of effective supervision, and how hey can work with their supervisors in order to maximise its effectiveness. Consider what constitutes effective supervision and the various definitions used to explain its functions. Understand how their previous experience of being supervised can impact upon their current supervisory relationship. Understand the importance of effective agreements within supervision. Understand the relationship between supervision and outcomes for service users. Understand the supervision cycle and how this can help in reflecting, analysing and action planning within supervision. Consider their role in working with their supervisors to develop positive supervision practice

13 Recording Reflective Supervision Course Length: One Day ( unless specifically negotiated otherwise) Recording a style of supervision which moves beyond a focus on task completion can be a challenge and, within Children s Services, for example, Ofsted inspections in a number of Local Authorities have commented that reflection and analysis are insufficiently evidenced within the supervision records. In-Trac believes that good recording is an important element of good practice as it provides the opportunity for the supervisee and supervisor to reflect on, summarise and agree the key elements of their discussions, as well as providing a permanent record of the reasons underlining decisions which is available to others. We have been working with a number of organisations to create formats that support the recording of reflective supervision and have developed this one day workshop to develop the skills of supervisors in this task. The aim of the day is therefore to explore best practice in recording supervision with a focus on the effective recording of case discussions in the child's records. It is an interactive participative day focusing on the practical skills involved. It is assumed that participants will have attended previous In-Trac training equipping them with the skills required to deliver reflective supervision. Participants will be offered opportunity to: Understand the importance of developing and reviewing the supervisory relationship and the role of the agreement in promoting anti oppressive practice within supervision. Consider the role of supervision throughout the stages of professional development from newly qualified to experienced practitioner. Understand the importance of recording supervision. Understand the importance of the authoritative supervisory style in promoting good outcomes through supervision. Use the supervision cycle, and understand how it can be used as a model to facilitate effective supervision. Consider the impact of anxiety and how emotions may impact on staff, critical thinking and decision making. Understand the role of supervision in promoting critical thinking when working with complex issues. Consider the role of supervision in working effectively with the dynamics of professional networks. Use the six stage model in relation to supervision of social work practice. Use tools to help staff evaluate and analyse information to inform decision making and risk management. Understand the way in which supervision should be recorded including the interface between the supervisee s supervision notes and supervision discussions on the child's file. Practice recording a supervision discussion in relation to a child and their family which does justice to the reflective and analytical components of the process. Critically evaluate their own skills and work with others to establish what good recording looks like

14 Supervising to Improve Practice Course Length: 4 Days ( unless specifically negotiated otherwise) Overview: This four day programme is usually delivered as the two day core programme, plus an additional two days approximately one month later. There will be an expectation that participants complete tasks in the intervening period, thus enabling learning to be put into practice. This course may be supplemented by an observation of supervision practice after day 2 and day 4. Course aim: This course aims to provide participants with the skills required to deliver effective supervision, with a focus on complex practice dynamics and methods and tools for developing and improving performance. Understand what constitutes effective supervision and its relationship to safe practice and positive outcomes for service users. Consider the 4x4x4 (integrated) model of supervision and how it can assist in understanding the functions of supervision and its impact on the supervision of others within the system. Consider how past experience of supervision can impact on the supervisory relationship. Understand the importance of developing and reviewing the supervisory relationship and the role of the agreement in promoting anti oppressive practice within supervision. Consider the role of supervision throughout the stages of professional development from newly qualified to experienced practitioner. Understand the importance of recording supervision. Understand the importance of the authoritative supervisory style in promoting good outcomes through supervision. Use the supervision cycle, and understand how it can be used as a model to facilitate effective supervision. Consider the impact of anxiety and how emotions may impact on staff, critical thinking and decision making. Understand the role of supervision in promoting critical thinking when working with complex issues. Consider the role of supervision in working effectively with the dynamics of professional networks. Use the six stage model in relation to supervision of social work practice. Use tools to help staff evaluate and analyse information to inform decision making and risk management. Consider the importance of the positive expectations model when working to improve practice. Understand the factors that might affect performance. Understand the possible function of blocks to learning and development of the individual concerned. Use authority appropriately within supervision and avoid setting people up to fail. Develop strategies for working with poor performance