Quality Supervision expectations Psychology today

Despite the courses and training on how to do clinical work, for many, there is one topic that lacks: how to “supervise” (Falender, 2018). APA published Trends about supervisionWhat is meant to “inform the practice of clinical supervision …” (2015, p. 34), which determines a set of important skills and competencies. Over the past 35 years, JS had a few supervisors, supervised many students, and attended the continuation education Workshops on supervision. As an internal training coordinator of the Master’s program, I hear about the experiences of supervising many students. Based on these experiences, it is not intended to know the efficiency of supervision, but rather the suggestion of the basic and concrete elements that must be present for success.

In individual supervision, consider the expectations of behavior on both sides. Bair and Mollen (2019, Chapter 5) explores the factors that lead to successful supervision and include supportive research. After the well -known trainees who did not meet the expectations and not to provide the supervisors the appropriate directives, I made my ideas and expectations for each of these roles in two brief lists.

Expectations of the trainee

Perhaps more clear than that supervisor is the expectations of the trainee.

• We realize that this supervision is to learn.
• Be on time.
• Take your duties, including the papers in time. Although they are not the most enjoyable aspects of clinical experience, they are useful, visual and tasks. If you are struggling with these responsibilities, a review of how to do it may occur during supervision, but this is not the best use of supervision time.
• Come ready to talk about what happened in the sessions. Not only does this include the interventions I made but also how, the words you used, and how they were received. Put what you think is well walked and what he did not. Notice what is well, but it can be adjusted.
• Be open to criticism without being defensive. Plan to learn from your experiences.
• You have great expectations for yourself. You are in the place where you are because you are qualified. Do it yourself and customers.
• Ask questions and let your supervisor know what you hope to get out of the experience.
• Use time. Do not think about flying during the meeting to complete other tasks. Supervision is for the benefit of your customers and a king.
• If you don’t get what you need, treat it with your supervisor. You may need to be concrete. For example, you may tell them that you are looking for specific suggestions on how to deal with some situations, instead of just checking the health you have done well. Tell them that you see this an educational experience. Even if what you have told is fine, you still want ideas and criticism.
• If you are still not getting what you need, think about who can help you get it. Talk to this person and make a plan.
• I realize that your supervisor bears clinical responsibility for you and your customers. If you do not agree to what they say, talk to them with respect on this topic, but not “do not go the rogue” and decide that you do not do what they told you. This is a danger to you and all, as well as your customer.

Think about what you want to get out of this experience and use it to direct your use to supervise. Get as much as possible from it. You will be a better doctor for that.

Remember that your supervisors are human. You may frustrate you. They may have to reschedule supervision. They may disagree with you. Think about what you can learn from them and watch this award, which grows as a doctor.

Clinical Supervisors’ expectations

The supervisor may not think of expectations themselves, but they are very present. This list is not comprehensive, but it is a basic line.

• Be reliable. The trainees should have a certain supervision time and know that they can rely on your presence there. When an urgent problem overlap, show another time.
• The curative curiosity and professional behavior model.
• I realize that this is an educational experience for your supervisor. Even if they are in good condition, think about what you can teach them to bring them to the next level. What can you tell them, along with “this is good”, to increase their skills improvement or encourage them to consider another point of view?
• Create a comfortable space. With this, I do not mean the material space (although it is also attended) but the emotional space. You don’t need to be their best friend. In fact, it will not be appropriate. However, they need to feel that they can bring uncomfortable topics for you, including cases where things happen or are uncomfortable, and in the times when they feel tampering.
• You have great expectations for your supervisor. They got the position they were because they are qualified. We expect them to do a good job. If they are not fine, work to know the reason.
• Be responsive. When your trainee communicates, respond to it in time.
• Let your supervisor know what the plan is when an urgent or annoying thing arises, and you do not have scheduled supervision during the next day. Think of unnecessary discomfort for them who sit with the issue of whether they are dealing with something properly, or attention about a very difficult clinical situation, and they disappear for several days to a week.
• Acknowledge when you know nothing and discover the place of getting an answer.
• Learn who you and your supervisor can consult if you need other opinions. You are not expected to know everything.
• I realize that supervision is important and not just something that is accessed as quickly as possible to move to other tasks. It is a commitment to the trainees and their customers.
• Remember that you can learn from the trainee as well.

Think about what you want to get out of your supervision and what you can do to facilitate this. Think again about your experiences. What is your value in your supervision when you are a trainee? What did not do for you? How can you create a positive educational experience for your supervisors?

Supervision of transformational quality

The supervisory relationship can be happy and formative for both members. Supervision can make the difference – the difference between frustration and Exhaustion For learning and excitement, between strong clinical skills and good enough. These differences are important for the doctor, customers and professions.