Unit 532 Diploma 5
1. Understand the purpose of supervision
1.1 Evaluate the theoretical approaches to professional supervision
The theoretical thoughts around supervision come from the student and teacher, the supervisee learning from the supervisor. The apprentice learning from the master of the trade.
The general social care council clearly states that:
‘As social care worker, you must be accountable for the quality of your work and take responsibility for maintaining and improving your skills knowledge ‘.
In the hierarchy sense the supervisee could have more experience than the supervisor.
This would then not seem as teacher student.
What then can the supervisor bring to the supervision? Knowledge and understanding of legislation needed to support the role of supervisee.
Supervision allows for the growth of the supervisee, knowledge and understanding of the why and what of supervision allows for supervisor to grow.
Stoltenberg and Delworth (1987) believed that if supervisees could start to identify their own strengths and growth areas, they would become accountable for their own lifelong learning as therapists and supervisors,
This would mean that with the hierarchal structure of supervision the ‘teacher’ role occurs when the supervisor instructs the supervisee. The purpose of supervision is to enable a worker to carry out their role in an effective way.
‘At its simplest ,supervision is a forum where supervisees review and reflect on their work in order to do better .Practitioners bring their actual work practise to another person (individual supervision ),or to a group supervision ,and with their help review what happened in their practise in order to learn from that experience. Ultimately, supervision is for the better quality of the service ‘, (Carroll, 2007).
1.2 Analyse how the requirements of legislation, codes of practise, policies and procedures impact on professional supervision
In the work place there must be clear guidance and policies in place for the worker to be
1.1 Evaluate the theoretical approaches to professional supervision
The theoretical thoughts around supervision come from the student and teacher, the supervisee learning from the supervisor. The apprentice learning from the master of the trade.
The general social care council clearly states that:
‘As social care worker, you must be accountable for the quality of your work and take responsibility for maintaining and improving your skills knowledge ‘.
In the hierarchy sense the supervisee could have more experience than the supervisor.
This would then not seem as teacher student.
What then can the supervisor bring to the supervision? Knowledge and understanding of legislation needed to support the role of supervisee.
Supervision allows for the growth of the supervisee, knowledge and understanding of the why and what of supervision allows for supervisor to grow.
Stoltenberg and Delworth (1987) believed that if supervisees could start to identify their own strengths and growth areas, they would become accountable for their own lifelong learning as therapists and supervisors,
This would mean that with the hierarchal structure of supervision the ‘teacher’ role occurs when the supervisor instructs the supervisee. The purpose of supervision is to enable a worker to carry out their role in an effective way.
‘At its simplest ,supervision is a forum where supervisees review and reflect on their work in order to do better .Practitioners bring their actual work practise to another person (individual supervision ),or to a group supervision ,and with their help review what happened in their practise in order to learn from that experience. Ultimately, supervision is for the better quality of the service ‘, (Carroll, 2007).
1.2 Analyse how the requirements of legislation, codes of practise, policies and procedures impact on professional supervision
In the work place there must be clear guidance and policies in place for the worker to be
Bibliography: council, G. S. (2010). www.socialcare.org.uk. Retrieved 4.8.12 2012, from general social council. Mason, J. M. (2008). Leadership and Managment . Derby: Scotprint. Quallington, T. T. (2012). Level 5 Diploma in Leadership for Health and social care and children and young people services. London: Hodder. R.C.N. (n.d.). www.rcn.org.uk/development/learning/health clinical supervision. Retrieved Aug 4th, 2012, from www.rcn.org.uk. skillscare. (n.d.). www.skillforcare.org.uks. Retrieved aug 4th, 2012, from www.skills for care.org.uk.