Supervision
532 – Understanding professional supervision practice (Knowledge only)
Level 4
Credit value 3
|1.1 |Evaluate theoretical approaches to professional supervision |
| |Answer;- |
| |It is an enabling and positive process in which the opportunity is being offered for bringing the skilled supervisor and an employee together|
| |in order to reflect on the work. It interprets the institutional mission and its main focus is on human and fiscal resources for promoting |
| |the competence of an individual and organisation. It may include the practical skills acquisition, theoretical or technical knowledge |
| |mastery, personal development at the interface of client/therapist and professional development. There are many approaches and models |
| |towards the supervision. Some of the prominent ones are: |
| |Development Model |
| |It focuses on the conceptualisation skills development through the learning process. The change is the focus from dependence to |
| |interdependence on trainer/supervisor. It is based on the assumption of on-going growth and the life-long process of learning. In this |
| |model, theoretical orientation, individual differences, professional ethics, techniques and interpersonal assessments all are involved. |
| |Models of Integration |
| |It is an essential training model, and it also assumes that the
Level 4
Credit value 3
|1.1 |Evaluate theoretical approaches to professional supervision |
| |Answer;- |
| |It is an enabling and positive process in which the opportunity is being offered for bringing the skilled supervisor and an employee together|
| |in order to reflect on the work. It interprets the institutional mission and its main focus is on human and fiscal resources for promoting |
| |the competence of an individual and organisation. It may include the practical skills acquisition, theoretical or technical knowledge |
| |mastery, personal development at the interface of client/therapist and professional development. There are many approaches and models |
| |towards the supervision. Some of the prominent ones are: |
| |Development Model |
| |It focuses on the conceptualisation skills development through the learning process. The change is the focus from dependence to |
| |interdependence on trainer/supervisor. It is based on the assumption of on-going growth and the life-long process of learning. In this |
| |model, theoretical orientation, individual differences, professional ethics, techniques and interpersonal assessments all are involved. |
| |Models of Integration |
| |It is an essential training model, and it also assumes that the