Co-creating meaning-making in narrative supervision with supervisees

BackgroundClinical supervision in general practice is critical for enabling registrars (GP trainees) to provide safe medical care, develop skills and enjoy primary care careers. However, this largely depends on the quality of supervision provided. There has been limited research describing what encompasses quality within GP clinical supervision, making it difficult to promote best practice. This study aimed to explore the attributes of high-quality clinical supervision for GP registrars.MethodsIn 2019–20, 22 semi-structured interviews were conducted with GP supervisors who were peer-nominated as best practice supervisors, by Regional GP Training Organisations and GP Colleges in Australia. Purposeful sampling sought respondents with diverse characteristics including gender and career stage, practice size, state/territory and rurality. Interviews were conducted by video-consultation and recorded. De-identified transcripts were independently coded using iterative, inductive thematic analyses to derive themes that reflected quality in GP supervision.ResultsSeven themes emerged. Participants understood the meaning of quality supervision based on their experience of being supervised when they were a registrar, and from reflecting and learning from other supervisors and their own supervision experiences. Quality was reflected by actively structuring GP placements to optimise all possible learning opportunities, building a secure and caring relationship with registrars as the basis for handling challenging situations such as registrar mistakes. Quality also encompassed sustaining and enhancing registrar learning by drawing on the input of the whole practice team who had different skills and supervision approaches. Strong learner-centred approaches were used, where supervisors adjusted support and intervention in real-time, as registrar competence emerged in different areas. Quality also involved building the registrar’s professional identity and capabilities for safe and independent decision-making and encouraging registrars to reflect on situations before giving quality feedback, to drive learning.ConclusionsThis study, although exploratory, provides a foundation for understanding the quality of clinical supervision in general practice, from the perspective of peer-recognised GP supervisors. Understanding and adopting quality within GP supervision may be improved by GPs sharing exemplars of best practice and having opportunities for professional reflection. The findings could be used as a point of reference for devising GP supervisor curriculum, resources and professional development activities.

The systematic review was based on five different articles focused on educational supervision from five different countries searched and systematically reviewed. The purpose of systematic review was to identify, evaluate and summarize the findings of relevant individual previous studies over the issue related thereby making the available more accessible for decision makers. Twenty one literatures were searched and ten were screened. Five of them had different methods and the date of publication stated in the criteria became outdated. The remaining five articles were qualitatively conducted which were similar in methods included and systematically reviewed. Four important different excel spreadsheet protocol were prepared and attached to the appendix. Four important thematic area of the review selected to be analyzed were purpose of supervision, quality of a good supervisor, problem related to supervision, and approach to educational supervision (clinical supervision, peer supervision, collaborative supervision, self-directed and mentoring). The findings of the review revealed that several important of educational supervision for teachers’ professional development and improvement of teaching-learning process. There are different approaches of educational supervision to support teacher professional development in order to improve teaching learning. The reviewer recommended that teachers to be able to carry out their role effectively, it is necessary to apply appropriate approach of supervision in the schools. Finance and shortage of experienced supervisor have impact on the role of supervision in the school system which proper attention should be given for effective supervision.

Narrative therapy practices have a long history of application to a wide range of mental health conditions. This paper discusses a novel narrative approach specific to autism and the application of narrative therapy constructs for clinicians working with families who have a member with a diagnosis of autism spectrum brain style differences. The author introduces a visual framework and descriptive language as a reference point to think and talk about autism within the context of narrative family therapy. This framework guides clinicians toward supporting an individualized narrative of the pattern of strengths and differences that are part of the autism spectrum brain style. The narrative approach outlined in this paper provides the entry point for clinicians to guide families toward the development of strength-based narratives that foster connections and resiliency within the family. A narrative therapy model is introduced with three key features highlighted: structuring the session to accommodate for autism spectrum brain style differences, using descriptive language to support the development of alternative narratives, and highlighting key narrative shifts taken from family therapy sessions. Readers are provided with a case study that illustrates the use of narrative therapy structures when working with this unique population of families.

Clinical supervision has been available to nurses for over a decade. This book, edited by leading practitioners in the field, looks at how clinical supervision has developed during this period and what the issues are for the future, including:* education and training in clinical supervision* the introduction of clinical supervision into policy and practice* the practice of clinical supervision within the different nurse specialisms* current research activity* international perspectives and experiences.The book is firmly grounded in clinical practice and all the contributors write from real experience. They include clinicians, educationalists, researchers and policy makers from the UK, Finland, America and Australia.Containing the latest research evidence, Fundamental Themes in Clinical Supervision demonstrates the potential of this form of training to support staff and improve client care an essential tool for nurses and other health professionals.

Clinical supervision is a cornerstone of counselor training (Barnett, Erickson Cornish, Goodyear, & Lichtenberg, 2007) and serves the cardinal functions of providing support and instruction to supervisees while ensuring the welfare of clients and the counseling profession (Bernard & Goodyear, 2014). Numerous models of clinical supervision have been developed, varying in emphasis from models based on theories of psychotherapy, to those that focus on the developmental needs of the supervisee, to models that emphasize the process of supervision and the various roles of the supervisor (Bernard & Goodyear, 2014). However, despite the abundance of available supervision models, there is little evidence to support that any one approach is superior to another (Morgan & Sprenkle, 2007; Storm, Todd, Sprenkle, & Morgan, 2001). Thus, a growing body of clinical supervision literature underscores a need for strategies that integrate the most effective elements of supervision models into a parsimonious approach rather than emphasizing differences between models (Lampropoulos, 2002; Milne, Aylott, Fitzpatrick, & Ellis, 2008; Morgan & Sprenkle, 2007; Watkins, Budge, & Callahan, 2015). Common factors models of supervision bridge the various approaches to supervision by identifying the essential components that are shared across models, such as the supervisory relationship, the provision of feedback, and supervisee acquisition of new knowledge and skills (Milne et al., 2008; Morgan & Sprenkle, 2007). Other common factors approaches to supervision draw on psychotherapy outcome research, aiming to extrapolate common factors of counseling and psychotherapy-such as the therapeutic relationship and the instillation of hope-to clinical supervision approaches (Lampropoulos, 2002; Watkins et al., 2015).Although reviews of the supervision literature allude to commonalities among supervision approaches (Bernard & Goodyear, 2014), there is a dearth of published literature offering practical strategies for bridging common factors of counseling and supervision. Perhaps even more limited is literature that addresses the necessary convergence of both common and specific factors, or the integration of common factors of supervision with particular interventions that are applied in various supervision approaches (e.g., role-playing or Socratic questioning; Watkins et al., 2015). In a recent article, Watkins and colleagues (2015) proposed a supervision model that extrapolates Wampold and Budge's (2012) psychotherapy relationship model to specific factors of supervision, encouraging supervisors to apply such relationship common factors to some form of supervision. However, there remains a need for a structured approach to supervision that integrates the common factors of counseling and supervision with the specific factors of commonly used, empirically supported models of clinical supervision.Because the common factors are, by definition, elements that are shared among theories of counseling and supervision, it can be argued that common factors approaches can be applied to almost any supervision model. However, we argue for the integration of common factors with the discrimination model for several reasons. First, the relationship has been found to be the essential common factor shared among counseling (Lambert & Barley, 2001; Norcross & Lambert, 2014) and supervision approaches, and is often cited as the most critical element of effective supervision and other change-inducing relationships, such as counseling, teaching and coaching (Lampropoulos, 2002; Ramos-Sanchez et al., 2002). The supervisory roles of teacher, counselor and consultant are built into the discrimination model, providing supervisors with natural avenues for fostering a strong supervisory relationship. However, the proposed Common Factors Discrimination Model (CFDM) expands on the discrimination model by providing specific recommendations for how supervisors might use such roles as opportunities for developing and maintaining the supervisory relationship. …

The narrative approach has developed in various directions—philosophy, qualitative analysis, therapy, pedagogy, and research methodology—but these various directions are often isolated from each other. This article weaves together these five threads of narrative in order to suggest a novel way for how narrative can be used in the classroom. This is done through narratively expressed action research (Jean Clandinin) on the experiences of the author, a university teacher in Japan, and his attempts to incorporate narrative elements into career education classes. This article begins with its theoretical foundations, the narrative philosophy of education of Mori Akira, and how it was applied to pedagogically support the growth of self-awareness S1 (social identity) in a university orientation class. It then explores the design principles of this class, drawing from Dan P. McAdams’s narrative analysis and modified using narrative therapy (Michael White & David Epston). Next, it narrates the teacher’s experience of reading and responding to students’ narratives in two parts: the first five sessions where students write autobiographical exercises (looking at the “authored self”) and the last two sessions where students reflect on the texts they have written (highlighting the “authoring self”). I conclude with several design principles that seek to weave together narrative pedagogy, analysis, and therapy.

The author proposes the addition of narrative and existential therapies to current empirically based treatments for victims of interpersonal violence who are experiencing posttraumatic stress disorder (PTSD). A brief history of PTSD, current diagnostic criteria, and cultural influences in relation to this disorder are addressed. ********** The breadth of interpersonal violence is continuously expanding. According to Broman-Fulks et al. (2006), epidemiological studies estimated that between 50% and 70% of individuals in the United States have experienced some form of interpersonal violence during their lifetime. Interpersonal violence and trauma are exceedingly complex phenomena that have cultural, social, political, and psychological implications (Carlson, 2005; De Silva, 1993; Goto & Wilson, 2003). One constant commonly associated with interpersonal violence is the prevalence of posttraumatic stress disorder (PTSD) among survivors of such violence (Phillips, Rosen, Zoellner, & Feeny, 2006). The complexity of working with survivors of interpersonal violence who are experiencing PTSD makes it imperative for clinicians to provide holistic treatment that attends to all of these layers. In this article, I propose an integration of existential and narrative therapies with current evidence-supported approaches to treating the aforementioned population. First, I briefly define interpersonal violence, then provide a history and review of the diagnostic criteria for PTSD, which frequently results from such crimes. I then address cultural influences that could have an impact on diagnosis and treatment, followed by current treatments within the mental health field. Finally, I review the essential components of existential and narrative approaches and conclude with a discussion of how a combination of these treatment modalities could be beneficial for counselors in their work with survivors of interpersonal violence. INTERPERSONAL VIOLENCE Interpersonal violence is defined here as an encounter that threatens or manifests bodily or emotional harm (Gore-Felton, Gill, Koopman, & Spiegel, 1999, p. 294). There are various forms of interpersonal violence, for example, sexual assault, domestic violence, executions, emotional abuse of children and spouses, terrorist attacks, mass shootings, torture, and other forms of homicide. The diffusion of impact can range from a single victim of assault to thousands affected by a mass shooting. Unfortunately, interpersonal violence is becoming a more common occurrence across the United States (Gore-Felton et al., 1999). In 2002, an estimated 1.6 million people across the globe died from self-inflicted, interpersonal, or communal violence. Of these, one third were homicide victims, and about 170,000 died as a direct result of mass violence (World Health Organization, 2007). The disruptive effects of interpersonal violence can be a determinant of mental health (Satcher, Friel, & Bell, 2007). Because of the growing evidence of such violence, it is important to understand the psychological consequences of it (Gore-Felton et al., 1999). PTSD History PTSD is a relatively new diagnostic category, although pathological responses to stressful events have been acknowledged in various contexts for decades (De Silva, 1993). The study of psychological trauma has been chronically forgotten because it provokes powerful controversy and requires one to encounter the essence of human vulnerability and villainy (J. Herman, 1997). It has been postulated that the conception of this disorder was in the late 19th century and was originally referred to as hysteria. At the time, most physicians considered hysteria to be a disease proper to women and originating in the uterus (Sgroi, as cited in J. Herman, 1997, p. 10). French neurologist Jean-Martin Charcot was one of the founding scientists to study the controversial disorder. Through various case studies, Charcot was able to demonstrate that the root of hysterical symptoms was psychological (J. …

Aim/Purpose: This article addresses the lack of research on BIPOC (Black, Indigenous, People of Color) PhD students’ experiences in collaborative learning processes. It aims to fill this gap by using collaborative autoethnography to analyze the experiences of four BIPOC doctoral students who participated as co-researchers in a year-long collaborative program evaluation self-study of their academic program. Background: The authors discuss their experience in a student leadership role in the collaborative program evaluation process of their doctoral program as a form of collaborative learning, how their identities influenced the processes they participated in, and the themes of what they learned during the evaluation process. The article ends with recommendations to improve the experience and impact of BIPOC doctoral students’ participation and better align the skills learned at the PhD level with the broader job market. Methodology: The study uses the qualitative method of collaborative autoethnography to analyze the perspectives and experiences of four BIPOC doctoral students within a broader cultural context. Contribution: This article provides insight on how to improve the experience of BIPOC doctoral students’ participation in the collaborative process and better align the skills learned at the PhD level with the broader job market. It provides four recommendations: first, align student training with job market realities; second, dismantle systemic and structural barriers; third, respond to the effects of social location; and last, negotiate power through consensus building. Findings: Five themes emerged from the reflections. First, consider how important planning and good communication are to the collaborative learning process in terms of preparation, group dynamics, and resource availability. Second, power disparities existed among faculty, student researchers, and committees. Third, consider how the researchers’ identities affected their interpretations and interactions at the individual, group, and organizational levels. Fourth, the importance of negotiating between diverse perspectives and interests; and finally, what they gained from participating in the collaborative review process. Recommendations for Practitioners: The authors provided four recommendations for improving the experience of BIPCO doctoral students’ participation in the collaborative process and better aligning the skills learned at the PhD level with the broader job market. First, align student training with job market realities. Second, dismantle systemic and structural barriers. Third, respond to the effects of social location. Last, negotiating power through consensus building. Recommendation for Researchers: Researchers should work toward creating an accepted framework for the collaborative program evaluation process to provide a road map of the journey instead of just providing the compass. Additionally, they should design and conduct a full-scale collaborative program evaluation to engage BIPOC students from the beginning. Finally, they should conduct a participatory-collaborative-inclusive academic program evaluation at different levels of higher education. Impact on Society: This article provides insight on how to improve the experience of BIPOC doctoral students’ participation in the collaborative process. It also demonstrates how collaborative learning assists in aligning the skills learned at the PhD level with the broader job market. Future Research: Future research should work toward creating an accepted framework for the collaborative program evaluation process to provide a road map of the journey instead of just providing the compass. Additionally, it should design and conduct a full-scale collaborative program evaluation to engage BIPOC students from the beginning. Finally, future research could conduct a participatory-collaborative-inclusive academic program evaluation at different levels of higher education.

The internationalisation and democratisation of higher education in the twenty-first century has raised myriad issues surrounding postgraduate supervision. Research supervision which was once regarded as a ‘private space’ defining a narrow and intense relationship between an academic and a research student is today viewed as a multidimensional relationship involving a fabric of interwoven experiences which necessitate a more holistic approach to postgraduate research supervision. This paper proposes to put forward a holistic approach to support postgraduate supervision based on the findings derived from a study conducted in two public universities in Malaysia. The study involved a total of 66 Malaysian postgraduate students and 30 supervisors. Data were collected using questionnaires and semi structured interviews. The study investigated aspects such as the roles and responsibilities of supervisors, qualities of the good supervisor, supervisory practices and challenges faced by both parties. Initial findings indicated that there were differences between supervisors’ and supervisees’ expectations of the roles and responsibilities of their supervisors and supervisory practices. Nevertheless, both supervisors and supervisees highlighted similar issues and challenges such as the need for research students to develop competence and confidence in the following skills: academic reading, writing, research and conceptual skills. Postgraduate supervision should be viewed as a facilitative process involving a number of domains and processes that can help student progress their candidature through effective mentoring and providing support for student participation in academic practice. Therefore, based on the findings the proposed holistic approach for postgraduate supervision takes into consideration the tenets laid down by educationists such as Maslow, Rogers, Gardner and Vygotsky alongside the four main domains of the Malaysian National Education Philosophy so that students are cognitively, spiritually, emotionally and physically balanced.

Purpose The purpose of this paper is to explore how supervision is applied in the context of National Health Service services for older adults, with particular regard to the profession of clinical psychology and psychotherapy. Design/methodology/approach The clinical supervision theories that are considered in this exploration are the Seven-Eyed Model (Hawkins and Shohet, 2012) and the Cyclical Model (Page and Wosket, 2015). The discussion also integrates an overview of psychological dynamics as presented by the existing literature with the author’s reflections on the influence of ageing stereotypes in the therapeutic work with older adults. Findings The theoretical models of clinical supervision considered can offer a robust framework and pathway for supervisory work in psychology and psychotherapy for older people. However, this alone seems insufficient and needs to be combined with the supervisor’s knowledge on psychology of ageing as well as their own self-reflection on internalised ageing stereotypes. Practical implications The paper suggests a need for health care professionals, providing clinical supervision on older adult therapeutic work, to be familiar with the aspects analysed. Originality/value Clinical supervision handbooks overlook aspects related to age as an issue of difference. This paper adds value to the clinical work with older people through a novel attempt to link implications of ageing stereotypes with the therapeutic and supervisory practice.

This study aims to evaluate the implementation of Community Policing (Polmas) as a strategy to improve the quality of public services in the areas of public safety and order, using a case study of the Purwakarta District Police. The research is motivated by the rising crime rates in Indonesia, which call for a policing approach based on partnerships between law enforcement agencies and the community. Through the establishment of the Police–Community Partnership Forum (Forum Kemitraan Polisi dan Masyarakat/FKPM), the Purwakarta District Police seeks to adopt a collaborative governance model that emphasizes active stakeholder participation. This study employs a qualitative approach using the collaborative governance framework developed by Ansell and Gash as the analytical lens. The findings reveal that the success of community policing implementation is significantly influenced by the initial conditions of collaboration, facilitative leadership, institutional design, and collaborative processes involving face-to-face dialogue and the development of shared understanding. Nonetheless, several challenges—such as limited personnel competencies, low levels of public trust, and inadequate policy and infrastructure support—serve as critical barriers. This research contributes to the development of collaborative governance theory in public service delivery and offers strategic recommendations to strengthen community policing as a sustainable model of participatory law enforcement.

BackgroundClinical supervision is recommended for allied health professionals for the purpose of supporting them in their professional role, continued professional development and ensuring patient safety and high quality care. The aim of this mixed methods study was to explore allied health professionals’ perceptions about the aspects of clinical supervision that can facilitate effective clinical supervision.MethodsIndividual semi-structured interviews were conducted on a purposive sample of 38 allied health professionals working in a metropolitan public hospital. Qualitative analysis was completed using an interpretive description approach. To enable triangulation of qualitative data, a quantitative descriptive survey of clinical supervision effectiveness was also conducted using the Manchester Clinical Supervision Scale (MCSS-26).ResultsThree main themes emerged from qualitative analysis: Allied health professionals reported that clinical supervision was most effective when their professional development was the focus of clinical supervision; the supervisor possessed the skills and attributes required to facilitate a constructive supervisory relationship; and the organisation provided an environment that facilitated this relationship together with their own professional development. Three subthemes also emerged within each of the main themes: the importance of the supervisory relationship; prioritisation of clinical supervision relative to other professional duties; and flexibility of supervision models, processes and approaches to clinical supervision. The mean MCSS-26 score was 79.2 (95%CI 73.7 to 84.3) with scores ranging from 44 to 100. MCSS-26 results converged with the qualitative findings with participants reporting an overall positive experience with clinical supervision.ConclusionsThe factors identified by allied health professionals that influenced the effectiveness of their clinical supervision were mostly consistent among the professions. However, allied health professionals reported using models of clinical supervision that best suited their profession’s role and learning style. This highlighted the need for flexible approaches to allied health clinical supervision that should be reflected in clinical supervision policies and guidelines. Many of the identified factors that influence the effectiveness of clinical supervision of allied health professionals can be influenced by health organisations.

Narrative therapy is a respectful and culturally relevant form of psychotherapy. Internationally, there is an increasing use of narrative therapy with diverse populations; however, there is limited documentation within the Indian context. The intention of the study was to understand experiences of children and their families during their participation in narrative therapy at Ummeed Child Development Center in Mumbai, India. Twelve participants were recruited for individual interviews: four children, who received counseling at Ummeed Child Development Center for a minimum of 6months, and eight family members. Thematic analysis of data revealed three themes: Working In Partnership reflected the value of therapy being a collaborative process; Practices That Open Up Possibilities highlighted skills of children and their families that became visible through counseling; and Taking Control And Advocacy revealed how families experienced a sense of control over their own lives and an interest in advocating for others with similar lived experiences. The study has brought to light how narrative therapy can make possible change in lives of children and their families and wider society. In an international context, these findings serve to document narrative therapy as a beneficial modality for mental health practitioners to use with children experiencing developmental disabilities and their families.

1990’ların başından bu yana, öyküsel terapiler ruh sağlığı alanındaki uzmanlar tarafından daha yaygın olarak kullanılır hale gelmiştir. Yakın zamanda öyküsel terapinin, travma-odaklı yaklaşımlar gibi, daha özelleşmiş biçimleri geliştirilmiştir. Bu makalede, travma alanındaki öyküsel terapi yaklaşımları derlenmektedir. Travma-odaklı öyküsel terapiler travmanın nitel ve öznel yönlerine odaklanmaktadır ve travmatik deneyimi danışanların kronolojik yaşam öyküsü içine yerleştirmeyi hedeflemektedir. Danışanı uzman konumuna yerleştirerek, öyküsel terapistler danışanların öykünün yapısını bozmasına ve öyküyü yeniden yapılandırmasına yardım etmektedir. Literatürde, tanıklık terapisi, öyküsel maruz bırakma terapisi (NET) ve yaşam incelemesi terapisi ve ayrıca, kolektif öyküsel yaklaşımlar gibi birtakım yapılandırılmış travma-odaklı öyküsel terapi yaklaşımları bulunmaktadır. Her ne kadar bu yaklaşımlara yönelik kanıtların çoğu anekdota dayalı olsa da, bazı çalışmalar travma sonrası stres bozukluğunun tedavisinde NET’in koşullu olarak etkili olduğunu göstermiştir. Bu yaklaşımının kullanımının artırılması ve stres ve travma ile ilişkili bozukluklar için etkililiğinin incelenmesi uygulayıcıların ve araştırmacıların travma-odaklı öyküsel terapi yaklaşımlarının, özellikle travmatik olaylara maruz kalma oranlarının oldukça yüksek olduğu Türkiye’de, geçerliğini ve klinik yararını daha iyi anlamasına yardımcı olacaktır.

This study aims to analyze the effectiveness of various approaches in clinical supervision based on the Cogan, Goldhammer, and Glickman models, as well as their impact on improving teachers' professional competence in primary schools. Clinical supervision has proven to be an effective method in supporting the development of teaching skills through a structured process of observation and feedback. The Cogan and Goldhammer model offers a systematic approach in the pre-observation, observation, and post-observation cycles that aim to provide direct feedback to teachers. Meanwhile, the Glickman model introduces an adaptive approach that adapts the supervision style—directive, non-directive, or collaborative—to the individual needs of the teacher based on his or her level of commitment and abstraction ability. This study uses a qualitative approach through observation, in-depth interviews, and document analysis to evaluate the implementation of all three models of clinical supervision in several primary schools. The results show that the adaptive approach in the Glickman model, when applied well, can improve the effectiveness of supervision by accommodating the unique characteristics of each teacher. This model is considered more flexible and able to have a more significant impact than the Cogan and Goldhammer models in improving the quality of teaching. This study suggests the use of a more adaptive clinical supervision model to meet the needs of diverse teachers' professional coaching, in order to improve the overall quality of learning in elementary schools