Clinic Supervision Policy
| Policy name | Clinic Supervision Policy |
| Policy number | CLN004 |
| Date approved | 11 November 2024 |
| Approving body | Council |
| Responsible officer | CEO and Provost |
| Director of Clinical Services
Clinic Lead, Quality & Governance |
|
| Next review date | November 2027 |
| Related policies | Related policies not linked |
| Related forms and documents | Clinical Governance Guidelines |
1. Purpose of this policy
The Cairnmillar Institute (the Institute) seeks to continually improve the delivery of its mental health services. This is achieved by mandating all clinicians receive supervision. Clinical supervision is a regular, protected time for facilitated, in-depth reflection on clinical practice. It enables the supervisee to achieve, sustain, and develop a high quality practice through peer support and continuing professional development.
2. Scope
2.1 All clinicians in the Institute’s clinics, including provisional psychologists, counsellors and psychotherapists, undergoing training.
3. Policy
3.1 Principles for clinical supervision
The following principles ensure high-quality clinical supervision:
- A safe, trusting working relationship that promotes a learning alliance.
- A clinician-centred program with a culturally and contextually responsive focus.
- Active promotion of professional growth and development.
- Shared clinical responsibility ensuring that the client’s treatment goals, current and future, are addressed by the application of evidence-based practice.
- A working relationship that facilitates education and support and allows a forum for reflective practice.
- A rigorous process that ensures ethical, legal and professional responsibility.
- An individualised approach based on the learning needs and style of the supervisee.
- An openness and willingness to express thoughts and feelings about supervision.
- Congruence with the values and philosophy of the Institute.
The principles of clinical supervision are made explicit by a clear learning plan that details expectations, ongoing review and feedback, and a commitment to professional development.
3.1.1 Clear contract of expectations
It is critical that both the supervisor and supervisee share their expectations about the process, method, and content of clinical supervision. The following supervision and learning pathway is discussed at commencement:
- Models of supervision and treatment.
- Supervision methods and content.
- Frequency and length of supervisory meetings.
- Ethical, legal, and regulatory guidelines.
- Access to supervision in emergencies.
- Alternative sources of supervision when the primary supervisor is not available or on leave.
3.1.2 Documentation
Supervisory sessions are recorded as notes that indicate the focus of the session, the issues discussed, solutions suggested and agreed upon actions. Supervisors are required to maintain a folder for each of their supervisees. The folder will contain the Individual Development Plan (IDP), clinical supervision summaries, and personnel actions (e.g., memos, commendations, other issues).
3.1.3 Clinical supervision arrangement and frequency
Each clinician will have an option to participate in group peer supervision which is held monthly. Individual supervision will also be offered at least monthly to all clinicians employed to work at least 0.5 FTE in the Cairnmillar Clinics. Alternate arrangements can be negotiated with the Director of Clinical Services. Clinicians providing supervision will have supervision time counted as part of their workload.
All provisional psychologists and counsellors-in-training will participate in supervision according to the requirements of their course. These requirements specifically refer to total number of supervision sessions and the ratio of client to supervision sessions. Supervisors will be allocated prior to their commencement of placement in the clinic and may be for a combination of individual and group supervision.
3.1.4 Ongoing review and feedback
Written records of the supervisee will be reviewed on a regular basis. All provisional psychologists and counsellors-in-training will be provided feedback each supervision session, with formal written feedback/evaluation provided as per the requirements of their course.
Formal written feedback is provided to students on placement in the clinic during mid- and end-of-placement reviews. The feedback session will normally occur with the supervisor, placement coordinator and the student all present. Supervisees may also provide feedback on their supervision experience during these reviews. Supervisors are encouraged and may be required to provide feedback on clinical notes, case formulations, treatment plans and carry out direct observation of clinical work via video or co-therapy.
Supervisors of provisional psychologists and counsellors-in-training are also required to review their supervisee’s case load prior to placement completion to ensure continuity of care for clients requiring follow up therapeutic services.
Feedback is sought by the Director of Clinical Services from clinicians receiving supervision. This includes their level of satisfaction with clinical supervision sessions and any areas of concerns or strategies for improvement. This feedback can be shared during line management meetings or half yearly Performance Development and Exchange (PDE) meetings.
3.1.5 Commitment to continuing professional development
The supervisee’s learning plan should document goals, objectives, and methods to promote professional development. The plan should be completed within the first 6 months of employment and updated annually. Ongoing supervision should focus on achieving the identified goals. The agency supports supervisees’ participation in training to achieve their professional development goals.
3.2 Working relationship
3.2.1 Supervision should aim to develop a healthy working relationship between the supervisor and supervisee. A healthy working relationship is built on shared vision and goals, clear expectations, and the belief in the good intentions of staff members. It demonstrates reciprocal communication where all parties provide comprehensive, timely information that is respectful. Each person is responsible for providing relevant information critical to his or her job function and the mission of the Institute.
3.2.2 The Institute expects clinic managers and supervisors to support structure, appropriate boundaries, and decision making at all levels. The clinic managers and supervisors will ensure effective and efficient communication.
3.2.3 Trust is central to the working relationship. This is manifested in several ways: (1) people are accountable to their work and job responsibilities, (2) confidentiality is maintained, (3) decisions are respected, and (4) misunderstandings are pursued to clarify miscommunication, seek to understand the other person, air emotions, and reach resolution.
3.2.4 If the supervisee has a formal grievance, it can be lodged using the relevant Staff or Student grievance policy and/or procedure.
4. Responsibilities
4.1 Clinical Lead, Quality and Governance: will ensure new clinicians have regular supervision (both group and individual) in place.
4.2 Supervisors: will oversee the supervision /learning plan and keep a record of each supervision session which will include the supervision session date, what was discussed, what recommendations were provided by the supervisor, and what actions resulted.
4.3 Supervisees: will be prepared to bring cases to discuss, actively participate and raise issues to be explored.
5. Definitions
Clinical Supervision: Clinical supervision is regular, protected time for facilitated, in-depth reflection on clinical practice. It aims to enable the supervisee to achieve, sustain, and creatively develop a high quality of practice through a means of focused support and development.
Learning Alliance: The learning alliance is based on the belief that the supervisee has specific learning needs and styles that must be attended to in supervision. The relationship between supervisor and supervisee is best formulated and maintained when this frame of reference is predominant. Supervisees participate in a mutual assessment based on a combination of direct and indirect observations.