Veidlapa Nr. M-3 (8)
Study Course Description
Individual Supervision
Course Code
VPUPK_252
Branch of Science
Adult Pedagogy; Educational sciences
ECTS
3.00
Target Audience
Pedagogy
LQF
Level 7
Study Type And Form
Full-Time
Study Course Implementer
Course Supervisor
Baiba Pumpiņa
Structure Unit Manager
Kristīne Mārtinsone
Structural Unit
Department of Health Psychology and Paedagogy
Contacts
Riga, Dzirciema Street 16 vppk@rsu.lv, +37167061587
About Study Course
Objective
To develop knowledge, skills and competence to manage individual supervision process.
Preliminary Knowledge
Professional activities of the supervisor.
Learning Outcomes
Knowledge
1.By analysing the training supervisions, student theoretically explains the functions of individual supervision, the prerequisites of the individual supervision process and the forming factors, the need for different focus points of the supervision in different professional environments. Characterises and describes the use of reflective circle model and psychodynamic concepts in individual supervision, possibilities of supervision planning and evaluation of results.
Skills
1.In individual training supervisions conducted in the form of a simulation game the student uses the model of the reflective circle and the corresponding interventions. In case studies the student identifies the functions of supervision, its focus points, and assesses the dynamics and results of process of the supervision. The student forms documentation that is related to process and result summarisation of the training supervision.
Competences
1.Student performs analysis of case studies of individual supervision processes, organises and manages training supervisions in the form of simulation games, according to the needs of supervised persons described in case analysis and specifics of professional environment. When conducting training supervision, the basic principles of professional and general ethics are observed. During the training supervision and when analysing the training supervision, student recognises their professional limitations and opportunities. Makes a diary of professional growth.
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Individual work |
20.00% from total grade
|
Test
|
|
Self-anchor the lecture material by systematically reading the specified sources. The municipality’s individual learning supervisors in the form of a simulation game in the form of a reflective circle model. Performs a professional development diary. |
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Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Examination |
80.00% from total grade
|
10 points
|
|
To analyse in writing one case of individual study supervision, where the Master has been in the role of supervisor according to the criteria given and to present the results. Requirements for analysis of the study supervision case: 1) Initial purpose/question of the supervision 2) central issue of the supervision addressed 3) which focal point the purpose of the supervision meets and/or question (justify this) 4) brief description of the supervision process (main milestones) 5) to analyse whether/I appropriate/I focal point/I in the supervision 6) whether there is and what my contrainsion as a supervisor 7) to analyse, whether the purpose of the supervision was achieved/the question of the supervision was answered (justify why it is considered that it was/was not achieved) (8) what is the (real) result of the supervision (9) function/as of the supervision carried out (justify that) |
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Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
|
On site
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Auditorium
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2
|
Topics
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Individual supervision functions. An agreement on supervision. Models applied. Cyclical model.
Description
Abstract: The lecture introduces students to the functions of individual supervision - balancing personal and professional life, self-care and wellbeing issues, multicultural and ethical aspects, finding new perspectives, solving professional ethical dilemmas, etc. Cyclical model in individual supervision (agreement, focus, space, bridge, review). In the lesson, students are offered situation descriptions based on the training of the conclusion of a supervision contract in the descriptions (duration of the audit, number of examinations periods, conditions of agreement, liability, confidentiality, principles of cooperation and other administrative matters). Role-playing games are applied. Students learn to formulate a request for supervision. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Individual supervision functions. An agreement on supervision. Models applied. Cyclical model.
Description
Abstract: The lecture introduces students to the functions of individual supervision - balancing personal and professional life, self-care and wellbeing issues, multicultural and ethical aspects, finding new perspectives, solving professional ethical dilemmas, etc. Cyclical model in individual supervision (agreement, focus, space, bridge, review). In the lesson, students are offered situation descriptions based on the training of the conclusion of a supervision contract in the descriptions (duration of the audit, number of examinations periods, conditions of agreement, liability, confidentiality, principles of cooperation and other administrative matters). Role-playing games are applied. Students learn to formulate a request for supervision. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Specifics of the supervision process in individual supervision.
Description
Abstract: The lecture introduces students to supervision as an experimental form of learning and reflection in professional development. Application of the reflective circle model in individual supervision. Model development. In the lesson, the lecturer applies/demonstrates the reflective circle model in individual training supervision. Appropriate interventions shall be applied. Students observe the supervision examination period, analyse the conformity of the applied model and the potential risks. Lecturer answers the questions asked. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Specifics of the supervision process in individual supervision.
Description
Abstract: The lecture introduces students to supervision as an experimental form of learning and reflection in professional development. Application of the reflective circle model in individual supervision. Model development. In the lesson, the lecturer applies/demonstrates the reflective circle model in individual training supervision. Appropriate interventions shall be applied. Students observe the supervision examination period, analyse the conformity of the applied model and the potential risks. Lecturer answers the questions asked. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
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Two interrelated systems for individual supervision: advisory system and supervision system. Focus points in supervision.
Description
Abstract: The lecture explains the interaction and boundaries of the advisory and supervision system. Students are introduced to P. Howkins and R. Shohett’s seven focal points model. In the lesson, students learn to recognise the interaction of systems, to define their boundaries by applying analysis of given examples/descriptions of situations. By applying descriptions of the given characteristics, students shall form the characterisation of the corresponding focal points. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Two interrelated systems for individual supervision: advisory system and supervision system. Focus points in supervision.
Description
Abstract: The lecture explains the interaction and boundaries of the advisory and supervision system. Students are introduced to P. Howkins and R. Shohett’s seven focal points model. In the lesson, students learn to recognise the interaction of systems, to define their boundaries by applying analysis of given examples/descriptions of situations. By applying descriptions of the given characteristics, students shall form the characterisation of the corresponding focal points. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Focus on System 1 analysis (consultative system).
1st system's content analysis, used evaluation strategies and interventions, study of process and connection.
Description
Abstract: The lecture describes the most important aspects to consider when choosing a customer focus (personality traits, life history, professional experience, needs and objectives, etc.). In the lesson, students discuss the impact of expectations, perceptions and prejudices on the supervision process. Learning to recognize your prejudices. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Focus on System 1 analysis (consultative system).
1st system's content analysis, used evaluation strategies and interventions, study of process and connection.
Description
Abstract: The lecture describes the most important aspects to consider when choosing a customer focus (personality traits, life history, professional experience, needs and objectives, etc.). In the lesson, students discuss the impact of expectations, perceptions and prejudices on the supervision process. Learning to recognize your prejudices. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Focus on system 2 analysis (supervision system).
Description
Abstract: The lecture introduces students to a focus on broader context. Analysis of the content of different systems is offered, as well as students are introduced to the possibilities of applying psychodynamic concepts in supervision. In the lesson, students are offered snippets of video footage from the films. Students in small groups analyse the effects of different contexts, learn to recognise psychodynamic concepts (mechanisms for protecting the psyche, signs of group dynamics). |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Focus on system 2 analysis (supervision system).
Description
Abstract: The lecture introduces students to a focus on broader context. Analysis of the content of different systems is offered, as well as students are introduced to the possibilities of applying psychodynamic concepts in supervision. In the lesson, students are offered snippets of video footage from the films. Students in small groups analyse the effects of different contexts, learn to recognise psychodynamic concepts (mechanisms for protecting the psyche, signs of group dynamics). |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Analysis and evaluation of the development of the dynamics and supervision of the professional development of the supervisee. A crisis situation. Crisis stages, complications. Crisis intervention in supervision.
Description
Abstract: The lecture introduces students to criteria that show the evolution of the supervision process and help evaluate the progress of supervisors (depth of reflection, raising meaningful issues, involvement of participants). Lecture material on crisis intervention (supervision). Breakdown of crises: development crises and traumatic crises: factors that can lead to a crisis/EU. Signs of crisis at an emotional, cognitive, physical, behavioural level. Post traumatic stress syndrome. Secondary traumatic stress. Sympathy fatigue. Basic principles of crisis intervention. In the lesson, students formulate parameters of productive supervision based on personal experience - how successful cooperation manifested itself. Students in couples share about personally experienced crises, actions to overcome them. Learning to recognise the risks of psychoemotional overload in the supervisor profession. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Analysis and evaluation of the development of the dynamics and supervision of the professional development of the supervisee. A crisis situation. Crisis stages, complications. Crisis intervention in supervision.
Description
Abstract: The lecture introduces students to criteria that show the evolution of the supervision process and help evaluate the progress of supervisors (depth of reflection, raising meaningful issues, involvement of participants). Lecture material on crisis intervention (supervision). Breakdown of crises: development crises and traumatic crises: factors that can lead to a crisis/EU. Signs of crisis at an emotional, cognitive, physical, behavioural level. Post traumatic stress syndrome. Secondary traumatic stress. Sympathy fatigue. Basic principles of crisis intervention. In the lesson, students formulate parameters of productive supervision based on personal experience - how successful cooperation manifested itself. Students in couples share about personally experienced crises, actions to overcome them. Learning to recognise the risks of psychoemotional overload in the supervisor profession. |
Total ECTS (Creditpoints):
3.00
Contact hours:
24 Academic Hours
Final Examination:
Exam
Bibliography
Required Reading
1.
Individuālā supervīzija. (2017). No K. Mārtinsone, S. Mihailova (sast.) Rakstu krājuma Supervīzija: Teorija. Pētījumi. Prakse (65.-76. lpp). Rīga, RSU
2.
Aisling McMahon, Ciaran Jennings & Gillian O’Brien (2022) A naturalistic, observational study of the Seven-Eyed model of supervision, The Clinical Supervisor, 41:1, 47-69,
3.
Wald, H.S. (2020). Optimizing resilience and wellbeing for healthcare professions trainees and healthcare professionals during public health crises- practical tips for an 'integrative resilience' approach. medical Teacher, 42 (7), 744-755
Additional Reading
1.
Aasheim, L.L. (2012). Practical clinical supervision for counselors: an experiential guide. New York: Springer
2.
Driscoll, J. (2007). Practising clinical supervision: a reflective approach for healthcare professionals. Edinburgh: Elsevier.
3.
Apine, E. (projekta vadītāja). (2007). Supervīzija sociālajā darbā. Supervizora rokasgrāmata. Rīga: Latvijas Universitāte.
4.
Bernard, J.M. (2014). Fundamentals of clinical supervision. Harlow: Pearson.
5.
Carroll, M. (2014). Effective supervision for the helping professions. Thousand Oaks, CA: SAGE
6.
Thomas, F.N. (2013). Solution-focused supervision: a resource-oriented approach to developing clinical expertise. New York: Springer.
7.
Hawkins P., Shohet R. (2020) Supervision in the helping Professions. An idividual, group and organizational approach. Open University Press: Buckingham, Philadelphia.
8.
Kulbergs, J. (2001). Dinamiskā psihiatrija. Jumava
9.
Kulbergs, J. (1998). Krīze un attīstība. PLA
10.
Hawkins, Peter. (2020). Supervision in the Helping Professions. 5th edition. New York : Open University Press.
11.
Ozola, I. (2020). Supervīzija sociālajā darbā ārkārtējos apstākļos: supervizora pārdomas. Sociālais darbs Latvijā, 1/2020, 46-48