Promoting reflective practice through structured clinical supervision

1997 ◽  
Vol 5 (2) ◽  
pp. 77-82 ◽  
Author(s):  
C. E. Marrow ◽  
D. M. Macauley ◽  
A. Crumbie
Keyword(s):  
Reflective Practice ◽  
Clinical Supervision

Feeling stuck: exploring experiences of junior doctors

2021 ◽  
pp. 1-7
Author(s):  
Lauren Alexander ◽  
Eimear Counihan ◽  
Deirdre McNally ◽  
Leonard Douglas
Keyword(s):  
Reflective Practice ◽  
Clinical Supervision ◽  
Psychiatric Hospitals ◽  
Junior Doctors ◽  
Further Training ◽  
Paper Version ◽  
Item Questionnaire ◽  
Open Coding ◽  
System Factors ◽  
Clinical Interactions

Objectives: Staff working in mental health services provide care for individuals with a variety of difficulties, which can pose treatment challenges. Perceived lack of progress in patients can engender uncomfortable feelings within the clinician, such as frustration, ‘heartsink’ and ‘feeling stuck’. The aim of this study was to explore the phenomenon of ‘feeling stuck’ amongst NCHDs in psychiatry. Methods: A total of 30 participants were recruited from three psychiatric hospitals to complete a 15-item questionnaire. The survey was designed to pursue a thematic analysis. Participants were asked to complete the survey anonymously, either online or paper version. The analysis was carried out by two researchers using open coding, with themes finalised through collective discourse. Results: Three themes were elicited from the data. The central theme – ‘causes of feeling stuck’ – consisted of three subthemes (patient, doctor and system factors). Participants were adept at describing patient and system factors, but reflected on doctor factors, such as countertransference, less often and in less detail. Other themes, explored in less detail by respondents, were ‘the experience of feeling stuck’ and ‘responses to feeling stuck’, with participants tending to seek solutions to, rather than an understanding of, these feelings. Conclusions: Trainee psychiatrists can clearly identify the situations where they are ‘stuck’ with clinical interactions. In spite of clinical supervision and reflective practice groups, they desire further training in managing these scenarios. NCHDs would benefit from further training, using these ‘stuck’ interactions as material, to further develop their understanding of the underlying factors in both themselves and their patients.

scholarly journals ICT and Reflective Practice integration; A Constructivists Approach in Teacher Preparation at Primary Teachers Colleges in South Eastern Uganda

2021 ◽  
Vol 5 (1) ◽  
pp. 37-52
Author(s):  
Emmanuel Gusango ◽  
John Maani ◽  
John Ssetumba
Keyword(s):  
Teacher Preparation ◽  
Reflective Practice ◽  
Clinical Supervision ◽  
Phenomenological Study ◽  
Primary Teachers ◽  
The Body ◽  
Unique Contribution ◽  
Design Data ◽  
Teachers Colleges ◽  
Integration Of Ict

Purpose: The purpose of this study was to explore the ICT and reflective practice integration in teacher preparation at Primary Teachers Colleges and to establish whether these practices were among the constructivist approaches being used to teach students. Methodology: This phenomenological study explored the lived experiences of tutors and students in light of constructivists’ teaching. It involved 3 PTCs and 15 participants who were purposively sampled. This study used a qualitative research design. Data was gathered using in-depth multiple interviews and analyzed following Moustakas (1994) procedure. Findings: Data analysis and results revealed that tutor‘s continue to rely on traditional approaches in both instruction and supervision of school practice. The colleges are in a nascent stage in the integration of ICT and reflective practice in education being accustomed to traditional instructional practices and lack of motivation and knowledge among tutors to adopt ICT in teaching. Unique Contribution to Theory, Practice and Policy: This research study adds to the body of knowledge suggesting ways in which constructivists’ teaching supports teaching effectiveness and promotes students’ learning amplifying the need for ICT and reflective practice integration in instruction. The study recommends establishing and setting up Reflective Practice Laboratories in Primary Teachers Colleges for tutors and students  induction on several constructivists’ practices that include systematic reflection, clinical supervision, use and integration of ICT and other interventions in a proper and professional  setting

Learning to stay still: reflective practice in the context of supervision—integrating the personal and the professional

2020 ◽  
Vol 5 (1) ◽  
pp. 1-6
Author(s):  
Angie Cucchi
Keyword(s):  
Professional Development ◽  
Case Management ◽  
Reflective Practice ◽  
Clinical Supervision ◽  
Transformational Learning ◽  
Crucial Role ◽  
Personal Style ◽  
Personal Journey ◽  
Style Of Writing ◽  
The Relationship

Clinical supervision plays a crucial role for professional development and is mandatory for trainees and qualified psychologists and psychotherapists alike. Its function and style can vary significantly and range from case management to the depth of reflexive supervision characteristic of counselling psychology and psychotherapy. While the literature has thoroughly described the purpose and the characteristics of helpful and unhelpful supervision, the relationship between the personal and the professional elements of supervision is largely ignored. Trainees often embark on their professional journey with an unclear and, at times, fearful sense of integrating the clinical and the personal. Yet, the two cannot be separated. This article aims to reflect on a personal journey in supervision and to bridge the gap between the professional and the personal. The reader can expect a very personal style of writing as I recount some episodes of my own learning and transformation, and I use the theory to make sense of that journey. Given that it’s in the intersection between the different selves that transformational learning is created, the profession ought to encourage and foster more transparent, reflexive dialogues.

Psychological treatment on the acute ward

2019 ◽  
pp. 245-252
Author(s):  
Ian Barkataki ◽  
Louise Ross
Keyword(s):  
Reflective Practice ◽  
Clinical Supervision ◽  
Psychological Treatment ◽  
Well Being ◽  
Service Users ◽  
Team Working ◽  
External Stakeholders ◽  
Inpatient Units

Psychological approaches to treatment on inpatient units have been increasingly valued both by staff and service users. Such approaches have been delivered by specialist psychologists and psychotherapists but also adopted and used by the wider multidisciplinary ward team as a framework for guiding treatment. This chapter outlines both direct interventions with service users, as well as broader, more indirect psychological working with staff, families, and other external stakeholders. It also outlines the key stages of psychological working including assessment, formulation, intervention, and evaluation, and provides an overview of the types of therapies commonly delivered. The importance of staff well-being, team working, clinical supervision, and reflective practice is discussed, as are the challenges of working psychologically within an inpatient context.

Reflections on how to approach early career psychiatrist roles and challenges

2021 ◽  
pp. 103985622110108
Author(s):  
Jeffrey C L Looi ◽  
Angus J F Finlay ◽  
Daniel S Heard
Keyword(s):  
Reflective Practice ◽  
Clinical Supervision ◽  
Clinical Care ◽  
Early Career ◽  
Formal Training ◽  
Common Elements ◽  
Public And Private ◽  
Informal Mentoring ◽  
Direct Guidance ◽  
Clinical Directors

Objective: To reflect upon and provide experiential advice to address the roles of early career psychiatrists. The main roles include leading patient care; working in teams; clinical supervision and governance of trainees, and of the psychiatrist by clinical directors/managers. While these roles vary across public and private sectors, the discussion focuses on common elements. Conclusions: The first several years of an early career psychiatrist’s work often involves roles for which formal training cannot provide direct guidance, and which benefit from planning and reflective practice. Learning how to navigate clinical care, clinical supervision and governance, formal/informal mentoring and peer review are necessary to effective practice.

Staff selection and training

2018 ◽  
Author(s):  
Chantal Scaillet ◽  
Celia Taylor
Keyword(s):  
Reflective Practice ◽  
Clinical Supervision ◽  
Evaluation Studies ◽  
Future Developments ◽  
Personality Disordered ◽  
Challenging Behaviours ◽  
Staff Recruitment ◽  
And Training

This chapter on staff selection and training reviews the literature on the qualities and competencies required for working with personality disordered offenders. It also discusses the complexity of working with personality disordered offenders who may have challenging behaviours. It then considers various staffing models and outlines why the direction of multi-agency, partnership working was chosen. It explores the needs of staff at all levels for clinical supervision and reflective practice, and the kinds of dilemmas they are likely to bring for discussion. Finally, the chapter examines the results of various evaluation studies of staff recruitment and training, and suggests possible future developments.

Reflection and you

2020 ◽  
Vol 14 (11) ◽  
pp. 572-574
Author(s):  
David Stonehouse
Keyword(s):  
Reflective Practice ◽  
Clinical Supervision ◽  
Healthcare Professionals ◽  
Social Care ◽  
Good Practice ◽  
Code Of Conduct ◽  
Care Workers ◽  
Important Activity

This article explores the important activity of reflection and reflective practice. Support workers and nursing associates, as well as all healthcare professionals, have a responsibility to reflect upon their own practice, identifying not only areas of good practice but also where improvements can be made. The article starts by defining what reflection and reflective practice are. The requirement to reflect is clearly laid down within the recently amended Nursing and Midwifery Council (NMC) code for nursing associates ( NMC, 2018 ) and is implied within the Code of Conduct for Healthcare Support Workers and Adult Social Care Workers in England ( Skills for Care and Skills for Health, 2013 ). Relevant sections of these two codes will be highlighted. The article will then move on to highlight two reflective models, the Gibbs (1988) Reflective Cycle, and Driscoll's (2007) Model of Structured Reflection, both of which are commonly used today. Clinical supervision will be discussed and the importance of recording reflections will be emphasised.

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