Criteria - Irish Association for Counselling and Psychotherapy

Criteria

for

Supervision Training Courses

seeking

IACP Course Accreditation

Irish Association for Counselling and Psychotherapy


Criteria for IACP Course Accreditation

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CONTENTS

page

Introduction 1

1. RequirementsforSupervisionCourseAccreditation 2

2. Admissions 3

3. CourseStaff 4

4. CourseRationale,PhilosophyandDesign 5

5. CourseContent 7

5.1 Knowledge. 7

5.2 Professional Skills 7

5.3 ReflectivePractice 9

6. ProfessionalPractice 9

7. SupervisionTheory 11

8. SupervisionSkillsTraining 12

9. SupervisionTraining&LearningMethods 12

10. ProfessionalIssuesinSupervisionTraining 13

11. SupervisionTrainingAssessment 14

ReferencesandReadingResources 16

Criteria for IACP Supervisor Course Accreditation 1


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INTRODUCTION

Thedevelopmentofsupervision in Irelandduringthe last twodecadestogetherwiththe increasingdemandforcompetentandwellqualifiedpractitionershasseenanincreaseintherequirementsforsupervisioninthehelpingprofessionsandconsequentlyintheprovisionoftrainingcoursesforsupervisors.Withdevelopmentsinthebroaderfield,counsellingsupervisionisnowunderstoodasacompetencyandprofessionalpracticedistinctfromcounsellingandtherapypractice(Falenderetal.,2004).

The IACP Criteria for Supervision Training Courses are intended to preserve and enhance independence anddiversityofapproachwhileensuringacommonfocusonthosecoreelementsintrainingwhicharetobeconsideredfundamentaltobestpractice.Eachcoursemustdemonstrateopennesstoevaluationandongoingdevelopment.

Itishopedthattheopportunitytoacquire‘Accredited’statuswillencouragecoursestafftomonitoranddeveloptheirownperformanceinwayswhicharecreativeandmodelthesupervisoryprocessthusenhancingthequalityoftrainingoffered.Itisalsohopedthattheaccreditationprocesswillencouragetrainersofdifferenttraditionsandtheoreticalorientationstonetworkwitheachotherforsupport,researchanddevelopment.

An IACP Accredited Supervision Training Course must be experienced by its trainee supervisors and graduatesas a thorough training for competent supervisory practice. This trainingmust emphasise that a commitment tocontinuingprofessionaldevelopmentinsupervisionpracticeisanethicalrequirementforallaccreditedsupervisors.Foracoursetobesuccessfulinitsapplicationforaccreditation,itmustsatisfyandcontinuetoadheretothecriteriawhicharedetailedinthisdocument.

SatisfactorycompletionofanAccreditedSupervisionTrainingCourseautomaticallymeetsthetrainingrequirementsfor IACP Supervisor Accreditation as Counselling / Psychotherapy Supervisors. Trainees who have successfullycompletedanIACPAccreditedSupervisionTrainingCoursewillbeeligibletoapplyforIACPSupervisorAccreditation.

SupervisionTrainingCourseswhichmeettheAccreditationstandardswillbeawardedIACPCourseAccreditationfora6yearperiod.Duringthis6yearperiodaccreditedcoursesarerequiredtosubmitanAnnualMonitoringformandmaybesubjecttoAnnualMonitoringvisits.

Accredited status is provided to individual courses rather than institutions. If an institution runs two or morecoursesinsupervisiontraining,separateapplicationsarerequiredforeachcourse.Courseswhichhavesuccessfullycompleted theaccreditationprocessandhave received formal confirmationof their IACPAccredited statusmayincludethewords‘IACPAccreditedCourse’ontheirpublicitymaterial.Agenciesorinstitutionsengagedintrainingmustnotincludeintheirpublicitymaterialanystatementofthefactthattheyintendtoapplyorthattheyhaveappliedforaccreditation.


2 Criteria for IACP Supervisor Course Accreditation

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1. REQUIREMENTSFORSUPERVISIONCOURSEACCREDITATION

1.1 Applications forapprovalarewelcome fromtrainingcourseswhichareaminimumofoneyearpart-timeduration(ofnotlessthan100hoursofstaff/traineecontactplus50hoursofsupervisedsupervisionpracticewithinthedurationofthecourse.The50supervisionpracticehoursmaybeablendofonetoone,peer,orgroupsupervision.Thesehoursmustbeformallycontractedintheratioof25internalpracticehoursand25externalpracticehours.

1.2 Anaccreditedcoursewillrequirethatthestudentscompleteallelementsofthecourse.

1.3 An accredited coursewill have a balance of theoretical knowledge, professional development, skills andsupervisedprofessionalpracticeconsistentwiththecoursetheoreticalsupervisionmodelorapproach.

1.4 Thecoretheoreticalsupervisionmodelmustbereflectednotjustintheory,skillsandprofessionalpracticebutalsointhewaythecourseisstructured,assessed,taughtandadministered.

1.5 Anyinformation,leaflets,brochures,webpages,advertisementsandsoforth,suppliedtothepublicmustbemadeavailabletotheIACPAccreditationDepartment.

1.6 Courseorganisersandcoursesupervisorsmustholdprofessionalindemnityinsurancecoverforthemselvesand require their trainee supervisors toalsoholdprofessional indemnity insurance.Thisneeds to specifycounselling/psychotherapysupervisionfortheirprofessionalpractice.

1.7 Each coursemust have an independent External Examiner. The External Examiner is normally appointedby the institutionororganisation inwhich the course is run.Although the course staffmaynominateanExternalExaminer,therolemustbeanindependentandunbiasedonewhereintheExternalremainsdirectlyaccountabletotheinstitution/andnottothecourseitself.TheExternalExaminerneedstobeappropriatelyqualifiedandholdpriorexperienceoftheroleasanexternalexaminer.Themost importantconditionforthe appointment of an external examiner is that she/he has no current associationwith the Institution/organisationorthecourseoranycurrentpersonalrelationshipswithanyofthecoursestaffortrainees.

1.8 AclearwrittenComplaints/AppealsProceduremustbeavailabletotrainees,coursestaffandIACP.

1.9 CoursesapplyingforAccreditationaresubjecttotheIACP’sCodeofEthicsandPractice.

1.10 EachtraineesupervisormusthaveanIACP,BACPorIAHIPaccreditedexternalsupervisorwhowillprovideasupervisor’sassessmentofthe25externalsupervisionpracticehourstothecourse.

NOTE: Inordertoensurethatthesupervisorcanbeseentobeobjectiveandhavenoconflictof interestwithregardtothetraineesupervisor,supervisionofthe25externalhoursmustnotbeundertakenwithasupervisorwhoisdirectlyinvolvedwiththetrainingcourseinanywayotherthanastheexternalsupervisor.Involvementwith a Supervision Training Course is deemed to extend for 2 years following the period ofemploymentonorengagementwiththecourse.

2. ADMISSIONS

2.1 Thetargetgroupmust,asfaraspossible,beidentified.

2.2 Prospectiveapplicantsmustbeprovidedwithdetailedandaccurateinformationaboutthecourse,includingitsstructure,aims,staffandqualifications,contents,assessmentrequirements,fees(includinganyadditionalcostse.g.supervisionofprofessionalpractice)andconditionsofparticipation(e.g.timecommitments).

2.3 Theprocedureforselectionsmustbeclearlyexplainedandbeconsistentwiththecourserationale,designandmethodology.



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2.4 Applicants for the coursemustbe required tomakeadetailedwrittenapplicationandprovidenamesofreferees.

2.5 Selectionproceduresmustbedesignedtoobtainclearlydefinedevidenceof:

a) CommitmenttotheroleofSupervisor.

b) Respectful,empathic,flexibleandopen.

c) Commitmenttolifelonglearningandongoingprofessionaldevelopment.

d) Valueethicalprinciples.

e) Commitmenttoknowingandworkingwithinone’sownstrengths,limitationsandcompetence

f) Aminimumof4yearsaccreditedasCounsellor/Psychotherapist

g) Self-awareness,maturityandstability

h) Abilitytomakeuseofandreflectuponlifeexperience.

i) Capacitytocopewiththedemandsofthecourse,bothacademicandprofessional.

j) Potentialtoformasupervisoryrelationship.

k) Abilitytobeself-reflectiveandevaluativeandtogiveandreceiveconstructivefeedback.

l) Awarenessandsensitivitytoissuesofdiversity,thenatureofdiscrimination,marginalisation,oppressionandtheappropriateuseofpower.

2.6 Applicantsmustdemonstratesuitabilitytotrainandfitnesstopractice.

2.7 Atleasttwomembersofthecoursestaffmustbedirectlyinvolvedintheinterviewingandselectionprocess.

2.8 Unsuccessful candidates must be directly informed of the outcome of their application in a timely andappropriatemanner.

3. COURSESTAFF

3.1 Corestaffarecoursetrainerswhohaveacentralinvolvementinadmission,coursemanagement,theory,skillstrainingandassessment.

3.2 Thestaffteammustincludeatleasttwocoreteammembersforthedurationofanycourse,bothofwhommustbeincontactwithtraineesupervisorsandinvolvedintheirassessment.

3.3 Corestaffarecrucialtotheprofessionalformationofthetraineesupervisorandassuchundertakeasignificantroleintrainingandassessment

3.4 Coursesareaccountablefortheworkofallstaffandtutors

3.5 Clearcontractsmustbeformedbetweenthetraineesupervisorandtheexternalsupervisor.Formalfeedbackmustbeprovidedtothecourse.

3.6 Corestaffmustbeappropriatelyandadequatelyqualifiedtoteachandfacilitatethemainelementsofthecourse:

a) Havesubstantialexperienceofsupervisedcounsellingforatleast5yearsafterqualifyingandbecurrentlyinpracticeasasupervisorandasacounsellor/psychotherapist.

b) Haveaminimumof4yearsofexperienceintrainingandholdrelevantqualificationsastrainerssuchasgroupfacilitationskillsoradulteducation(suchasTraintheTrainerFetacLevel6).

c) Understandtheprinciplesofadulteducationandlearningstyles.



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d) Haveregularexternalsupervision/consultancyfortheirsupervisiontrainingwork

e) Haveexperienceofpersonaltherapy

f) HaveaclearunderstandingoftheoreticalmodelsofSupervisionandofCounsellingandPsychotherapy

g) Demonstrateacommitmenttoongoingprofessionaldevelopment

3.7 OnecorestaffmustbeanAccreditedSupervisorMemberofIACP.

3.8 Allcoursestaffincludingtutors/trainersandExternalExaminersmustbefamiliarwithIACPCodeofEthicsforSupervisors.

3.9 Theremustberegularstaffmeetings/consultationswithstaffandotherformsofstaffsupport,consultationanddevelopment.

4. COURSERATIONALE,PHILOSOPHYANDDESIGN

4.1 The purpose of supervision is primarily to ensure a high standard of service to the client, to ensure thecontinuingprofessionaldevelopmentofthesuperviseeandtoenhancethedevelopmentoftheprofession.Supervisionandtheroleofthesupervisor,needstotakeintoaccountthemultiplesystemswithinwhichtheworkoccurs,namely,thesupervisee/supervisorsystem;theclient/superviseesystem;thecontextoftheworkandthewidersystem(Hawkins&Shohet,2012).

4.2 SupervisionTrainingmustprovideforthefollowingareas(Bradley&Whiting,2001,p.449);

a) Toprovideatheoryorknowledgebaserelevanttosupervisoryfunctioning.

b) Todevelopandrefinesupervisoryskills.

c) Tointegratethetheoryandskillsintoaworkingsupervisorystyle.

d) Todevelopandenhancetheprofessionalidentityofthesupervisor.

4.3 SupervisionTrainingmustservethreefunctions:

a) Helpthetraineesupervisortointegratetheorywithpracticeandtodevelopcompetentsupervisoryskills.

b) Supportthetraineesupervisor’sprofessionaldevelopment.

c) Continuousassessmentof competency offering a degree of protection to the trainee supervisor’ssupervisees.

4.4 Coursesmustprovideaclearstatementofthecourserationale,philosophyanddesign(includingmethods),which isconsistentwiththeactualstructureofthecourseandcloselyrelatedtothesupervisionworkforwhichthetraineesupervisorsaretraining.

4.5 Coursedevelopersmustdesignacoherentcurriculumthatprovidesforsystematicsupervisiontrainingandincludesavarietyofteaching,learningandassessmentmethods.

4.6 Coursedevelopersmustbeawareofthecurrentliteratureoncurriculumdevelopmentandtrainingmodelsforsupervisiontrainingandcompetencydevelopment.

4.7 Allcoursesmustprovideadetailedstudyofatleastonemajormodelofsupervisionwithanintroductiontoothermodelsforcomparison,contrastandcriticalanalysis.Modelsofsupervisionmaybegenericmodelsaswellascounsellingandpsychotherapysupervisionmodels.

4.8 Theremustbeacarefulbalancebetweentheoryandpracticeacrossallelementsofthecourse.

4.9 Courseevaluationmustbeanon-goingprocessthroughoutthedurationoftheCourse



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a)Theremustberegularstaffmeetingsdesignedforplanningandevaluationofthecourse.

b)Bothduringandat theconclusionofacourse, traineesupervisorsmustbegiveneveryopportunity toevaluatetheirtrainingexperiencesandgivefeedbackonthecoursetothestaff.Theremustberegularstaff-traineesupervisorreviewmeetingsforthispurpose.

4.10 Thetraineesupervisor’sevaluationmustincludetheExternalSupervisor’sassessmenttogetherwithalltheformsofassessmentandevaluationoverthedurationofthecourse.

4.11 Courses must facilitate a collaborative and positive learning environment that is respectful of trainees’differentlearningpreferences,promotespsychologicalsafety,andprovidesconstructivefeedback.

5.CourseContent1

5.1 Knowledge

1. Knowledgeandunderstandingofthepurpose,tasksandfunctionsofsupervision(differentorientations,research,assessmentetc.)

2. Knowledgeofmodels,theories,techniques,modalitiessuchas1to1,peer,group,teamandotherformsofsupervision.

Knowledgeofgroupdevelopment,groupdynamicsandgroupsupervisionstyles.

3. Knowledgeofadultlearningtheories/stylesandtheirimplicationsinsupervision

4. Knowledgeofthedevelopmentstagesofbothsuperviseeandsupervisor.

5. KnowledgeoflegalandethicalissuesandCodesofEthicsandPracticespecifictosupervision.

6. Knowledgeofandtheabilitytomanageevaluation,reviewandgivingandreceivingconstructivefeedback.

7. Awarenessandknowledgeofdiversityandinclusivepractice.

8. Knowledgeofresearchdevelopmentsinthefieldofsupervision.

5.2 ProfessionalSkills

As the knowledge and skill base for clinical supervision has increased it has become compulsory thatsupervisorsbecompetentinthepracticeofsupervisionaboveandbeyondtheircompetenceasatherapist.

1. Ability to establish an effective supervisory contract and relationship with a balance of support andchallenge.

2. Abilitytoestablish,maintainandendasupervisoryworkingalliance.

3. Awarenessofandanabilitytoadapttodiversityinallitsforms,(e.g.gender,age,culture,class,sexualorientation,personalityandprofessionaltraining).

4. Sensitivityandcompetencyinrelationtoissuesofpowerandauthorityinherentintheroleofsupervisor.

5. AwarenessoftheneedforconfidentialityandalsoawarenessofthelimitsofconfidentialitywithreferencetoIACPCodeofEthicsandrelevantlegislation(e.g.TheChildrenFirstAct,2014).

6. Abilitytoestablishandmaintainprofessionalboundaries.

7. Skilled in attending to the supervisee’s verbal and non -verbal communications (e.g. use of effectiveempathy,purposefulchallengeetc.).

8. Understandingandawarenessofthevariousstagesofthesupervisoryprocess.

9. Modelsmulticulturalawarenessandcompetence.

1 CriteriainformedbyFalenderetal.,(2004)



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10. Ability to implementagatekeeping roleandmonitorbestprofessionalpracticewithsupervisees (e.g.issuesoffitnesstopractice;recordkeeping).

11. Capacitytomanagetheinterfacewithagency,trainingbodyandorganisationalissues.

12. Abilitytonegotiateformativeandsummativeevaluations.

13. Capacitytogiveandreceiveconstructivefeedback.

14. Understandingoftherelevanceofsupervisionresearchtobestpracticeinsupervision

15. Attendtooutcomesforsuperviseesandtheirclients.

5.3 ReflectivePractice

1. EachcoursemustprovideopportunitiesforreflectivepracticeconsistentwiththeIACPCodeofEthicsforsupervisors.

2. Coursemustprovideregularandsystematicapproachestoreflectivepractice,individuallyandinagroupwhichiscongruentwiththecourserationaleandwhichensuresthateachtraineesupervisorexamines/explores/theirpersonalprocessinrelationtotheirroleassupervisor.

3. Trainee supervisorsmustbe facilitated tomonitor theirownselfdevelopmentand showevidenceofprofessionalgrowthasareflectivepractitionerandsupervisoroverthedurationofthecourse.

6. ProfessionalPractice

6.1 TraineeSupervisorsmusthaveopportunitiestoworkwithindividualsuperviseesinamodeconsistentwiththecourserationale,philosophyanddesign,andwiththeprimaryworkforwhichtheyarebeingtrained.

6.2 Professional practice refers to formally contracted supervisory relationships. Please refer to section 1,subsection1.1ofcourserequirements.

6.3 Explicit supervision contracts must apply to trainees supervision work, including the identification ofappropriateboundaries.

6.4 Contracts:AccordingtotheIACPandBACP(2008):

‘Supervision is a formal arrangement for counsellors to discuss their work regularly with someone who is experienced in counselling and supervision. The task is to work together to ensure and develop the efficacy of the counsellor/client relationship. The agenda will be the counselling work, with the supervisors’ reactions and comments. Supervision is a process to maintain adequate standards of counselling and a method of consultancy to widen the horizons of the practitioner’ 2

As such, supervision needs to be an explicit contractual agreement made between a Supervisor and aSupervisee.Typically,acontractoragreementforsupervisionneedstoaddressthefollowingareas:

1) Purpose,GoalsandObjectivesofSupervisionnamely:tomonitorandpromotewelfareofclientsseenbythesupervisee,topromotedevelopmentofsupervisee’sprofessional identityandcompetenceandtofulfilrequirementsforthesupervisee’saccreditationorre-accreditationrequirements.

2) ContextofSupervision:toincludethepracticalities,forexample,thelocation,lengthoftime,arrangementsforabsencesandemergencies,recordkeeping,fees,andsoforth.Informationabouttheprofessionalandtheoreticalbackgroundofthesuperviseeandsupervisor,theworkandculturalcontextofthesuperviseeandtheCodeofEthicstowhichbothpartiesareboundalsoneedtobediscussed.

2 BritishAssociationforCounsellingandPsychotherapy(BACP)(2008). What is Supervision?S2:1InformationSheet.Lutterworth:BACP.



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3) TheSupervisionWorkingAlliance:Rolesandresponsibilitiesofeachpartyneedtobemadeexplicittoincludehowclientswillbepresentedinthesupervisionsession,(e.g.casenotes,audiorecordings).Otherareasinthisregardincludehowandwhentheworkingrelationshipwillbereviewed.

4) Evaluation:Howandwhensupervisionisevaluatedispertinenttotheworkingagreement.Criteriaforevaluationneedtobemadeexplicittothesuperviseeandhowfeedbackwillbegiven.

Ineachoftheabovethelearningneedsofthesuperviseeareofparamountimportancebutdonotsupersedebestpracticeprinciples.Thisthreewayagreementneedstobedocumentedandsignedbyallparties(e.g.Supervisor/supervisee/and,ifrelevant,theorganisation).

6.5 Thisworkmustbemonitoredbycorestaffandsupervisors.

6.6 Supervisorsofprofessionalpracticemustprovidesummativeandformativefeedbacktothetraineesupervisor.

6.7 Professionalpracticemusttakeplaceinanappropriatesupervisionsetting.

6.8 Trainee supervisors have an obligation under the IACP Code of Ethics to indicate their trainee status tosupervisees.Itisexpectedthattraineesupervisorswillprovidetheirsupervisors’contactdetailstosupervisees.

6.9 Accreditedcourseswillensurethatthetraineesupervisorhasformallycontractedforregularandsufficientsupervisionoftheirsupervisionpractice.Thismustbewithanaccreditedsupervisor (IACP,BACPor IAHIPaccredited)withaminimumoffiveyears’experienceofsupervisingcounsellors/psychotherapists.

6.10 Supervisorsmustalso:

a) Havesubstantialexperienceofsupervisedpractice.

b) Engageinregularsupervisionoftheirownsupervisionpractice.

c) Havearecognisedtheoreticalbackgroundbothinsupervisionandincounselling/psychotherapyandarecognizantthatsupervisionisaprofessionalactivitydistinctfromcounselling/therapy.

d) Haveacommitmenttoongoingpersonal/professionaldevelopment.

6.11 InternalGroupsupervisionisvitalandrequiredonthecourse.Theamountofgroupsupervisionissetatthediscretionofthecourseprovider.

6.12 Traineesupervisorsmustengageinexternalsupervisionintheratioofonehoursupervisiontofivehoursofsupervisionpractice.

6.13 External and internal supervisors’ reports must form an integral part of the training course’s ongoingassessment.

7. SupervisionTheory

7.1 Theremustbeabroadintroductiontotheconceptofadultlearning,includingthedevelopmentofconducivelearningenvironmentswithsuperviseesacrossvariousdevelopmentallevels,providingconstructivefeedback/evaluationandmonitoringoutcomesinbothsupervisionandclientwork.

7.2 Theremustbe specific inputonmodelsand formsof supervision, the supervisory relationship, tasksandprocesses.

7.3 Coursesmusthaveaclearstatementofcoretheoreticalapproachestosupervisionwhichmaybeintegrative.

7.4 There must be sufficient supervision theories, drawing upon a variety of disciplines, to enable traineesupervisorstounderstandandevaluatecritically:

a) Theunderlyingassumptions,basicprinciplesandelements,concepts,strategiesandtechniquesofthe



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coretheoreticalmodelsofsupervision.

b) The supervisionprocess andprinciples andmechanismof learning conceivedby the core theoreticalmodels.

c) Comparisonsandcontrastswithothersupervisionapproaches.

d) Awarenessofthesocialsystemandorganisationalcontextinwhichsupervisionoccursforthesupervisor,thesuperviseeandtheirclients.

e) Awarenessof theclinical rhombusand its implications fororganisations,supervisors,superviseesandtheirclients.

7.5 Studyofcoretheoreticalapproachesinsupervisionandrelatedsupervisionpracticemaybeinformedandenrichedbyconsiderationofotherpsychologicalconceptsandideasbyreferencetocurrentresearchfindings.

8. SupervisionSkillsTraining

It isessential thatacomprehensiveskills trainingmustbeprovided.Thisneeds tobecongruentwith thecourse philosophy and trainingmodel. A variety of skill practice and reflection opportunities need to beprovided,thereforethetrainingmustincludeablendofbothexperientialandtheoretical

8.1 Coursesmustprovide:

a) Structuredexperienceandregularopportunitiesforobservation,practiceandfeedbackofsupervision,discussionandreview.

b) Opportunities to practice the blend of supervision skills appropriate to core theoretical models ofsupervision,theseskillsbeingidentifiedanddevelopedsothattraineescandescribe,analyseandutilisethem.

c) Progressivemonitoringandassessmentofskillsdevelopment.

9. SupervisionTraining&LearningMethods

9.1 Coursestaffmusttakeresponsibilityforandprovideorfacilitatearangeoflearningexperiencescongruentwiththephilosophyandrationaleofthecourse.

Thecoursemustinclude:

a) Traineestakingresponsibilityfortheirownlearning.

b) Accesstoexternalsourcesofknowledgeandinformation.

c) Substantialsmallgroupworkandopportunitiesforexperientiallearning.

d) Theprovisionofregularopportunitiesfortraineestoreviewthecourseandgivefeedbackonit.

e) Regularopportunitiesfortraineestoevaluatetheirlearninginlightofcourseprovision.

f) Accessforeachtraineetoamemberofstaffforsupport.

9.2 Theremustbesubstantialreadingandwrittenwork(orcreativealternative)requiredoftraineestoclarifyphilosophical and theoretical concepts and their application to practical supervision work. This must besupportedbyadequateanduptodatereadinglists,references,bibliographiesandresources.Thetrainingorganisationhasanobligationandresponsibilitytoensurethatrecommendedreadingmaterialisaccessibleto trainees.



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10. ProfessionalIssuesinSupervisionTraining

10.1 TraineesmustbeformallyintroducedtotheIACPCodeofEthicsandPracticeforsupervisorsandhaveampleopportunity to discuss all aspects of this Code. This also applies to all relevant legislation, to familiarisethemselveswithitsimplicationforpracticeandhowitrelatestotheirownvaluesandattitudes.AcommitmenttoabidebytheCodeofEthicsforsupervisionmustberequiredofthetraineefromthecommencementoftheirsupervisionwork.

10.2 Coursemustprovidetraineeswithsystematicapproachestorecord-keepinganddocumentationfortheirroleassupervisorsandalsoforthesupervisiontaskofmonitoringbestpracticeinthisregardwiththeirsupervisees.

10.3 Coursesmustprovideon-goingopportunitiesfortraineesandstafftomeetandreflectonallaspectsofthecourseandtoexploreorganisationalissues.

10.4 Traineesmustbemadeawarethatsuccessfulcompletionofthecoursedoesnotmarktheendoftraininganddevelopment.Theymustberemindedof theethical requirement forsupervisionof their supervisionworkthroughouttheirworkinglifeandalsoencouragedtoseekfurtheropportunitiesfortheirprofessionaldevelopment.

10.5 Supervisioncoursesmustprovideopportunitiestoexploremulticulturalfactorsandissuesofdiversityandinclusivepracticeinsupervisiontheoryandpractice,to includeclass,race,ethnicity,gender,sexualityanddisability.

10.6 Traineesmustbeencouragedtoreadandunderstandresearchfindingsandhowtheymightinformsupervisionpractice.

10.7 Traineesmustbemadeawareoftherequirementforprofessionalindemnityinsurancecoverforthemselvesoncommencementofthecourse.

11. SupervisionTrainingAssessment

BasicPrinciples

11.1 Acoursemustadoptmodesofassessmentwhicharecongruentwiththephilosophyandrationaleof thecourse,withappropriateelementsofstaff,peer,supervisorandself-assessment.

11.1.2 A developmental perspective must underlie all assessment of competencies, both formativeassessment(e.g.whilestillintrainingandprogressingthroughacourseorforcontinualprofessionaldevelopment)andsummativeassessment (e.g. forcoursecompletion/qualification;accreditation)areneeded in supervision.Assessmentof competenciespracticesduring trainingought tomodelhowprofessionalsmustcontinueassessmentofcompetenciesthroughoutone’scareer.

11.2 Traineesmustbefullyinformedoftheassessmentproceduresandthecriteriaused.Theymustalsobegivenformalfeedback/progressreportsatvariousstagesthroughoutthecourse.Assessmentcriteriamustbeinlinewithacademicstandards.

11.3 Theremust be substantial emphasis on the assessment of competence in supervision skills and practiceundertakenduringthecourse.Competencybasedevaluationmustincludemeasurableindicatorsofbehaviours,skillsandattitudes/values.Skillsassessmentneedstobeintegrativeandholisticinapproach,notjustasetofcompetenciessinglyassessed.Thismaybeachievedthroughverbatimreports,audio/DVDrecordings,vivaexaminationsandlivesupervisionofsupervision.Itisessentialthatdueregardtoconfidentiality,anonymityandinformedconsentisformallyprovidedforifanysuperviseematerialisincludedinsuchwritten/recordedassignmentsandusedforeducationalpurposes.


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11.4 Thestorage,managementanddestructionofsuchmaterialmustbecompliantwithbestpracticeprinciplesand relevant legislation, as applicable (e.g.Data ProtectionAct, 1988/2003; Freedomof InformationAct,1997/2014etc.)

11.5 Externalsupervisors’reportsmustformanintegralpartofongoingassessment.

11.6 Thecoursemustincludewrittenassignments(e.g.essays,thesis,casestudies,verbatimreports)andprovideclearguidelinestotraineesregardingtherequirementsandassessmentcriteriafortheseassignments.

11.7 Bothduringandattheconclusionofthecoursetraineesmustbegiveneveryopportunitytoevaluatetheirtrainingexperienceandgivefeedbacktothecourse.

11.8 Coursesmustprovidedetailsofproceduresfordeferrals,latesubmissionsextensions,gradingofassignmentsetc.

11.9 AnAppealsProceduremustbeinplace.TraineesandstaffmustbeawareoftheAppealsProcedure

11.10 Allassessmentsneedtobeexternallymonitoredbyanindependentexternalexaminer.Theexternalexaminermustmonitorthecourse,assessmentproceduresandthestandardsachievedbythetraineesandmaybeinvolvedintheAppealsProcedure,asappropriate(Ref.Section1.6)


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CriteriaandGuidelinesforSupervisionTrainingCourses

Originaldate:July2012

Reviseddate:February2016

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