Gemma Forshaw, Rachel Sabin-Farrell and Thomas Schröder
The purpose of this paper is to systematically identify, appraise and synthesise qualitative literature exploring the experience, both positive and negative, of clinical…
Abstract
Purpose
The purpose of this paper is to systematically identify, appraise and synthesise qualitative literature exploring the experience, both positive and negative, of clinical supervision from the supervisor’s perspective.
Design/methodology/approach
A systematic search of three databases, grey literature, reference lists and citations was conducted. Six articles met the inclusion criteria and their quality was critically appraised by using a modified version of the Critical Appraisal Skills Programme tool. Data extracted from the articles were synthesised using meta-ethnography.
Findings
Four key themes were identified: experiencing difficulties in clinical supervision, responsibility, similarities to therapy and capabilities as a supervisor. These demonstrated that the role of a supervisor has the potential to be both beneficial and harmful to personal and professional development.
Research limitations/implications
The quality of the studies was variable. Further research is required to explore how supervisors manage difficult experiences to ensure personal development and growth.
Practical implications
Clinical implications include the need for employers to consider the additional pressure associated with providing clinical supervision and to ensure that appropriate support is available. Results complement previous research on the bi-directionality of parallel process in clinical supervision.
Originality/value
This review presents an original synthesis of the supervisor’s experience of delivering clinical supervision to qualified therapists. This is achieved by utilising a systematic methodology and appraising the quality of the studies included. The review highlights how the effects of clinical supervision are not limited to the supervisee, but also experienced by the supervisor. The competing demands and responsibilities associated with clinical supervision impact upon the supervisor’s experience, both positively and negatively. When beneficial, delivering clinical supervision can lead to personal and professional growth in addition to the acquisition of new skills.
Details
Keywords
This chapter describes and analyzes a project offering university-based courses to local people with mental health problems. Converge is a partnership between York St John…
Abstract
This chapter describes and analyzes a project offering university-based courses to local people with mental health problems. Converge is a partnership between York St John University and the National Health Service (NHS) that is built on a convergence of interests of the two organizations: real world experience for university students and good quality, non-stigmatizing courses for people with mental health problems. Three key principles of the project will be considered: to work with participants as students and to frame the provision as education, not therapy; to involve university students in the delivery of the courses and in the support of participants; and to work closely with the university and mental health providers in order to offer a resource that supports social integration and recovery.
It will be proposed that this partnership provides the conditions for the creation of a “healing campus”: an attempt to heal the “fracture” between people who experience mental health problems and their communities that began with their disappearance into large mental hospitals in the 18th and 19th centuries. The healing that this chapter examines is not merely of people who identify as having mental health problems but of a social and cultural fracture revealed in the stigma and shame that still surrounds mental ill health.