JCPSLP Vol 19 No 2 2017

Why is supervision important for practising SLPs? The importance of supervision for SLPs has been recognised by SPA in three recent publications, a position statement on the Role and Value of Professional Support (SPA, 2014b), Supervision Standards (SPA, 2014a) and Supervision and Clinical Support Definitions and Templates (SPA, 2016). SPA “recognises the importance for all practising speech-language pathologists to access professional and discipline specific supervision throughout their careers” (SPA, 2014b, p. 6), with intense support required for the first two years (SPA, 2014b). Supervision: • supports and facilitates the development of clinical reasoning and reflective practice skills of supervisees; • ensures the knowledge, skills and attitudes of supervisees are being discussed and developed (this includes the sophisticated communication and relationship skills required for current practice); and • ensures the supervisee is engaged with the organisation and practising in a competent, accountable way, meeting their position requirements (SPA, 2014a). SPA describes six standards for supervision and their related indicators: ethical responsibilities; required documentation; training and experience; the focus of supervision; the relationship; and dealing with misconduct (SPA, 2014a). Summary and conclusions In the changing health landscape the workforce is faced with significant challenges. Supervision can be an important tool to mitigate these challenges, improve client outcomes, and support SLPs to develop their knowledge, communication and relationship skills, while reducing levels of stress and burnout. Supervision needs to occur regularly with a clear commitment, purpose, contract and ongoing recordkeeping. A supportive and stable organisational context forms the basis for effective supervision, with an organisationally endorsed, individually tailored approach to supervision, and access to resources and training. Effective supervision is based on a warm, trusting, supportive, collaborative relationship between the supervisor and supervisee, creating a safe, respectful space that actively encourages reflection for learning. A model which emphasises relational and reflective aspects, such as that presented by Geller and Foley (2009) is recommended for SLPs, with the functions of supervision being described by Proctor’s model (Kilminster & Jolly, 2000). Overall, the evidence base for effective supervision is limited but growing across disciplines. More research is required in SLP, particularly around the implementation and effectiveness of models such as Geller and Foley’s (2009) in different organisations. A review of supervision for students to identify gaps and future recommendations is also warranted. Key points for SLPs in the implementation of supervision • Support for supervision from your organisation is crucial – does your organisation have a policy to support supervision? Will your organisation support the time required for supervision? Is there support for training in this area? • Ensure you and your supervisor can commit to ongoing regular meetings – when, where, how often? Holding and maintaining a space for reflection is important to an ongoing process.

• Set up a clear contract at the start outlining the purposes of this supervision, management of confidentiality, recordkeeping etc. • Find a supervisor with whom you can develop an open, warm, trusting, supportive relationship, with whom you can collaborate in your own ongoing development. • Jointly set the agenda for each meeting. Come prepared for supervision in order to make maximal use of this thinking space. • Ensure there is a focus on relationships and reflection in a safe, respectful space where you can discuss your responses to the work, your relationships and dynamics at work, your experience of your own skill development, your emotional support requirements as well as organisational governance requirements. • Access SPA’s resources and templates to support you. Acknowledgements This article arises from a literature review originally funded by Health Workforce Australia (HWA) as part of a Clinical Supervision Fellowship Project. References Bakas, T., McLennon, S. M., Carpenter, J. S., Buelow, J. M., Otte, J. L., Hanna, K. M., ... & Welch, J. L. (2012). Systematic review of health-related quality of life models. Health and Quality of Life Outcomes , 10 (1), 134–146. Borrell-Carrió, F., Suchman, A., & Epstein, R. (2004). The biopsychosocial model 25 years later: principles, practice, and scientific inquiry. Annals of Family Medicine , 2 (6), 576–82. doi: 10.1370/afm.245. Bowles, N., & Young, C. (1999). An evaluative study of clinical supervision based on Proctor’s three function interactive model. Journal of Advanced Nursing , 30 (4), 958–964. Butterworth, T., Bell, L., Jackson, C., & Pajnkihar, M. (2008). Wicked spell or magic bullet? A review of the clinical supervision literature 2001–2007. Nurse Education Today , 28 (3), 264–272. Crettenden, I. F., McCarty, M. V., Fenech, B. J., Heywood, T., Taitz, M. C., & Tudman, S. (2014). How evidence-based workforce planning in Australia is informing policy development in the retention and distribution of the health workforce. Human Resources for Health , 12 (1), 7. Dawson, M., Phillips, B., & Leggat, S. (2013). Clinical supervision for allied health professionals: A systematic review. Journal of Allied Health , 42 (2), 65–73. Eagar, K. (2011). What is activity-based funding? ABF Information Series No. 1. HIM Interchange , 1 (1), 22–23. Retrieved from http://ro.uow.edu.au/cgi/viewcontent.cgi?art icle=1049&context=gsbpapers Fitzpatrick, S., Smith, M., & Wilding, C. (2012). Quality allied health clinical supervision policy in Australia: a literature review. Australian Health Review , 36 (4), 461–465. Fowler, J., & Chevannes, M., (1998). Evaluating the efficacy of reflective practice within the context of clinical supervision. Journal of Advanced Nursing , 27 , 379–382. Geller, E. (2002). A reflective model of supervision in speech-language pathology. The Clinical Supervisor , 20 (2), 191–200. Geller, E., & Foley, G. M. (2009). Expanding the “ports of entry” for speech-language pathologists: A relational and reflective model for clinical practice. American Journal of Speech-Language Pathology , 18 , 4–21. Health Workforce Australia (HWA). (2013). National clinical supervision competency resource . Adelaide: Author.

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