JCPSLP Vol 19 No 2 2017 low res

37 / 64

JCPSLP Volume 19, Number 2 2017 91
• 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
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.
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.