‘Every ending requires us to begin anew’: Endings and beginnings in supervisory relationships.
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| Title: | ‘Every ending requires us to begin anew’: Endings and beginnings in supervisory relationships. |
|---|---|
| Authors: | McBay, Caoimhe, Wariebi, Nicole, Chinnéide, Emma Ní, Douglas, Marsha, Shaldon, Chris |
| Source: | Educational & Child Psychology. Dec2023, Vol. 40 Issue 4, p55-68. 14p. |
| Subjects: | Educational psychology, Educational psychologists, Supervision, Supervisors, Experiential learning |
| Abstract: | Aim(s): Supervision has been characterised as a ‘signature pedagogy’ in the helping professions and an integral component of pre-service training for applied psychologists. Regulatory and professional standards for trainee and qualified Educational Psychologists (EPs) emphasise engagement in supervision as part of our discipline’s orientation towards learning and growth, as well as in enhancing safety and effectiveness for service users. This paper aims to provide a reflective account of evaluation and endings in supervisory relationships. Method/Rationale: There is an increasing interest in the place of supervision as a core component of lifelong professional learning and development. In contrast to beginnings, the evaluation and ending of supervisory relationships (SR) have received less attention in the literature and can be left unattended to in practice. This may reflect some uncomfortable feelings associated with giving and receiving feedback within professional relationships, as well as the multiple meanings endings may have for supervisee and supervisor. The Relational Model of Supervision for Applied Psychology Practice (RMSAPP) and associated supervisory process in evaluation and endings may support practice in this area. This paper outlines the model’s framework for evaluation and ending, and a reflective account of the ending and beginning of supervisory relationships is provided. The supervisee provided feedback on the SR to the original supervisor and this informed the ending made in that supervisory dyad. The supervisee then established a new SR with a different supervisor and the paper’s reflective accounts are from three perspectives: the supervisee, the former and new supervisors. Findings: A critically reflective account of evaluating, ending and new beginnings between a supervisee and two different supervisors is offered, with attention paid to the power differentials between supervisee and supervisors. The account illustrates some of the meanings made of evaluation, endings and beginnings. The benefits of the approach are highlighted, and some tentative ideas about how further developments could be made included. Limitations: The meanings derived from the authors’ experiential learning arose within particular SRs and are unique to these relationships. Conclusions: There are opportunities for development of reflective EP practice in this area, and for further research. The reflective accounts provided may be a stimulus for further reflection on personal and professional development of supervisory practice. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 174458758 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: ‘Every ending requires us to begin anew’: Endings and beginnings in supervisory relationships. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22McBay%2C+Caoimhe%22">McBay, Caoimhe</searchLink><br /><searchLink fieldCode="AR" term="%22Wariebi%2C+Nicole%22">Wariebi, Nicole</searchLink><br /><searchLink fieldCode="AR" term="%22Chinnéide%2C+Emma+Ní%22">Chinnéide, Emma Ní</searchLink><br /><searchLink fieldCode="AR" term="%22Douglas%2C+Marsha%22">Douglas, Marsha</searchLink><br /><searchLink fieldCode="AR" term="%22Shaldon%2C+Chris%22">Shaldon, Chris</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Dec2023, Vol. 40 Issue 4, p55-68. 14p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychologists%22">Educational psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Supervision%22">Supervision</searchLink><br /><searchLink fieldCode="DE" term="%22Supervisors%22">Supervisors</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Aim(s): Supervision has been characterised as a ‘signature pedagogy’ in the helping professions and an integral component of pre-service training for applied psychologists. Regulatory and professional standards for trainee and qualified Educational Psychologists (EPs) emphasise engagement in supervision as part of our discipline’s orientation towards learning and growth, as well as in enhancing safety and effectiveness for service users. This paper aims to provide a reflective account of evaluation and endings in supervisory relationships. Method/Rationale: There is an increasing interest in the place of supervision as a core component of lifelong professional learning and development. In contrast to beginnings, the evaluation and ending of supervisory relationships (SR) have received less attention in the literature and can be left unattended to in practice. This may reflect some uncomfortable feelings associated with giving and receiving feedback within professional relationships, as well as the multiple meanings endings may have for supervisee and supervisor. The Relational Model of Supervision for Applied Psychology Practice (RMSAPP) and associated supervisory process in evaluation and endings may support practice in this area. This paper outlines the model’s framework for evaluation and ending, and a reflective account of the ending and beginning of supervisory relationships is provided. The supervisee provided feedback on the SR to the original supervisor and this informed the ending made in that supervisory dyad. The supervisee then established a new SR with a different supervisor and the paper’s reflective accounts are from three perspectives: the supervisee, the former and new supervisors. Findings: A critically reflective account of evaluating, ending and new beginnings between a supervisee and two different supervisors is offered, with attention paid to the power differentials between supervisee and supervisors. The account illustrates some of the meanings made of evaluation, endings and beginnings. The benefits of the approach are highlighted, and some tentative ideas about how further developments could be made included. Limitations: The meanings derived from the authors’ experiential learning arose within particular SRs and are unique to these relationships. Conclusions: There are opportunities for development of reflective EP practice in this area, and for further research. The reflective accounts provided may be a stimulus for further reflection on personal and professional development of supervisory practice. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53841/bpsecp.2023.40.4.55 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 55 Subjects: – SubjectFull: Educational psychology Type: general – SubjectFull: Educational psychologists Type: general – SubjectFull: Supervision Type: general – SubjectFull: Supervisors Type: general – SubjectFull: Experiential learning Type: general Titles: – TitleFull: ‘Every ending requires us to begin anew’: Endings and beginnings in supervisory relationships. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: McBay, Caoimhe – PersonEntity: Name: NameFull: Wariebi, Nicole – PersonEntity: Name: NameFull: Chinnéide, Emma Ní – PersonEntity: Name: NameFull: Douglas, Marsha – PersonEntity: Name: NameFull: Shaldon, Chris IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 02671611 Numbering: – Type: volume Value: 40 – Type: issue Value: 4 Titles: – TitleFull: Educational & Child Psychology Type: main |
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