Supervision – A Discourse Analysis

2012Margaret Spencer

Aims of the session• Briefly identify what discourse analysis is• Explore and analyse the process of

supervision• Critically analyse the written aspect of

supervision• Identify any changes to the assessment

form that would enhance your role as an educator in the written aspect of supervision

My experiences of supervision

Discourse Analysis• 'Analysis and deconstruction of dominant

'common -sense' views (discourses) of how the world/everyday life is'

• 'To cast a critical eye over 'how things are' and 'how things might be'

Key Elements of Supervision• Supportive, developmental, non-

judgemental• Led by student where possible• Opportunity for student to reflect

and evaluate and share experiences• Continuing process• Educator to offer balance of support

and challenge

Written record of supervision1. Reflection, feedback, dialogue2. Review of achievements3. Revision of learning contract4. Exploration of practice issues at

deeper level

Exercise

In groups of 5

Discuss in term of feedback what you find useful about the form

How you would improve it to give better feedback

Exercise

Continuing in your groups of 5

• Identify the top 3 useful aspects of the form

• Identify 3 changes you would like to see 'how things could be' to improve your feedback to the student

Aims of the day

• Briefly identify what discourse analysis is• Explore and analyse the process of supervision• Critically analyse the written aspect of

supervision• Identify any changes to the assessment form

that would enhance your role as an educator in the written aspect of supervision

Margaret Spencer

ReferencesBernard, J,M.(2005) 'Tracing the developments of supervision' The Clinical Supervisor ' 241, 3-21.

Ferguson,K. (2005) 'Professional Supervision In M.Rose and D.Best (eds) Transforming Practice Through Clinical Edn, Professional Supervision and Mentoring. Edingburgh||:Elsevier Churchill and Livingstone.

Fisher, A Savin- Baden, M (2002) Modernising Fieldwork Part 1: realising the Potential British Journal of Occupational Therapy 65 (5)229-236.

Healey, J and Spencer, M. (2008) Surviving your placement in Health and Social Care. A student handbook McGraw and Hill

Higgs, J. Tichen, A. (2001) Rethinking the Practice-Knowledge Interface in an uncertain World: A Model for Practice Development. British Journal of Occupational 59(11)526-533

Hobson, S. et al (2001) Fieldwork Education Occupational Therapy News April (17)

Sweeney, G. Webley, P and Treacher, A (2001) Supervision in Occupational Therapy, Part dilemma British Journal of Occupational Therapy 564 (12; The supervisee’s 1) (526-533)

Sweeney, G. Webley, P and Treacher, A (2001) Supervision in Occupational Therapy, Part 3: Accommodating the Supervisor and the

Supervisee British Journal of Occupational Therapy 564 (11) 526-533

Whitcombe, S. (2001) Using Learning contracts in fieldwork education, the views of O.T. Students and those responsible for their supervision. British Journal of Occupational Therapy 64 (11) 552-557.