LM2c: Develop professional supervision practice in health and social care or children and young people’s work settings.
Unit ref M/602/3187

1. Understand the purpose of professional supervision in health and social care or children and young people’s work settings.

1.1 Analyse the principles, scope and purpose of professional supervision.

Supervisions need to be on-going to be as effective as possible and gives the opportunity to reflect on the development of the staff member. It allows us to reflect and consider outside training for extra support and guidance and the opportunity to refresh skills. Supervisions help build relationships with the individual and improve their quality of work and to give support to their
Holloway’s systems approach model looks closely at the relationship between the supervisor and the supervisee and identifies 7 elements, the functions of supervision, the tasks of supervision, the client, the trainee, the supervisor and the institution.

Orientation specific models

In this instance the supervisor and supervisee share a common goal which enhances the relationship between them, however if they do not then this may cause conflict. (Bernard and Goodyear 1992), this allows for modelling to be embedded as they supervisor teaches the theory behind the practice.
The 3 function interactive model of supervision (Proctor1986) consists of 3 key elements Normative (learning), formative (support), and restorative (accountability). These models are effective for managers focusing on performance standards and quality.

Growth and support model (Faugier 1992)

Key elements of the model are generosity, rewarding, openness, willingness to learn, thoughtful and thought provoking, humanity, sensitivity uncompromising, personal, practical, orientation, relationship and trust. The supervisor is responsible for all of these key elements supporting the supervisee personally and educationally.

In summary there are many models available in which supervisors can refer to and this is