British Journal of Medicine and Medical Research, ISSN: 2231-0614,Vol.: 19, Issue.: 8
A Person-centred View of the Aim, Goals and Tasks in Clinical Supervision: Proposals on Topics for Experiential Learning
Michael D. Callifronas1* and Susan Brock2 1The Hellenic Institute for Psychotherapy, 17 Kalvou St, 15452, Psychiko, Athens, Greece. 2UDOL and Learning Enhancement, The University of Derby, Kedleston Rd, Derby, UK.
Michael D. Callifronas1* and Susan Brock2
1The Hellenic Institute for Psychotherapy, 17 Kalvou St, 15452, Psychiko, Athens, Greece.
2UDOL and Learning Enhancement, The University of Derby, Kedleston Rd, Derby, UK.
(1) Angelo Giardino, Texas Children’s Hospital, Houston, Texas and Pediatrics, Baylor College of Medicine, Houston, TX, USA.
(2) Salomone Di Saverio, Emergency Surgery Unit, Department of General and Transplant Surgery, S. Orsola Malpighi University Hospital, Bologna, Italy.
(1) Confidence Alorse Atakro, Christian Service University College, Ghana.
(2) Vicki L. Mahan, Drexel University College of Medicine, USA.
(3) Kofi Adesi Kyei, University of Ghana, Ghana.
(4) Tordis Sørensen Høifødt, Institute of Clinical Medicine, University of Tromsø, Norway.
(5) Stephanie Morgan, University of Texas School of Nursing in Austin, Texas, USA.
Complete Peer review History: http://www.sciencedomain.org/review-history/17716
Aim: This paper intends to highlight and review the traits of the person-centred clinical supervision model. This model is different to ‘mentoring’ supervision models. Specifically, the person-centred model has a minimal degree of directivity when compared to educative, teaching and judgemental supervision models, as the supervisor is not a ‘wise’ expert. S(he) works with trust, empathy, warmth, safety and genuineness within the supervisee’s frame of reference, thus facilitating the supervisee’s experiential learning and development.
Discussion: Details of the aim, goals and tasks of person-centred supervision are explored, and the essential differences from other supervision models are discussed. Areas of ethical concern receive particular exploration. This paper proposes areas of experiential learning that would be helpful if elaborated within the supervisory context.
Conclusion: The person-centred supervision model is focused on the supervisee’s personal and professional development. It necessitates a collaborative perspective to facilitate reflection and conceptualisation, trusting the supervisee’s internal power and resources.
Person-centred therapy; clinical supervision; personal development; professional development; experiential learning; supervisory topics.
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DOI : 10.9734/BJMMR/2017/29507Review History Comments