Master Classes
This workshop is a PsyBA approved one day Master Class which will provide participants who are already approved supervisors with ongoing AHPRA accreditation for 5 years. The workshop covers theory and practice in implementing a reflective practice framework in supervision. Participants are provided with relevant readings, handouts and a resource manual containing useful guidelines and tools for implementation in both individual and group supervision contexts.
Presenter: Christine Senediak
Learning Outcomes
By the end of the workshop participants will:
Have a sound knowledge of the theory of reflective practice in supervision
Understand the principles of how reflective practice promotes independent thinking, improved self-awareness and creativity in clinical practice
Be able to model reflective practice to supervisees
Have an understanding of how to use journals/diaries in supervision that promote reflective practice
Be able to apply reflective practice in supervision
Be able to apply self-supervision techniques in supervision
Be able to create a mindful space for supervisees to be reflective in supervision
Workshop Overview
| Morning Session | Afternoon Session |
|
Definition of reflective practice
|
Practice Vignettes: Application to case review
|
Participants are required to attend the full day and will receive a certificate of attendance for 6 hours of face to face training. A short peer reviewed relfective exercise is used to assess knowledge and understanding of the topic at the end of the day. The workshop is equivalent to 6 CPD hours. this workshop is highly interactive and allows for ample time and to practice and review the application of reflective practice in supervision.
About the workshop:
This one day workshop is designed to facilitate experienced supervisors in the practice of systemic supervision. Participants will gain knowledge of theory and practice of systems models in assessment, formulation and treatment and learn how to integrate systemic thinking in clinical supervision. The workshop will explore ways to stimulate supervisee’s personal and professional development through reflective tasks, exploring emotions and patterns in relationships and considering the organisational context and relevant stakeholders. The workshop will look at placing relationships at the heart of the supervisory and therapeutic encounters.
Presenter: Christine Senediak
Learning Outcomes:
By the end of the workshop participants will be able to:
Have an understanding of systems theory and how this is applied both in clinical and supervisory contexts
Have awareness of the ‘self as therapist’ and its relationship to the professional and personal self
Have an understanding of, and work more competently and confidently with parallel process in supervision
Understand how the systemic model helps supervisors to manage emotions
Apply genograms and systems tasks in supervision
Understand clinical presentations systemically taking into consideration multiple stakeholders, relationships and the interplay of mentoring and monitoring tasks in supervision
Workshop Content
Systemic theory and application to supervision
How to use genograms and work systemically in clinical practice and supervision
Live demonstration of systems practice in supervision
Small group practice of systemic approaches to supervision, incorporating reflective practice
Recognizing and managing parallel process in supervision and applying reflective practice within a systemic framework
Small group activities and case discussions
Participants are required to attend the full day and will receive a certificate of attendance for 6 hours of face to face training. A short quiz is used to assess knowledge and understanding of the topic at the end of the day.
This workshop is a PsyBA approved one day Master Class which will provide participants who are already approved supervisors with ongoing AHPRA accreditation for 5 years. This workshop will provide participants with an understanding of the number of ethical and legal issues relevant to supervisors and supervisees including confidentiality, dual relationships, direct and vicarious liability, duty to warn and informed consent and the related challenges of ethical decision making. In addition the workshop will discuss ways to identify and manage issues that may arise in the supervisory relationship and deal with difficulties that can occur in supervision, including feedback, evaluation and managing underperforming supervisees.
Learning Outcomes
By the end of the workshop participants will be able to:
- Understand core competencies of ethical practice in supervision
- Understand the multiple roles of the supervisor
- Have a solid understanding of professional boundaries and issues of confidentiality
- Have a solid understanding and be able to apply professional standards of practice in all aspects of supervision provision
- Understand ethical decision making in clinical and supervisory contexts
- Be aware of legal responsibility and related decision making regarding ethical issues and clinical competence, and personal functioning
- Be competent to apply ethical decision making regarding gatekeeping, monitoring and evaluation
- Be aware of and competent to manage challenging issues that may arise in the different contexts of supervision
- Be able to identify and manage challenging supervisory relationships and difficulties
- Giving difficult feedback and evaluation to supervisees
- Be able to manage other challenging situational contexts of supervision (e.g. incompetent supervisee; role conflict, gender and religious issues)
Workshop Overview
| Morning Session | Afternoon Session |
|
Ethical guidelines in clinical practice and supervision Developing ethical maturity; sustaining lifetime practices The supervisory relationship – building an alliance on solid ground The limits of confidentiality How the APS Code of Ethics informs professional practice and the development of ethical maturity Scenario reviews in small group practice
|
Specific issues of ethics related to supervisor – supervisee relationships Managing conflicts in supervision Managing the underperforming supervisee Using feedback and evaluation in supervision Class discussions of managing ethical dilemmas in clinical practice and supervision Role play practice sessions and small group activities including managing supervisee issues
|
This workshop is highly interactive reviewing practice issues in professional and legal issues relating to clinical supervision, ethical challenges and difficult supervisee issues.
Participants are required to attend the full day and will receive a certificate of attendance for 6 hours of face to face training. A short quiz is used to assess knowledge and understanding of the topic at the end of the day.
This workshop has been developed for psychologists who specialise in assessment and neuropsychological services. Neuropsychology is recognised as a distinct discipline of psychology and this workshop provides participants with a framework and practical guide to incorporate reflective practice into neuropsychology supervision based on developmental and competency models of practice.
Presenter: Dr. Nicola Gates
A selection of pre-readings will be provided prior to workshop.
Learning Outcomes:
By the end of the workshop participants will:
Have sound knowledge of the theory of reflective practice in neuropsychology supervision
Understand the principles of how reflectivity promotes independent thinking, improved clinician self-awareness and creativity
Be aware of the importance of reflective supervision for therapeutic intervention and neuropsychological feedback
Be able to apply reflective practice & model reflectivity to supervisees
Understand the challenges of working in the field of neuropsychology and apply this in supervision
Have an understanding of how to use journals/diaries in supervision that promote reflective practice within a neuropsychological framework
Course Content:
| Morning Session | Afternoon Session |
|
Definition of reflective practice Competency standards for neuropsychological supervision Differences between reflective practice and traditional didactic neuropsychology supervision techniques The role of reflectivity in neuropsychology supervision Theory of reflective supervision Application in practice (small group practice exercises)
|
How reflective practice improves neuropsychological feedback Demonstration of reflective practice supervision: setting up supervision using these guidelines Application to case review Role play demonstration Practice sessions
|
Assessment:
Active participation in small group discussion and role play activities in applying reflective practice in neuropsychology supervision vignettes.
About the workshop:
This one day workshop has been especially designed to meet the needs of school counsellors and those working in a school context offering counselling and support services to students, parents, Senior Head Teachers and Principals. The workshop covers school based issues including managing complex issues within school based systems, ethical issues, working remotely and balancing the different roles and responsibilities of school counselling.
Presenter: Lydia Senediak
Learning Outcomes
By the end of the workshop participants will:
- Have a comprehensive understanding of the principles of setting up competency based supervision for school counsellors within the school system
- Have a understanding of the interplay of systemic issues within the organisational culture of the school and how this impacts on the clinical practice, professional development and self-care of the school counsellor
- Develop an awareness of, and ability to review complex ethical issues as they relate to supervision for school counsellors
- Facilitate ways for the supervisor to build reflective practice and self-supervision strategies to help the supervisee manage outside the supervision session
- Build in ways to utilise technology in supervision for school counsellors who work remotely, or as individual practitioners, and with little support
- Have a solid understanding of managing line management vs clinical supervision within the school system
- Review best practice strategies for establishing and reviewing peer, individual, in-house, external and group supervision contexts for school counsellors
Course Content:
| Morning Session | Afternoon Session |
|
Defining and establishing guidelines for setting up competency based supervision within the school system Application of reflective practice within school counselling supervision Reviewing examples of ethical issues within school counselling and how to manage them within the supervisory context Managing trauma, complex issues and systems within supervision
|
Using technology in supervision for counsellors working remotely or as individual practitioners with little supports Managing transference and countertransference Managing line management vs clinical supervision within the school system Application to case review – small group practice and review Practice sessions applying reflective practice within school contexts
|
The workshop is highly interactive and uses case scenarios requiring participants to engage in small group practice and class discussion. This will allow participants to develop confidence in applying reflective practice supervision within the school counselling context
Assessment: Active participation in small group discussion and role play activities and an in-class assessment review.
About the workshop:
This workshop is aPsyBA approved one day Master Class which will provide participants who are already approved supervisors with ongoing AHPRA accreditation for 5 years. The workshop covers tehory and practice in implementing a reflective practice framework in supervision. Participants are provided with relevant readings, handouts and a resource manual containing useful guidelines and tools for implementation in both individual and group supervision contexts.
Presenter: Christine Senediak
Overview
The study of neurobiology has made a significant impactin recent years on deepening knowledge about the effects of abuse related trauma. This workshop will provide supervisors with:
- An increased understanding of the complexity of working with clients who have experienced relationally based complex trauma
- Insight into the personal, professional, organisation impact of trauma
- Supervision of strategies and processes to ensure that trauma informed practice remains at the forefront of practice when working with clients who have experienced trauma
- A framework/model of reflective practice in trauma-informed supervision management.
Course Content:
- Goals, nature and function of supervision within trauma-informed care
- Setting up and implementing a reflective practice supervision framework within trauma-informed services
- Sensitivity to trauma in the supervisory context
- Application of a competency based and reflective practice in psychological practice
- Setting up and maintaining safe supervision
- Maintaining boundaries and sound ethical practice in supervision
- Self-care of the professional
- Managing complex presentations, ethical issues and agency related challenges
- Balancing educational, support, and administrative roles in supervision
- Review and small group discussion and practice
- Active participation in small group discussion and role play activities
- Multiple choice in-class review discussion and assessment
- Knowledge of supervision as it relates specifically to trauma-informed supervision theory and practice (e.g. Ben-Porat, & Itzhaky, 2011; Berger & Quiros, 2014), including ethical and professional practice in trauma-informed supervision
- Review of knowledge and skills in effective supervision practice (applying reflective practice within a competency based framework; effective feedback and evaluation (e.g. Falender & Shafranske, 2012; Gonsalvez, 2014, Milne, 2014)
- Ensuring supervisors develop a solid skills and knowledge to manage the supervisory relationship (e.g. managing developmental stages of supervision; vicarious trauma, self-care, boundary setting)
- Assessment of supervisee competency (application of therapeutic interventions in trauma-informed practice)
- Evaluation of the supervisory process and diversity (managing expectations and responsibilities; providing feedback in trauma-informed supervision) (e.g. Etherington, 2009 )
Assessment: Active participation in small group discussion and role play activities and a multiple choice in-class assessment is used