Core Content: Day 2

©Barnardo’s 2018. All Rights reserved. No part of this material may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means without prior written permission from Barnardo’s 1

©Barnardo’s 2018. All rights reserved. No part of this material may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means without prior written permission from Barnardo’s

Effective Supervision & Risk Management

Day 2

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Core Content: Day 2

• Identifying the blocks to the fundamental learning cycle and getting stuck in the supervision cycle over coming these in order to develop effective supervision.

• An overview of adult attachment theory and its link with the functional and dysfunctional learning cycle process for our organisational contexts and supervision processors.

• Rehearsal of working through the blocks to the learning cycle

• Understanding games people play in supervision • Linking the supervision process and models into

Barnardo’s policies, procedures and standards • Supervision agreements / contracts • Putting Kolb into practice as a reflective supervision tool • Preparation for day 3

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Learning Logs & Reflection from Day 1

• One thing from yesterday

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Learning Styles

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Learn best when there is an obvious link between

the subject and a problem or opportunity on the job

Pragmatist Activist Theorist Reflector

Learn best when there are new experiences/ Problems /opportunities

which to learn

Learn best when what is being offered is part of a model, concept or theory

Learn best when they are given time to stand back, watch & think over activities

5 T.Morrison (c) 2009

FIGHT/FLIGHT

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The Experiential Learning Cycle

1. Identify one practitioner experiencing anxiety

2. List behaviours / statements that indicate the worker is on the red cycle

3. List steps you have undertaken to support the staff

4. Feedback - Walk the cycle

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The Blocked Cycle

• In day 1 we looked at the Kolb cycle & it’s adaptation in the form of the supervision cycle

• We now need to look in more detail at what happens when staff get stuck in one or more of the parts of the cycle & become blocked

• In some situations this will present as poor or dangerous practice

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One story…

Two men carving stone when being asked what is

it that they do:

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- I am carving stone.

- I am building a cathedral!

What is truly important to you as manager? What do you care about as a manager?

9 Tony Morrison (2005) From Strength to Strength

All behaviour is functional and purposeful to the individual, even if it is

problematic to those around them


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Attachment Theory: Its link to adult behaviour

Stress & attachment strategies

Self awareness

Regulate feelings

Empathy

Positive inter-personal skills

Process as well as content

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Attachment Theory

We all seek…

Safety when threatened Comfort when distressed/anxious Closeness when isolated Predictability and control when outside is chaos To contain responsibility when things are

overwhelming

• Dr. Dan Siegel's Hand Model: • http://www.drdansiegel.com/resources/everyday_mindsight_tools/

EXERCISE:

Please identify behaviours / situations that can indicate the above feelings

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Triggers for Attachment Behaviour

Under stress (e.g. when their workload is too big for their capacity, when working with a chaotic family)

Threatened (e.g. when working with domestic abuse, aggressive older teenagers)

Criticised (e.g. for their practice, by other agencies)

Isolated (poor support from their team and supervisor)

Out of control (working with complex and chaotic families, not understanding what is expected of them)

Overwhelmed by responsibility for their work

http://www.drdansiegel.com/resources/everyday_mindsight_tools/


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Attachment Theory, the Blocked Cycle & Supervision

• The Blocked Cycle: Based on the Supervisory cycle, the blocked cycle

enables us to understand why & what happens if staff get stuck in any part of the supervisory cycle

It states that staff can get stuck in ‘experience’, ‘reflection’, ‘analysing’ or in ‘experimentation’

o The question to consider is ‘What is the implication for the service user as a key stakeholder if the worker becomes blocked in any of the 4 parts of the supervisory cycle’

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Relating the blocked cycle to adult attachment theory

• Therefore as practitioners, blocks in the cycle come from perceived threats to competency:

• Does the practitioner feel under threat from the supervisor? or feel they are under adversity and threat and therefore dependent on the supervisor?

• We must therefore recognise that supervision is an emotionally charged business

• Read definition ‘Attachment & Getting Stuck- What’s

the Link?’ (Morrison, T)- pg 3

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The Adaptive Continuum

Avoidant:

‘I’m OK, you’re not

OK’

Balanced

I’m ok, you’re ok

Pre-occupied:

‘I’m not OK,

you’re OK’

Disorganised:

‘I’m not OK,

you’re not OK’

Adaptive

Concerning

Pg: 13


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Four Adult Attachment Strategies – Morrison, T (2004): pg 912

1. ‘B’ Balanced: secure- naive vs. earned ‘B’

2. ‘A’ Avoidant: distanced from own feelings- compliant, caretaking & isolated

3. ‘C’ Caught up in own feelings- anxious, coy/coercive & self referencing

4. ‘D’ Disorganised- no effective strategy, paralysed & traumatised

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The blocked cycle

Stuck in

experience

Stuck in

reflection

Stuck in

analysing

Stuck in active

experimentation

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EXERCISE: Part one. What does the worker present, if stuck in…

• Stuck in experience- burn out or response to a traumatic event

• Stuck in reflection- dependent, helpless, self-pre-occupied

• Stuck in analysing- intellectualising, avoiding feelings, avoidance of actions

• Stuck in active experimentation- rushing around, not thinking, not feeling, poor planning, reactive, poor boundaries

• In groups; identify how this might present itself to you as supervisor


EXERCISE: Part two

What exactly has the worker not been doing & for how long Is the worker aware of what they should be doing Does the worker have:

the necessary skills/knowledge, the confidence & the time/resources

What are the payoffs for performing/not performing What quality of supervision has been offered Has poor performance been tackled before. If so, with what

results

Remember to seek advice re Performance Management from People Team (in line with HR Policy & Procedures)

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Understanding the 4 blocked functions strategies (see workbook handout

section)Pg: 15-22

• Morrison, T has developed a set of strategies to consider if the worker is stuck in reflection, analysis, action or experience

• Reflect on these strategies in relation to the worker you identified that you had worked with & was stuck in the supervisory cycle

• It considers where the supervisee is in relation to ‘thinking, feeling & doing’ and the outcome on the dynamic for the user

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Understanding the Functions of Stuck Behaviour Checklist

• Morrison(2004) has devised a checklist to further support our analysis of where a supervisee may be stuck (see handout; pg 4- Checklist: Understanding the Function of Stuck Behaviour)

• Reflect on the previous exercise case study in your four groups to confirm that the supervisee is stuck in your part of the supervision cycle

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Performance Evaluation Matrix

• Furthermore, Morrison has devised a Performance Evaluation Matrix to further support our analysis of where a supervisee may be stuck

(see Tony Morrison book for details)

• Reflect on the previous exercise case study in your four groups and identify:

Performance strengths

Common issues & consequences for the blocked worker

Ideas for unblocking/moving on

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Strategies for unblocking the worker: ‘4x4x4’

• Three key frameworks underpin supervision, of which have four elements: hence the ‘4x4x4’ model of supervision:

• 4 stakeholders: worker, user, agency & other agencies – consider impacts on all

• 4 stages of the Kolb cycle: experience, reflection, analysis & plan/action

• 4 functions of supervision: management, development, support & mediation – getting the most from workers

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4x4x4 Model

Morrison


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Strategies for unblocking the worker: ‘4x4x4’

• Using the three 4x4x4 cycles (see handout provided), the supervisor can identify:

• Which parts of each 4x4x4 cycle are compromised or inactive

• Which parts of each cycle need to be re-activated to enable the worker to get unstuck

• Reflect on case study you have worked on to see how this can be used as a tool for unblocking a supervisee stuck in the supervision cycle

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Break

• Time for a cuppa …

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EXERCISE: Part three

• Either DVD or role play:

• DVD: • Where is Heather blocked & why? • What strategies would you use to

unblock Heather (see pg 15- 21)?

• Use Functions of Stuck Behaviour Checklist, Morrison Strategies in workbook & 4x4x4 model

Or;

Role Play One worker One Supervisor One observer

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28 Tony Morrison (2005) From Strength to Strength

When the cycle gets stuck

Stuck in experience

Stuck in action/ experimentation

Stuck in reflection

Stuck in analysing

Overwhelmed and immobilised.

Unable to feel, think or act.

Unable to give a clear account or analyse or plan.

Dependent & avoiding action

‘Poor me’ – anxious and

ego centric

Intense work with some reduces capacity to hold full caseload

Fails to take responsibility

Intellectualising, avoiding feelings/action.

Making value judgements, superficial or very proscriptive action.

Rushing around, not thinking/feeling, poor planning, reactive, poor boundaries.

Operating in ‘quick fix’ or rescuing mode.

Reflections on the blocked cycle

Reflect on the following questions in your groups:

i. Which part of the blocked cycle would you least/most like to supervise & why?

ii. Which situation might be the least productive & why?

iii. Which type of stuck behaviours would you find most challenging?

iv. Which type of stuck behaviours would have the greater/lesser potential to change?

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Motivating people to change

• Motivating people to change is a crucial role for supervisors

• The capacity for staff to address performance issues depends ultimately on the motivation & responsibility of an individual to his/her own work

• However this motivation is highly affected by organisational climate, culture & colleagues

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Motivating Staff

• Morrison (2001) states;

‘Motivating staff is not a matter of applying a particular technique, praising them when

there is nothing to commend, or ignoring poor performance. It is behaviour that models the ‘positive expectations’ approach and is woven

into the whole fabric of the supervisory relationship’

EXERCISE: In pairs talk about one example about how you motivated staff? What did you do? What told you staff felt motivated

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1. Staff want to do a good job 2. Clear targets 3. People can/will try to change if it makes sense to

them 4. Work on weaknesses together 5. Behaviour not personality 6. When workers are stuck there is always a

reason 7. Pay attention to self esteem & self-efficacy 8. Healthy dissonance creates conditions for change 9. Agreed action to improve enhances commitment

and trust

Positive Expectations

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Moving People On

External factors

Clarity of role/responsibilities

Positive approach

Demonstrate interest & confidence

Empower worker

Climate of openness & respect

Address difficult issues

Check: perceptions, feelings, assumptions

Options for change


Prochaska and DiClemente 86

Stages Model of Change

Seven stages of contemplation

1 2

3 4

5 6

7

Relapse

Accept

Responsible

Believe

Choice

Change

Discomfort

See

I accept that there is a problem I have some responsibility for the problem I have some discomfort about the problem I believe that things must change I can see that I can be part of the solution I have a choice about what I do I can see the first steps towards change

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Giving Feedback - Exercise

In pairs, discuss one case when you gave feedback and assess the following

Planned

Clear and owned

Regular, consistent and soon after specific events

Balanced

Specific

Focussed on behaviour, not personality.


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Managing Blocked Performance: What Supervisors Need

• Many performance issues can be managed in supervision

• It is a shared responsibility between the organisation, supervisor/manager & worker

• To attend to performance issues effectively, Morrison (2001) suggests the following building blocks, with a strong performance management framework at the foundation

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Emotional Support for Supervisors

• Managerial support

• Supervisor time/energy

• Supervisor’s knowledge of the worker

• Observation, auditing recording of performance by supervisor

• Written supervisory contracts

• Performance management framework

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Organisational barriers in managing poor performance

• Lack of regular auditing or appraisal • Absence of advice from the HR function of an agency • Lack of managerial support for the supervisor or

recognition of the emotional demands of managing such situations

• Fears around acting oppressively, leading certain groups of staff being under-managed

• Over accommodation to the personal difficulties a worker is having

• Low level complaints being dismissed: ‘she is always whinging’

• How does this relate to Barnardo’s Leadership & Management Framework & Behaviour Tool

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Time for lunch!!

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•Welcome back! • Take one minute to write your

reflection in the log

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Rights & Responsibilities of Supervisees: pg 28

Checklist devised by supervisors & supervisees (from Morrison, 1993)

• To share responsibility for making supervision work

• To accept the mandate to be supervised • To negotiate a supervision contract • To receive effective & sensitive supervision • To attend regularly & on time • To have an agenda & to participate • To be open & share information • To meet organisational standards & policies on

supervision

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Rights & Responsibilities of Supervisees Contd.

• To seek & use guidance & knowledge • To promote anti-discriminatory practice • To have permission for own feelings • To take responsibility for own feelings • To implement & agree plans • To inform supervisor if plans cannot be met • To promote best interests of the service • To accept responsibility for own performance • To be pro active in ones own development • To be clear & honest in seeking assistance • To be responsible for own learning

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Rights & Responsibilities of Supervisees Contd.

• To give & except constructive feedback • To identify my potential • To use time effectively • To be treated as an adult • To have an opinion, to disagree, to learn from

mistakes & to be unsure or not know • To be listened to • To be briefed about service changes • To participate in problem solving, not just told

what to do • To reflect, think through & explore options • To have minimal interruptions

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Exercise: Supervision Agreements Contract

• In small groups consider;

a. What should be in a agreements contract

b. Why do we have one

c. What Barnardo’s says in its Supervision Policy about Supervision Agreement/Contracts

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Supervision Agreements/Contracts: Good Practice Considerations (pg 21-

27) a. To understand the importance of written

supervision contracts b. To understand the process of contracts

information c. To understand the key elements of an

effective contract d. To review existing supervision

arrangements and identify steps to improve the clarity of these arrangements

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Barnardo’s Supervision Policy Says:

• 1.1 Setting up a Supervision Agreement/Contract • Action: All Managers and Supervisors • Establish a supervision agreement/contract for all staff, as and when

workers and volunteers in their first supervision session to provide a structure and framework for supervision using the template provided in Appendix One.

• Supervision agreements/contracts should be stored in the staff/volunteer electronic file. (If, for regulatory requirement purposes or any other reason approved by the line Assistant Director, hard copies of supervision minutes are to be maintained, a note should be placed on the electronic file identifying where the supervision minutes are stored).

• Action: All staff/as and when workers/volunteers • Ensure that you have a supervision agreement/contract in place. • If you do not, you should speak to your supervisor to arrange this. • 1.2 Reviewing Supervision Agreements/Contracts • Action: All managers/supervisors • The Supervision Agreement/Contract must be reviewed at least

annually.

• See workbook- hand out section for copy of Barnardo’s supervision agreement

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Group Question

• What are the keys elements we need to consider when negotiating a supervision agreement in partnership with those we supervise

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Negotiating a supervision agreement/contract

• The value of any effective agreement lies less in the paperwork, than in the process

• Morrison (2001) outlines these four stages as a model for negotiating an agreement:

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Mandate

Engagement

Acknowledge ambivalence

Written contract

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Key areas to explore at the engagement stage

• Previous supervisory experience, and the effects on the way each perceive & approach supervision

• How the supervisee is best motivated & managed in light of his/her previous experiences of being supervised/managed

• Expectations around handling authority & conflict within supervision particularly, though not exclusively, in relation to differences of gender & race in the supervisory relationship

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Key areas to explore at the engagement stage Contd.

• The learning styles of the supervisee, and degree to which this does, or does not match the learning style of the supervisor – see chapter 3 in Morrison (2001). Use of Honey & Mumford learning styles questionnaire (and day 1 workbook)

• The beliefs each bring about the nature, purpose & rationale of the work; also beliefs each bring about development & change

• Values & attitudes around significance of difference & inequalities

• The approach each brings to the work, especially in terms of authority with users

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When we are anxious – red cycle

• Claxton (1988) states adults are ambivalent about learning & development because they carry four irrational beliefs about themselves: 1. I must be competent

2. I must be in control

3. I must be consistent

4. I must be comfortable

• This process needs to be acknowledged in the negotiation process

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Small Group Exercise

• Design a supervision agreement contract to use with your supervisee

• Identify core content

• Consider the stages discussed by Morrison, T in negotiating a supervision agreements contract

• Share core content with main group

• Then reflect on the ‘Supervision Agreement Form’ (appendix 1 in Barnardo’s Supervision Policy on B-Hive)- in workbook

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Learning Log

Complete Learning Log for Day 2 (pm)

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Supervisor Competence Questionnaire (Morrison, T 2005)

• See questionnaire in Tony Morrison book for details

• Reflect & discuss any issues it raises for you in your role as a supervisor re continued learning needs

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Break

• Time for a cuppa …

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Exercise:

What are the challenges to maintaining an effective supervision cycle?


Preparation – Supervisor’s role

Gate keeping

Clarity

Boundaries clear

Quality of the information

Match with the worker

Support

See Practitioner Preparation Tool in Workbook for Day 1

“Information isn’t an objective collection of data. It is determined by the nature of the dialogue

between the supervisor and worker.”

(CWDC p.131)

The Story is….. (Stage 1 in Kolb)

Munro Says: It’s about ‘Moving Toward a Child Centred System’

Remember not to loose sight of the child’s world in safeguarding & protecting children from harm

Remember encourage staff to be:

Be sensitive but curious Ask courageous questions on behalf of children In assessment don’t forget to consider reflection & analysis


Common Pitfalls: Learning from SCR’s (as identified in Core 2)

Parents/mother’s views, not child’s History & context Start-again syndrome First impressions rule/fixed thinking Verbal communication & ‘downgrading of concern’ Lack of curiosity and professional challenge Closing cases too easily Taking threats seriously Worker bias Disguised Compliance (Sue Woolmore DVD)

From Information to Intelligence

Ambiguous Information

Missing Information

Assumption-led Information “Opinion”

Firm Ground “Intelligence” What is your evidence? Who is it from? Connection with child/family When received? Is it relevant? What is most important?

STRONG EVIDENCE

WEAK OR NO EVIDENCE

UNCLEAR OR NO VIEW

STRONGLY HELD VIEW

- adapted from Tony Morrison, April 09

Exercise: Information Gathering

In pairs consider these two questions:

How might you use the Firm Ground Matrix to structure a conversation in supervision about this?

How could you support your supervisee to get more information?


Analysis...

Analysis is not a truth finding

exercise... it is an attempt to make

sense of what has been heard and

observed.

“The key is to analyse how the child’s current development strengths, risks and future prospects have been shaped by the interaction of the parents, environmental factors and factors

within the child.”

(CWDC, 2009)

Hypothesis is….

“…a testable proposition which identifies the best way of understanding the family’s situation and how to move forward.”

(CWDC, 2009)


Analysis & Hypothesis

Available information

Professional knowledge

Screen for bias/values/beliefs

What maintains/would change problem

Alternative explanations

Statement of risk

Proposal/plan to test

Role of Supervisor

Check, advise, support

Focus on the child?

Parents history & parenting style

Explanation?

What further information is required?

Holistic?

Short-circuiting the cycle?

Exercises: Focus on Analysis- In pairs consider:

1. Three possible explanations for the behaviour/ concerning a situation that a supervisee brings to you re risk to a child

2. One sentence to challenge an assumption being made by the supervisee re what has caused or contributed to that risk


Intuition Unconscious Fast Personal experience Professional knowledge & experience

Analytic thinking A “conscious and controlled process using formal reasoning and explicit data and rules to deliberate and compute a conclusion.” (Munro in CWDC, 2009)

Risk

“…a risk assessment aims to predict

the probability of a child’s suffering

from abuse if the situation continues

unaltered.” (Munro, 2010).

Assessing risk -

What is or has been happening?

What appears to have caused this?

What might happen?

How likely are these outcomes?

How undesirable are they?

Overall judgement of risk – combination of the likelihood and the seriousness?

Using three stage approach to assessment-

What did I know at the outset?

What did I find out when I gathered information?

What do I think now?


Munro 5 factors on risk:

How long has the concern/behaviour existed?

In how many different contexts has it persisted?

What is your hypothesis about why the parent behaves in this way?

Does this provide a clue into what might help the parent to change?

Is this likely to happen, without your intervention, in the near future?

Over estimate risk False positive

Underestimate risk False negative

Assessing Risk: Supervisors Questions

Holistic

Past & present behaviour

Child has been seen and heard

Static or dynamic

Evidence base

Assumptions/beliefs/values

Risk & protective factors

Significant harm

Likelihood v. seriousness


Helpful Questions ….

What makes you think that?

What might your hypothesis be?

What might mum/dad/brother say if they were in the room?

Can you summarise your ideas for me?

What could make a difference and who could help?

Would they be the best person?

Risk Factors

“A risk factor for abuse is a feature found

more often in abusive families than in the

general population.” (Munro, 2010)

Vulnerability Factors – New Learning from Serious Case Reviews

Age

Gender

Ethnicity

Disability

Toxic Trio

Neglect

Child development & ages 0 – 5

Filicide


Munro

“Risk management cannot eradicate risk: it can only

try to reduce the probability of harm.”

“Risk sensible” not

“risk adverse”

Defensible decision making

Grounded in the evidence

Reliable risk assessment tools

Collect, verify and thoroughly evaluate information

Record and account for your decision making

Communicate

Relevant information

Agency policies and procedures

All reasonable steps

Contact - level of risk

Respond to changes

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Remember-

Developing

Hypotheses

Developing hypotheses is about moving beyond a description of what is happening in a child’s life to an explanation or understanding of why things may be

happening. This forms part of your reflection and analysis process

There may be more than one hypothesis that explains or gives an understanding of a situation

The key criterion in the final selection of a hypothesis is that it is ‘least likely to be wrong’. Absolute certainty can

never be achieved

Any hypothesis - even the one selected as being ‘least likely to be wrong’ - is only provisional and may have to

be reviewed in the light of further information.


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Has an explanation for what is happening

Questions that explanation

Why do I think that? What is the evidence? Have I made any assumptions? Am I biased? How can I test my view? What other explanations are there?

Reviews the explanation Is this still the best explanation? Do I need to change my view?

(Adapted from: Shemmings, D (2008) in Morrison, T, CWDC, 2010)

Analysis & Hypothesis

The worker

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ISSUE HYPOTHESIS SUPPORTING OPPOSING

INFORMATION INFORMATION

Hypothesis Tree

Useful Theories

Cycle of change

Risk and vulnerability matrix

Scaling

Decision trees (see workbook)

Hypothesis tree (see handout for the tool & questions in workbook)


Plans...

“ The value of assessment lies in its ability to direct future action”

Macdonald 2002

Planning

Specific

Measurable

Attainable

Relevant

Timely

Planning – the Supervisors Role

SMART

What are the options?

Child and parents consulted; their views?

Other agencies consulted; their views?

Barnardo’s responsibilities

Resources

Contingency plan?

Timescales

Review – how will we know it has worked/not worked?

Recorded appropriately?


Recording

Thorough recording is essential in child protection.

It is the responsibility of the supervisor to ensure that it meets the standards.

Exercise

What is the recording practice on your team like – does it meet the guidance? If not, how can you improve it?

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Reflective Learning Exercise: Putting Kolb into Practice

• Exercise in three’s in 3 parts

• See exercise outline for details in workbook

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“Crises, disruptions and change will

sometimes prevent you offering the

quality of supervision you have the

capacity to provide. So when all about

you seems to be in chaos, hold onto the fact

that despite everything, you can have a

disproportionately positive influence.”

“Although the experience of good

supervision may be interrupted,

it is never lost.”

Remember

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Reflection of learning from Days 1-2

• On tables identify any learning from the 2 days which you wish to develop in your practice back in the work place

• Share where your greatest challenge is

• Ask your colleagues to help you with your action plan

• Record on your learning logs

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Reflection and Action Planning: Day 2

•Activity : Reflection and Action Planning

•Reflect over today's training and the activities

What were the key areas that you learned

from?

How will you implement this into your

practice?

What do you need to develop further?

How will you achieve this?

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What happens now?

• Put plan into action

• Use personal development plans to hook learning into practice

• Reflect on the overall process

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Day 3: task to complete

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See exercise in workbook: Using the Barnardo’s Leadership & Management Framework (July 14) three sub headings: • Think Strategically • Leading & Engaging • Driven to Deliver

• Identify what effective behaviours you can demonstrate

that promote your role as an effective manager in managing safeguarding

• Produce a case study of a supervisee where this has occurred

• Consider how you implemented Kolb to facilitate this & describe any strategies to unblock the supervisee if they got stuck

Documents

Core Content: Day 2