Professional Training Programme in Educational Psychology by bsr14041

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									                Professional Training Programme in Educational Psychology
                                    Master of Education
                                 Issues in Supervision No 1
                    Graduate School of Education, University of Bristol

An example of a Case Study

You are supervising Michael on his first placement. He is a young man in his late twenties. He
presents as socially-skilled, pleasant in his interpersonal style. University tutors describe him as
such. Your E.P. office seems to like him.

Over the early days/weeks of the placement Michael says a number of things:

1. Specifically, on different occasions, he says to you:

   What is the service policy on working at home?
   Can I meet you at the school rather than at the office beforehand?
   Do I need to be at the office till 5.00 every night?

2. You know the course has provided a thorough grounding in the Code of Practice.

    You give him a straightforward C.O.P. Stage 3 case. His response is, 'We haven't done the
    Code of Practice on the course… I don't really understand it… I taught in a secondary
    school'.

3. One morning, you and Michael join E.P. colleagues in the service base for coffee. There's a
good feel to the talk. People are recalling past days as students, and enjoying a laugh, Michael
joins in and says something like: 'I had a great time… it's easy to get by on the minimum'.

Conclusion: The cumulative effect is that you are left with a sense of unease about his
commitment.
                                 Issues in Supervision
                                          No 1
                                     A Case Study


Supervisors were asked to respond to the case study, Issues in Supervision No 1, in two ways.

   What would happen if no action was taken?
   What form of action should be taken?

The following is a summary of the small-group discussions held at the university on 5th March
1999.
                            -----------------------------------

No Action

The consequences of inaction were identified as:

   There would be 'casualties' if present EPiT behaviour continued. Such casualties would
    include schools, children, families and the EPiT himself.
   There would be a later detrimental effect on future EpiTs and colleagues.
   The reputation of the course would suffer.
   The reputation of the profession would suffer.
   If unchallenged, the behaviour would escalate.
   Over time, the EPiT, once qualified, might well face capability procedures.

Action

A number of strategies were identified to address the issues raised by the case-study:

   Early clarification of expectations.
   The balance of EP support and challenge to the EPiT.
   An 'early-warning' system by which the EP could share concerns with the university tutor.
   The re-establishment of expectations of the three-ways EP, EPiT, tutor meeting.
   Direct observation by tutor of areas of concern.
   EP to model appropriate, professional behaviour.
   To ensure specific target-setting for future placement.
   A two-way meeting between EP and EPiT to voice concerns.
   'pre' expectations articulated by service to EPiT (e.g. service letter about professional
    standards).
   Evidence-gathering by EP and tutor about EPiT's behaviour in order to form basis for
    discussion.
                Professional Training Programme in Educational Psychology
                                    Master of Education
                                 Issues in Supervision No 2
                    Graduate School of Education, University of Bristol

Case Study

You are an experienced supervisor and have agreed to support a colleague, Anna, who will be
acting as a 'lead' supervisor for the first time in her career.

Anna has been working for three years having come late into the profession. She is seen by her
colleagues as hard working; respected by schools, and committed to the profession.

The EPiT is David, aged 40, who has already successfully completed his first placement with
another service. Both his previous supervisor and university tutor speak well of him.

David's background is:

   He is Afro-Caribbean.
   As a child, after the break-up of his family, he was taken into care and for a number of years
    attended a residential school for children with EBD. (At that time termed 'maladjusted').
   He obtained his psychology degree through the O.U. having to self-fund over six years, teach
    full-time, and with his partner bring up three children.
   He taught in an inner city primary school.

Owing to his own personal experiences he has strong reservations about psychometric testing
and separate special educational provision.

He starts his placement well. As his 'secondary' supervisor you get on well with him. He seems
friendly, and at ease in the office. However, during the placement you begin to notice he
becomes increasingly unhappy.

His 'lead' supervisor, Anna, expresses doubts to you about his ability to do the job, his
report-writing, and she is concerned about him taking time off to attend two interviews. Anna
and David have had a clash of views on the use of psychometric testing over a particular case.

You advise Anna to sit down with David and set targets before the university tutor's visit. The
situation does not improve. David becomes increasingly unhappy, as does Anna.

You hear from one of the office staff whom David confides in that he feels Anna dislikes him,
and maybe she feels prejudiced against him.
                                   Issues in Supervision
                                            No 2
                                       A Case Study



On 11/06/99 a group of University of Bristol Supervisors examined the case study issues in
supervision 2.

They were asked:
 To identify concerns
 To consider what action might be taken.

The following is a summary of the 'workshop' session.

Concerns

   Is Anna prejudiced against David?
   What is the evidence of his 'lack of ability'?
   Does Anna fully understand her role as supervisor?
   There has been no 3-way meeting with the university tutor to address the issue/s raised in the
    case study.

Consideration of actions to be taken

   Look at previous supervisor's report.
   Collate views of other colleagues of David, especially if he has worked with them.
   Seek evidence of abilities e.g. report-writing.
   Ensure 3-way meeting with tutor.
   Explore role of E.P. supervisor with Anna.
   Encourage target-setting.

Supervisors

Liz Floyer, North Somerset Psychology Service
Fiona Boxley, Wiltshire Psychology Service
Shelagh Graham, Wiltshire Psychology Service
Annette Allen, Wiltshire Psychology Service
Johan Davidson, Gloucestershire Psychology Service
Chris Harwood, Gloucestershire Psychology Service
Tim Thomas, Pembrokeshire Psychology Service
John Franey, University of Bristol and Bristol Psychology Service
Carmel Hand, University of Bristol and Bristol Psychology Service
Alec Webster, University of Bristol and Bristol Psychology Service
                                      Issues in Supervision

Carol is a thirty-four year old EPiT on placement with you as her 'lead' supervisor. You are being
helped with supervision by an experienced colleague, Micahel.

Carol had an excellent, high profile teaching career. She sat on DfEE working parties and was
featured in LEA training videos.

During the placement she worked exceptionally hard. She is friendly around the office and
popular with secretaries for whom she buys cakes every Friday.

She is eager to please, energetic and committed to the profession. In her work she is very
child-centred and spends on average two/three evenings a week on home visits, meeting parents
and discussing their concerns. She has listened to your advice about 'overdoing it', but feel she
needs to get to know the children better.

During one of your supervision meetings she mentioned she always gives children a sweet at the
end of a psychometric assessment for 'working so hard'.

She has been very well received in your schools. In a primary school she demonstrated a lesson
for an NQT who was having difficulties with discipline. The Headteacher was very grateful.

At a secondary school she was asked and agreed to be involved with the organisation of a
residential camp for disaffected Y10 boys. She will be going on the camp in her holidays. The
Deputy Head of the secondary school is very impressed by her, and wants to write to the PEP
and the course to commend her.

Your colleague, Michael, whom you respect professionally is very much of the view that Carol's
professional self-identity is confused. He comments 'she sees herself as a master-teacher, not a
psychologist'.

You are about to have a supervision meeting with Carol and would like to explore this further.

How do you prepare for the meeting?

What line of questions/issues might you follow?

								
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