Award in Clinical Supervision
Qualification: MQF/EQF Level 7 – Higher Education Programme
License number: 2011-TC-014
Welcome to the Award in Clinical Supervision
We would like to welcome you to the Institute of Institute of Family Therapy Malta. We hope that you will have a valuable and enjoyable time studying with us. The Institute of Family Therapy Malta was set up to provide state of the art training and therapy. All teaching staff are professionally trained and relevantly qualified clinical professionals. The Institute boasts membership with the Training Institutes Chamber of the European Family Therapy Association and membership with the International Family Therapy Association. It is also listed as a registered Higher Education Institution and its courses are all accredited by the Malta Further & Higher Education Authority.
Program Overview
Continuing supervision is an ongoing and lifelong professional requirement in psychotherapy, counselling, systemic family therapy, psychology, coaching etc. safeguarding both the practitioner and the client. It is an essential for good practice. There is a particular emphasis on and training in understanding the importance of transferential and counter-transferential issues within the supervisory process and relationship – the supervisor, the supervisee, the client and the multiple contexts within which supervision takes place. Supervision is the lifeline of practitioners through which they process the person of the therapist and the related caseload. This course offers a trans-modal approach to supervision and deals with the core themes in supervision thus meeting the needs of the various professionals, professions and caseloads. This training fulfils all the training requirements for registration as clinical supervisor with the Maltese Psychotherapy Profession Board. Students will develop a broad toolkit enabling them to deliver effective, ethical, and creative supervision across the various psychotherapies, and to deepen reflective practice through the application of various models and methods.
Mode of Attendance: Part Time
Time Commitment
The Course is distributed over 6 weekend blocks of 15 hours each of contact time which are typically scheduled over 8 to 9 months for students to be able to practice in between and consolidate their learning. The upcoming course has not been scheduled yet.
Total Contact Hours: 60
Practice Hours: 60
Self Study Hours: 168
Assessment Hours: 12
Total Hours of Learning: 300
Contact Hours Delivered Online: 0%
Duration: 6 to 8 months
Award: Award in Clinical Supervision
EQF/MQF Level: 7 12 ECTS
Target Group: 28 – 65+ years
This qualification course is indicated to warranted psychotherapists across modalities, as well as different mental health care professionals and other allied health professionals. with at least four years of post-Masters level qualification and practice.
Location: IFT-Malta HM1 Gnejna Mansions Triq St. Antnin Żabbar
Relationship to Occupation:
This course qualifies competent professionals to practice clinical supervision within their work settings including government, non-governmental, and private institutions and in private practice. On successful completion it also entitles psychotherapy warrant holders to register as a clinical supervisor for psychotherapists.
Entry Requirements
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- In possession of a professional qualification at Masters level of training or equivalent* in any psychotherapy modality or allied health profession.
- A minimum of four years post qualification experience working with different clinical populations.
- Be receiving supervision from an experienced and qualified supervisor**.
- Having a job in which one can practice supervision during the course, even on a voluntary basis.
*In the case of foreign-awarded qualifications, an MQRIC statement is to be submitted with the copy of the qualification.
** Applicants must provide a reference from at least one supervisor
Overall Programme Description
The course offers a particular emphasis on and training in understanding and working with and within the supervisory process and relationship, the supervisor, the supervisee, the client, the multiple contexts within which supervision takes place, and the relationship between all of these. We consider supervision to be the lifeline of practitioners through which they process the person of the therapist and the related caseload. This course is run through a systemic lens which allows a trans-modal approach to supervision and deals with the core themes in supervision thus meeting the needs of various professionals, professions and caseloads coming from different fields.
This training fulfils all the training requirements for registration as supervisor with the Psychotherapy Professions Board. Students will develop a broad toolkit enabling them to deliver effective, ethical, and creative supervision across the various professions, and to deepen reflective practice through the application of various models and methods.
Aims of the Award in Clinical Superivision
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- To provide a theoretical knowledge base about supervisory practice and process.
- To develop and refine supervisory skills.
- To integrate theory and advanced supervisory skills into a working supervisory style needed to form and maintain supervisory relationships.
- enable participants to critically analyse a range of supervisory models.
- Inform and enable participants to develop an advanced understanding of supervisory structures and processes.
- To enable participants to develop a critical understanding of the different ways in which clinical supervision can be assessed and evaluated.
- Enables participants to work systematically and to effectively manage influencing factors such as organisational, ethical, professional and legal influences.
- To develop and enhance the professional identity of the supervisor.
- To become awarene of and sensitive to the wider context and its influence on the supervisory relationship and processes (e.g., the organisational culture and policies, the client population, etc.).
- To develop ethical practice in supervision.
Learning Outcomes
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- Establish supervisory relationships.
- Maintain supervisory relationships through effective communication and presence.
- Express concerns and give feedback about performance and are of concern to the supervisee.
- Ability to incorporate direct observation into supervision.
- Structure supervision sessions.
- Address various concerns supervisees bring to sessions.
- Help the supervisee practice clinical skills.
- To delivery supervision effectively and ethically adapting to the different supervisees’ needs.
- Terminate supervisory relationships.
- Apply theory to develop advanced supervisory skills needed to form, maintain and review supervisory relationships.
- Critically and dialogically evaluate the supervision session structure and process.
- Critically and dialogically analyse the different ways in which clinical supervision can be assessed and evaluated.
- Manage supervision sessions at different levels of relationships.
- Conceptualise supervision process, content and context systemically.
- Ethically practice through the supervision contract.
- Develop supervisee’s clinical competences
General Pedagogical methods used for this programme
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- Delivery of Lectures accompanied by Power-Point presentations, handouts, and other additional material as needed.
- Discussions to engage learners and help them understand further the complexity of concepts being discussed and generated.
- Case study analysis and role plays that replicate real life situations supervisors encounter.
- Video Review offers participants the unparalleled opportunity of seeing themselves in action retrospectively and enables them to offer a self-critique and self reflexivity with the feedback of peers.
- Live Supervision Sessions are unique opportunities to work with a direct link of feedback and to learn from observing colleagues, discussing and sharing of clinical ideas.
- Experiential Exercises supporting learners to assimilate content in a personal way.
Delivery of Programme in: English/Maltese
Assessment:
Two in-depth written analyses of 2000 words each presented along with a video of a real supervision session carried out in one’s place of work or placement* showcasing course learning as developed from each module.
A final group video presentation allowing students to showcase the knowledge, skills and competences gained in areas of learning throughout the course and highlighting one’s personal and professional growth curve.
Reflective Journal of 8 supervision sessions of around 1000 words each, highlighting the journey of theoretical and clinical mastery of the supervision process
Final position paper 2000 words in which students are expected to position themselves in terms of their own personal and professional growth throughout the course, theoretical ideas and models adopted substantiated by a clear concise, and congruent rationale for that choice.
* We offer the possibility of rooms for use by the students to practice individual and group supervision. Video recording equipment and a digital recording system for use in class are available too.
Grading Rubric
All projects presented, especially case studies and video presentations, shall follow established ethical procedures to protect the anonymity of clients/volunteers etc. Ethical guidelines to follow are found in the students’ handbook.
GRADING SCALE & PROJECTS MARKING SCHEME
There is an 80% attendance requirement on this course.
All Assignments and projects are marked using assignment specific marking criteria. Marking Criteria sheets are provided to students before each assignment or upon request. All written assignments will carry a +/-10% word count on the number of words indicated on each assignment or report
A+ 95% – 100% Work of exceptional quality
A 80% – 94% Work of excellent quality
B+ 75% – 79% Work of very good quality
B 70% – 74% Work of good Quality
C+ 65% – 69% Work of average quality
C 55% – 64% Work of fair quality
D+ 50% – 54% Work of rather low quality
D 45% – 49% Marginal Pass
D 45% Maximum grade for resit
F 0% – 44% Unsatisfactory work/Fail
Course Coordinator
Karen Bishop
Visiting Tutors
Dr. Charlie Azzopardi, Karen Bishop, Carmen Delicata
Course Breakdown
Award in Clinical Supervision MQF Level 7 12 ECTS
Module 1 Models of Supervision 3 ECTS EQF/MQF Level 7
Module 2 Self Reflexivity in Superivision 3 ECTS EQF/MQF Level 7
Module 3 Competences: Supervisor’s & Supervisee 3 ECTS EQF/MQF Level 7
Module 4 Ethical & Legal Issues in Supervision 3 ECTS EQF/MQF Level 7
Course Fees
Award in Clinical Supervision €2,600
A payment plan shall be discussed with the administrator before the course.
Application process
- Applicants are invited to register their interest for the program at the link below.
- You will receive a copy of the application form.
- All applicants are interviewed to ensure students meet academic and professional prerequisites as listed on the Institute’s website.
- Applications are processed and an interview is organised
- An acceptance letter will be sent to eligible participants
- Upon acceptance payment instructions will be provided
- Applicants are entitled to a full refund of the initial deposit if they decide to cancel within 14 days of receipt of their online registration. The balance of fees is payable in full before the course commences (or direct debit payment plan set up).
- Fees are non-refundable in all personal circumstances.
- All courses run subject to demand and the formation of a viable class cohort.
- A full refund will be given to all applicants if a course is not held.
- Please note that the name used on your application needs to be the same name that you have on your passport.
- Application Forms must be completed, signed and returned to us accompanied by the following :
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- CV
- Police Certificate of good conduct
- Copies of relevant certificates
- 2 Recent reference letters signed with contact details of referee
- €50 Non-Refundable Processing Fee
Modules Details
Module 1: Models of Supervision 3 ECTS EQF/MQF Level 7
This Module presents the major models of supervision and their conceptual frameworks and serves as a sound basis for further positioning of competencies and skills needed for the effective practice of clinical supervision.
Learning Outcomes Competences:
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- Critically evaluate the different models presented.
- Develop and implement a number of ideas to form a coherent and unified supervisory position.
- Critically analyze, review and refine one’s personal fit with an understanding of the different theoretical models of supervision.
Learning Outcomes Knowledge:
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- Critically reflect on, differentiate and appraise a range of supervisory models.
- Analyse supervisory models and ideas and apply to one’s own personal supervisory style.
- Critically reflect on and analyse one’s own supervisory performance in relation to theoretical ideas.
- Understand the nature, aims and benefits of Clinical Supervision.
Learning Outcomes Skills:
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- Apply to supervisory session an in-depth knowledge and understanding of the different theoretical Models of Supervision as informed by current scholarship.
- Match the process and content of supervision to the supervisee’s developmental stage.
- Identify and develop one’s own growing edges and theoretical gaps in one’s understanding of clinical supervision.
- Critically reflect on one’s own supervisory practice.
- Critically analyse one’s own supervisory performance and feedback given by supervisees.
- Evaluates critically the different contexts of the supervisory relationship.
- Communicate effectively within supervisory relationships with different supervisees.
- Compile and write reports as feedback to supervisees and contextual organisations.
- Verbally discuss any issue arising in the supervisory relationship, including the difficult themes that may emerge.
- Articulate a personal model of supervision, drawn from existing models of supervision and from preferred styles of therapeutic practice.
Total Contact Hours: 15
Supervised Placement Hours: 15
Self Study Hours: 42
Assessment Hours: 3
Total Learning Hours: 75
Contact Hours Delivered Fully Face to Face: 100%
Teaching Methods:
Lectures
Video Presentation
Discussion
Small Group Exercises
Role Plays
Case Study
Video Reviews
Assessment:
One written analysis of 2000 words of a video of a real supervision session carried out in one’s place of work or placement* depicting the understanding of the different models of supervision. Participants will have to demonstrate their ability to structure and concpetualise supervision issues and adapt an effective supervisory model or models to it along with an attention to the developmental stage of the supervisee as well as considerations around diversities.
Assessment 100%
Module 2: Self Reflexivity in Supervision 3 ECTS EQF/MQF Level 7
In no other profession does the personality and attitude of the professional make such difference to the outcome as it does in psychotherapy and counselling. Alongside their knowledge of the theoretical and skills topics psychotherapists and counsellors need to work at increasingly becoming mindful of any personal factors that may interfere or impede their ability to provide an effective and objective service. This module provides a powerful experiential opportunity, along with some theoretical understanding, for students to continue increasing their self-awareness and become increasingly mindful about the relationship between the self of the therapist and the client, as well as the self of the supervisor and the supervisee.
Learning Outcomes Competences:
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- Continue working on improving one’s self awareness.
- Be increasingly mindful about the multi-levelled relationships in supervision on how the self of the SV is implied.
- Detect personal and professional issues which could impact on supervisee’s capacities and competences.
- Use self-reflexivity in supervisory relationship amd promote self-reflexivity in the supervisee
Learning Outcomes Knowledge:
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- An understanding the importance of transferential and counter-transferential issues within the triad of the supervisory process.
- Theory and literature about the importance of self reflexivity.
- Knowledge and reflection on the context surrounding the supervisory relationship (e.g. work setting, organisation, etc).
- Knowledge in identifying and handling difficult conversations in supervision
Learning Outcomes Skills:
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- Reflect on oneself and one’s on supervisory practice and relationship with supervisees.
- Engage with supervisees and help them foster a self-reflexive clinical practice.
- Keep a log of the developmental journey as a supervisor.
- To address and handle difficult conversations.
- Manage to address issues timely.
- Critically evaluate one’s own practice of supervisory relationships.
- Decide about one’s personal supervision.
- Address difficult conversations with supervisees (example on sex and sexuality).
Total Contact Hours: 15
Supervised Placement Hours: 15
Self Study Hours: 42
Assessment Hours: 3
Total Learning Hours: 75
Contact Hours Delivered Fully Face to Face: 100%
Teaching Methods:
Group-based activities applying experiential, large and small group activities and exercises.
Handouts, and other additional material.
Practical exercises.
Reflectivity Exercises
Self-reflexivity exercises
Discussions
Self disclosure/Group Work
Assessment:
A Reflective Journal of about 8 supervision sessions you have conducted. You are required to write around 1000 words for each session, exploring your personal journey of theoretical and clinical mastery of the supervision process. This is to be presented at the end of the course.
Assessment 100%
Module 3 – Enhancing Supervisees’ Competence 3 ECTS EQF/MQF Level 7
This module is aimed at guiding students to develop competences towards enhancing supervisees’ professional competences. Prospective supervisors are supported to learn how to successfully engage supervisees in ways that will support them in consolidating the requisite knowledge, skills, and values for effective clinical performance. Through this module students will learn how to tap into their individual supervisee’s capabilities in various ways, such as using questions, that create the opportunity for thinking and reflection. Prospective supervisors will be encouraged to move towards a collaborative and dialogical supervisory practice using interventions that help the supervisee challenge their thinking reflexively. An important aspect of this module involves bringing to students’ attention awareness and sensitivity to issues of diversity such as race, culture, sexuality and disability. It is paramount to convey the message that the process of supervision is developmental and aims at enhancing supervisee’s competence built on careful observation and discussion of the supervisee’s needs and individuality.
Learning Outcomes Competences
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- Think reflexively about the links between one’s statutory power and responsibility as supervisor and allowing supervisee the mental space to develop their own identity as clinician in a containing environment.
- Assess and identify the supervisee’s current strengths and areas of growth in their clinical practice.
- Be able to manage own supervisory practice in line with professional code of ethics.
- Discuss the process of supervision with supervisees and collaboratively help supervisee share responsibility for its outcome.
Learning Outcomes Knowledge
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- A knowledge of the dilemmas involved in the supervisory position as to managing the balance between guidance and expertise and fostering supervisee’s autonomy.
- A dialogical understanding of supervision based on contemporary theoretical ideas whereby supervisors use the immediacy of relational engagement within supervision to develop supervisee relational competence.
- Awareness of the essential link between theory with practice with active seeking to substantiate one’s learning.
- An appreciation of difference and the complexity that each individual’s unique nature brings, also in terms of gender, sexual orientation, disability, ethnic background, in terms of one’s own, the supervisee’s as well as the clients being followed within the supervisee’s clinical setting.
Learning Outcomes Skills
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- Conduct a supervision session leaning towards a competency based approach.
- Actively discuss with the supervisee and/or employing agency one’s own positioning as a professional supervisor and how this can benefit supervisee.
- Can successfully outline own’s philosophy of practice when engaging in conversation with peers or academic groups.
- Be knowledgeable in terms of what constitutes good ethical practice in line with respective codes of ethics, for supervisee and well as for clients in contact with the supervisee.
- Link with one’s clinical skills within the context of supervision when this is needed to support supervisee’s growth and wellbeing.
- Assess supervisee’s clinical skills and acumen and develop an agenda for supervision according to the supervisee’s individual needs.
- Value a collaborative approach to one’s own practice.
- Be interested in seeking personal development in clinical supervision recognizing one’s own need for continual professional growth.
- Can determine supervisee’s adequacy to provide clients with the clinical care needed.
- Give appropriate feedback to supervisees regarding their work performance, competences achieved as well as towards further growth as clinicians.
- Know how to communicate to mandating agency if any feedback around staff under their supervision for purposes of appraisal, staff development, etc.
- Use appropriate sensitive and politically correct vocabulary when discussing issues related to different clinical populations, thereby modelling this to the supervisee/s.
Total Contact Hours: 15
Supervised Placement Hours: 15
Self Study Hours: 42
Assessment Hours: 3
Total Learning Hours: 75
Contact Hours Delivered Fully Face to Face: 100%
Teaching Methods
Lectures
Video Presentation
Discussion
Case Work
Role Plays
Video Review
Assessment
One written analysis of 2000 words of a video of a real supervision session carried out in one’s place of work or placement* depicting the understanding of how the supervisor elicits the supervisee’s growth in terms of clinical competences. Participants will have to demonstrate their ability to structure and conceptualise ways that track the supervisee’s growth as a clinician and encourages them to build on their pre-existing skills.
Assessment 0% – 100%
Passmark 45%
Module 4 – Legal and Ethical Issues in Supervision 3 ECTS EQF/MQF Level 7
This module aims to equip prospective supervisors with the necessary knowledge regarding the ethical and legal aspects of supervision. This will ensure that their professionality and expertise stretch to include awareness of the wider context around the supervisory process. The ethical issues will include supervisor’s qualifications, duties and responsibilities, dual relationships, client consent, third party payments, as well as working for or within agencies. The legal liability of supervisors extends into such areas as direct and vicarious liability, confidentiality and the duty to protect, and standard of care. Students will encounter the complexity that legal and ethical issues bring forward in our work, often with no apparent, clear guidelines. Eliciting the multiple issues at play in diverse situations will equip them with the necessary consideration skills to tackle such issues judiciously when they arise within their own supervisory practice.
Learning Outcomes Competences
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- Develop their own as well as supervisees’ knowledge of ethical issues and professional codes of practice.
- Assist supervisees in practicing the principles of ethical decision-making in clinical supervision.
- Know when to seek legal advice, as well as have an awareness of legal issues at play within one’s own supervisory practice as well as within a clinical setting.
- Respond competently to ethical issues as they arise in supervisory practice.
- Negotiate a supervision contract with referring agency and/or supervisee.
Learning Outcomes Knowledge
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- Discuss key theoretical components of professional ethics.
- Analyse legal and ethical standards required for working in different clinical contexts.
- Demonstrate a thorough understanding of recurrent ethical issues in practice, such as managing sensitive information, working across agencies, clinical responsibility, amongst many others.
- What a supervision contract might involve and how to go about negotiating and maintaining one.
- A thorough understanding of what clinical responsibility vis-à-vis the client is and how to clarify this with all involved parties, including supervisee and agency.
- An awareness of the wider systems around the client and supervisee.
Learning Outcomes Skills
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- Discuss key theoretical components of professional ethics.
- Analyse legal and ethical standards required for working in different clinical contexts.
- Demonstrate a thorough understanding of recurrent ethical issues in practice, such as managing sensitive information, working across agencies, clinical responsibility, amongst many others.
- Understand and identify and discuss ethical dilemmas arising from own work, as well as that of the supervisee.
- Critically reflect on the implications of diversity and cultural difference in ethical practice for clinical supervision.
- Reflect on the wider systems around the supervisor-supervisee dyad and their influence on them in a recursive way, as well as successfully conveying the complexities involved to supervisees.
- Keep at the forefront of their thinking practicing within a framework of what is legal and being able to recognise the need for further legal support if and when needed.
- Know how to handle misconduct and unethical practice on the part of supervisees.
- Verbalise and accurately describe ethical dilemmas that they may encounter in their own as well as their supervisee’s practice.
- Be able to have a formal conversation with agencies or professional bodies around ethical dilemmas within one’s supervisory practice.
- Describe possible legal issues at play concerning the supervisory process.
Total Contact Hours: 15
Supervised Placement Hours: 15
Self Study Hours: 42
Assessment Hours: 3
Total Learning Hours: 75
Contact Hours Delivered Fully Face to Face: 100%
Teaching Methods
Lectures & Theoretical Presentations
Handouts
Discussion
Research Workshop
Assessment
Final position paper of 2000 words in which you are expected to position yourself in terms of your own ethical positioning as clinical supervisor, and overall personal and professional growth throughout the course. You are also expected to reflect upon the theoretical ideas and models you have adopted/are in the process of integrating into your practice, exploring why they are especially relevant to you
Assessment 100%
Passmark 45%
Karen Bishop Course Coordinator