Interactions between Supervisors and Supervisees

Interactions between Supervisors and Supervisees Interactions in the three videos A critical analysis of the first video reveals that the supervisor is open and confrontational. The supervisor demonstrated awareness of the best approach to guide the supervisee. The video shows that the supervisor began the session by establishing a rapport with the supervisee. She started discussing the weather to eradicate anxiety and calm down the supervisee. Importantly, the supervisor was actively involved in the supervisory process. She provided feedback to reinforce and ensure the targeted goals were achieved.

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The supervision demonstrated in the second video differs significantly from the first. In this video, the supervisor was not actively involved in the process. She appeared uninterested in the process and the supervisee. Further, the supervisor did not provide appropriate feedback and reinforcement to the supervisee. The third video reveals how distractions affect supervision. In this video, the supervisor’s involvement in the process was affected by phone distractions. The supervisor was always on the phone and did not offer the necessary assistance to the supervisee.

She was unable to guide the supervisee on the best approach to perform therapy to clients.

Literature reveals that feedback is an important element of learning, knowledge acquisition, and personal development. Falender and Shafranske (2016) noted that learning occurs easily when supervisors provide relevant feedback to the supervisee. Feedback provides a base on which the supervisor can clarify complex issues and expectations, thus helping individuals build confidence and learn from mistakes (Zepeda & Ponticell, 2018). The first video shows that the supervisor provided relevant feedback and reinforcement which lacked in the second and third videos.

Praise ratio A critical assessment of the videos reveals that the supervisors in the first and second videos provided a 4:1 praise ratio to give feedback. This ratio implies that the supervisors’ feedback involved four positive comments and one negative comment. The supervisor in the first video provided some relevant information on what the therapist needed to do to improve the client’s situation. However, the supervisor’s feedback in the second video did not clarify what the supervisee needed to achieve the anticipated outcomes. The supervisor did not give relevant suggestions on how to improve therapy services to clients. The praise ratio in the third video is 1:2, implying that it was ineffective and did not achieve the intended goals.

Feedback best practices Feedback is an important learning process that involves positive criticism aimed at encouraging the supervisee to embrace change to improve focus and results. It creates a platform for healthy communication flow and brings together the parties involved. Hohman (2021) noted that to achieve the targeted results, the supervisor must integrate the five principles of supervision into the process. These principles include effective communication, active listening, motivation, confidence, and shared responsibility (Johnson, Rocheleau & Tilka, 2015).

Importantly, the supervisor needs to provide emotional support to the supervisee besides developing positive working relationships.

Evaluating interactions in the videos Notably, the feedback provided in the first video was more effective than other videos.

Besides being open, the supervisor was willing to help the supervisee. The supervisor responded positively to questions and guided the supervisee on how to improve service to clients. The supervision demonstrated in this video was effective since the supervisor established a rapport, corrected the supervisee, and provided relevant feedback. In the second and third videos, the supervisor did not provide relevant feedback to the supervisee. Besides being disengages, the supervisor failed to build a rapport and actively participate in the process.

The video is likely to improve the supervisee’s performance The supervision demonstrated in the first video is more likely to improve the supervisee’s performance than other videos. The supervisor provided positive reinforcement and guided the supervisee on the best interventions to improve service to clients.

References Falender, C. A. & Shafranske, E. P. (2016). Competency‐based Clinical Supervision: Status, Opportunities, Tensions, and the Future. Australian Psychologist. 86-93. https://doi.org/10.1111/ap.12265 Hohman, M., (2021). Motivational Interviewing in Social Work Practice. Guilford Publications Johnson, D., Rocheleau, J., & Tilka, R. (2015). Considerations in feedback delivery: The role of accuracy and type of evaluation. Journal of Organizational Behavior Management, 35(3/4), 240–258. http://dx.doi.org/10.1080/01608061.2015.1093055 Zepeda, S. J., & Ponticell, J. A. (2018). The Wiley Handbook of Educational Supervision.

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