 Increased demand and uncertainty  Changes to job/employment security  Service impacts  Personal impacts  Trust boards urged to act on staff wellbeing (HSJ, 28 – ) Trust boards urged to act on staff wellbeing  Professional role shift to broader roles: Supervision, leadership, consultancy

 Clinical task is to support/restore well- being in others (individual, groups, families, teams)  Restorative role in supervision (Inskipp & Proctor, 1993)  Focus on well-being of supervisee in order to support and care for others  Supervisor’s well-being and support is also important

 Complexity of workload  Size of caseloads  Understaffing  Job insecurity  Lack of supportive manager  Poor role clarity  Lack of social support (Burrows & McGrath 2000, Gardner & O’Driscoll, 2007)

 Social support  Autonomy  Feedback  Good supervisory relationship (SR) (Bakker, et al 2005)  Self-awareness/monitoring  Preserving a balance between personal/professional life (Coster et al 97)

 Supportive functions of supervision  Managing workload, balance  Space to reflect, self-monitor  Regular, balanced feedback integral Shown to buffer stress (Bakker, et al 2005)  High-quality SR (poor SRs have detrimental effect)

 The SR is crucial to effective supervision  Not all SRs are effective  Poor SRs can be damaging (Ladany, 2011)  Limited research into what contributes to effective SRs

6 pieces of major research on the quality of the SR Beinart (2002) – mixed methodology - supervisees Palomo (2004) – quantitative study - Supervisory Relationship Questionnaire (SRQ)- supervisees Frost (2004) – Longitudinal IPA study – supervisors and supervisees Clohessy (2008) – Grounded Theory study – supervisors Pearce (2010) – quantitative study – Supervisory Relationship Measure (SRM) – supervisors Borsay (2012) – qualitative study –supervisees attempts to manage problems in the SR 8

 Core qualities of effective SRs: › boundaried & safe › supportive › respectful › invested/committed › open & trusting › collaborative › sensitive to supervisee needs › educative/evaluative › Influenced by context 9

 Importance of establishing a safe base  Influence of context › Individual characteristics of supervisee/supervisor (personal stressors, cultural characteristics) › Team/service (contributions to/demands/constraints) 10

 Supervisor investment in supervision & in the supervisee  Supervisee openness to learning & development  Flow of supervision (virtuous cycle) 11

 To build resilience (capacity to withstand stresses and demands) in self and others  Linked to job satisfaction, performance, motivation, social competence  A good SR supports development of skills to meet challenges of changing environments (Rothman 2004)  Essential to protect clinical supervision and promote its value in enhancing staff well-being