Expectations for supervision Institute of Psychiatry, Supervisors Training Course September researchers-expectations-in-supervision.html researchers-expectations-in-supervision.html

2 IOP Student Induction - October 2010 It is the supervisor's responsibility to select a research topic The researcher is responsible for selecting their own topic It is the supervisor who decides which theoretical framework or methodology is most appropriate Researchers should decide which theoretical framework or methodology they wish to use The supervisor should develop an appropriate programme and timetable of research and study for the researcher The supervisor should leave the development of the programme of study to the researcher The supervisor is responsible for ensuring that the researcher is introduced to the appropriate services and facilities of the department and university It is the researchers responsibility to ensure that they have located and accessed all the relevant services and facilities for research A warm supportive relationship between supervisor and researcher is important for successful candidature A personal supportive relationship is inadvisable because it may obstruct objectivity for both researcher and supervisor during the candidature The supervisor should insist on regular meetings with the researcher The researcher should decide when they want to meet with the supervisor The supervisor should check regularly that the researcher is working consistently and on task The researcher should work independently and not have to account for how and where time is spent

Your expectations Check you expectations against other peoples No right or wrong Adjust them if necessary Expectations should be Reasonable and useful Understood, agreed and shared by all parties involved Expectations are shared by communication Guidance for Supervision provides early opportunity Expectations can (and should) change over time Always check your expectations if you feel dissatisfied – be prepared to discuss them 3 IOP Student Induction - October 2010

Core supervisor roles Directing Tell you what to do, where to go, who to see Coaching Dialogue, guide you to think for yourself Supporting Encourage, praise, build/maintain motivation Delegating Light touch, allow you to take responsibility, make decisions, etc. 4 Supervisor's Training Course – March 2011

Core supervision roles Directive Telling student what to do, how and when Supportive Providing guidance, encouragement, motivation 5 Directive behaviour Supportive behaviour low high Supervisor's Training Course – March 2011

B. Adapting the supervisory role 6 Supervisor's Training Course – March 2011 How does the supervisors role change over time? What difference does the student make?

Changing nature of role over time 7 Directive behaviour Supportive behaviour low high Supervisor's Training Course – March 2011

(In reality) 8 SupportingCoaching DelegatingDirecting Directive behaviour Supportive behaviour low high Supervisor's Training Course – March 2011