1.   Understand the purpose of professional supervision in health and social care or children and young people’s work settings.

1.1 Analyse the principles, scope and purpose of professional supervision

1.2 Outline theories and models of professional supervision

1.3 Explain how the requirements of legislation, codes of practice and agreed ways of working influence professional supervision

1.4 Explain how findings from research, critical reviews and inquiries can be used within professional supervision

1.5 Explain how professional supervision can protect the:
 individual
 supervisor
 supervisee

Supervision theories and practices began emerging as soon as counsellors started to train other counsellors (Bernard & Goodyear, 2009). Several different theoretical models have developed to clarify and support counselling supervision. The focus of early models of supervision had generally been based on counselling theories (such as Cognitive Behavioural Therapy, Adlerian or client-centred), but these orientation-specific models have begun to be challenged as supervision has many characteristics that are different to counselling. Competency as a counsellor does not automatically translate into competency as a supervisor, and when supervisee/supervisor orientations differ, conflicts may arise (Flanders & Saransk, 2004).

Educative/Formative function focuses on developing your supervisee’s skills, understanding and abilities. This means you and your supervisee will do the following.

- Understand how the supervisee learns and apply this to the process of professional supervision.

-   Identify their training needs and set goals to meet these needs.

- Identify and develop their attitudes, skills and knowledge related to their work.

-Develop their nursing skills and competencies.

-   Explore their cultural background and the impact it has on their work.

-   Link theory to practice.

-   Develop their critical self-reflection.

-   Develop...