What each mode is for · Supervising SPLWs — core curriculum

What each mode of supervision is for

The programme recognises three modes of supervision for . They are different in purpose, frequency, and the skills they demand of the supervisor.

Day-to-day support. Usually delivered by a line manager.

Scope: the 's daily practice, schedule, contract, immediate issues.
Frequency: readily accessible on a daily basis. Flexible to the needs of the individual.
Includes: debriefing after difficult sessions, escalating safeguarding concerns to a named supervisor (often a clinician), advising on local contacts, ensuring safe practice within boundaries of competence.
Supervisor skills: excellent working knowledge of the role and scope; understanding of the local community and ; good interpersonal skills; applied principles.

Reflective, longitudinal support, focused on the 's professional development and emotional wellbeing.

Scope: the 's reflective practice, professional growth, emotional impact of the work, alignment with the competency framework.
Frequency: at least monthly. A core requirement of the programme.
Delivered by: a relevant health professional, ideally external to the immediate workplace.
Includes: case discussions, significant events, learning needs analysis, professional development planning, occupational health and wellbeing links.
Supervisor skills: named individual; personal experience and credibility; clear understanding of the competency framework; experiential learning and reflective practice methodology; advanced interpersonal skills for supportive challenge and feedback.

Peer learning sets — an alternative or addition to individual clinical supervision.

Scope: shared experience, peer learning, supportive environment.
Frequency: at regular intervals.
Delivered by: an experienced clinical supervisor with adult education and group facilitation skills.
Includes: all the clinical supervision tasks plus forming and managing the group, providing safe space, ensuring equal contribution, managing dysfunction, developing leadership within the group.
Supervisor skills: as for clinical supervision plus formal teaching/facilitation experience.

A typical will have:

A named clinical supervisor (often a doctor or senior clinician) for clinical oversight and escalation.
A first point of contact in each practice or team they work across.
A line manager / workplace supervisor for day-to-day.
A clinical supervisor (which may or may not be the named clinician) for monthly reflective sessions.
Optional group supervision in a peer learning set.

The same person can hold more than one of these roles (e.g. a workplace and group supervisor) provided they have the skills and the time.