LEAD PROFESSIONAL SUPERVISION POLICY Supervision of Lead Professionals provided to Children s Teams by government agencies or Non- Government Organisations August 2015
Contents 1. PURPOSE... 3 2. SCOPE... 3 3. BACKGROUND... 3 4. WHAT IS SUPERVISION?... 4 4.1 Delivery of supervision... 5 4.2 Cultural supervision... 5 4.3 Management Oversight... 7 5. RELATIONSHIP BETWEEN SUPERVISOR AND SUPERVISEE... 8 5.1 Responsibilities of supervisor and supervisee... 8 5.2 Agreement between supervisor and supervisee... 9 6. KEY POINTS FOR AGREEMENT BETWEEN AGENCIES / NGOS & CHILDREN S TEAMS... 10 6.1 Review of Policy... 11 7. APPENDIX A - KEY ROLES IN A CHILDREN S TEAM... 12 7.1 Local Governance Group (LGG)... 12 7.2 Children s Team Director... 12 7.3 Children s Team Coordinator... 13 7.4 Children s Team Administrator... 13 7.5 Lead Professional Role... 13 7.6 Service Broker Role... 14 7.7 Children s Team Panel... 14 7.8 Child s Action Network... 15 8. APPENDIX B - PEER/GROUP SUPERVISION AGREEMENT EXAMPLE... 16 9. APPENDIX C - PEER/GROUP SUPERVISION RECORD EXAMPLE... 19 10. REFERENCES... 21
1. PURPOSE The purpose of this Supervision Policy is to: i. Describe the expectations for the supervision of personnel who are provided by an Agency or Non-Government Organisation (NGO) to a Children s Team to fulfil the role of Lead Professional ii. Describe the expectations for the management oversight of personnel who are provided by an Agency or NGO to a Children s Team to fulfil the role of Lead Professional, and how these are linked to, but distinct from supervision requirements iii. Ensure a consistent approach to supervision provided to Lead Professionals when working with Children s Team children, parents and whānau. Adherence to this policy standard will promote safe and effective practice and on-going quality assurance of practice to children and their whānau. iv. Inform the requirements of an Agreement between a Children s Team and an Agency, or NGO, in relation to the supervision and management oversight of their employees to fulfil the role of Children s Team Lead Professionals. This policy does not replace the supervision and management oversight policy or provisions of the agencies or organisations providing Lead Professionals. 2. SCOPE This policy applies to all Local Governance Groups, Children s Team Directors, Children s Team Coordinators, Children s Team Administrators, Lead Professionals, Service Brokers and all agencies / NGO providing Lead Professionals as a resource to Children s Teams. 3. BACKGROUND The Children s Action Plan 2012 reflects the Government s commitment to give every child, in particular the most vulnerable, the best opportunity to succeed. The Children s Action Plan 2012 represents a change in how public, social and health services and communities work together to identify and assist at risk and vulnerable 3
children. When fully implemented it introduces a Vulnerable Children s Hub as the central contact point for services for vulnerable and at risk children; backed by a Vulnerable Kids Information System (ViKI) to draw together vital information and inform decision making; and community based Children s Teams. The establishment of Children s Teams began with two demonstration sites, the first in Rotorua in July 2013, and the second in Whangarei, October, 2013. There was a commitment to establish a further eight Children s Teams during 2014/15, these being: Marlborough, Horowhenua/Ōtaki, Counties Manukau, Hamilton, Canterbury, Whanganui, Tairāwhiti, and Eastern Bay of Plenty. The key roles in a Children s Team are outlined in Appendix A. Oranga Tamariki, Ministry for Vulnerable Children, employs the Children s Team Director, the Lead Professional Advisor, the Administrator(s) and Coordinator(s) for all Children s Teams. All other personnel required for a Children s Team, such as Lead Professionals, Children Team Panel members, and Brokers, are provided by government agencies, including District Health Boards (DHBs), and Non-Government Organisations (NGOs). Currently there are several versions of a Memorandum of Understanding (MoU) between a Children s Team and an NGO that aim to meet the requirements of an agreement for the provision of Lead Professionals to a particular Children s Team. The template being used to establish these MoUs will be reviewed, with the review informed by the establishment of a Supervision Policy. Improved clarity of what is management oversight, and who provides it, is also part of the review of the agreement mechanism currently in place. 4. WHAT IS SUPERVISION? Supervision is the cornerstone to ensure safe and effective practice when working with children vulnerable to neglect and abuse. It recognises that working with vulnerable children entails making challenging professional judgments, through bringing together child, whānau and multi-disciplinary perspectives. Therefore Lead Professionals must be well supported by an appropriate level of supervision. Lead Professional supervision requires professional advice, case management and support for the Lead Professional in their role in Children s Teams. It includes 4
assessment of performance, professional development and quality assurance of practice to ensure compliance with practice standards. Supervision will: Be evidence-based practice focused, combined with a cross sector way of working and making decisions in partnership. Challenge and affirm: exploration of ways of working aimed at achieving the best results for the child and their whānau. Be reflective: an opportunity for purposeful, critical reflection of practice and open communication. Provide support and be strengths-based: focus on what s working well, building on the practitioner s strengths, expertise and knowledge, enhancing these where required. Be solution-focused: exploring, understanding, goal setting and strategy planning. Be restorative: address how to balance the demands of work and the wellbeing of the Lead Professional, sharing and agreeing the principles of the supervision process. 4.1 Delivery of supervision Lead Professional supervision will incorporate, but will not be limited to the following methods: Open door - advice and support from supervisor regarding specific child and whānau issues at the request of the Lead Professional. This may be a face to face consultation, telephone call or email. One-to-one supervision from supervisor regarding children and their whānau in the Lead Professional s caseload to be carried out at a frequency agreed for each Lead Professional. Peer/Group Supervision - typically involves a group of 3 9 professional colleagues that either self-leads (peer supervision) or are supervisor led (group supervision). 4.2 Cultural supervision 1 There are broad and varied understandings about cultural supervision; however there is general agreement that this process is founded on a major premise that the 1 Dr Moana Eruera & Dr Leland Ruwhiu, Pou Taki Maori, Office of the Chief Social Worker, 2015 5
culture of practitioners (supervisor and supervisees) invokes different needs, understandings and responsiveness. Subsequently, practitioner cultural awareness, worldviews, accountabilities and safety are actively encouraged, respected and promoted to advance best practice. The expectation is that the supervisee will reflect on and increase their professional capability around cultural aspects of their work. Outside of Aotearoa New Zealand the term cultural supervision usually refers to cross-cultural supervision, i.e. the supervision of supervisees by a person of another culture, however within Aotearoa cultural supervision 2 is commonly referred to and accepted as supervision between members of the same culture (Eketone, 2012; Eruera, 2005, O Donoghue, 2003; Autagavaia, 2000; Bradley, Jacob & Bradley, 1999; Mataira, 1985). While cultural supervision can be undertaken in relation to any cultural group, for the purpose of this document in recognition of the status of Māori as indigenous peoples of Aotearoa New Zealand through the Treaty of Waitangi, cultural supervision begins specifically with supervision for working with Māori.. Supervision for working with Māori Supervision in the helping professions continues to develop and evolve to form a unique identity within the Aotearoa context that enacts responsiveness for working with tangata whenua. This section focuses on approaches to supervision for Children s Teams Lead Professionals in their work with Māori in order to ensure safe, accountable and culturally responsive practices. Supervision for working with Māori must be considered as a legitimate, valid, integrated and critical part of the professional process in ensuring positive outcomes for Māori engaged in Children s Teams services. It is acknowledged that each of the Lead Professionals will have accountabilities with their own employers and professional bodies that progress partnership, participation and protection for Māori. The following descriptions will assist the construction and implementation of an appropriate cultural supervision approach (including purpose, form, functions, frequency and other supervision imperatives as outlined in this policy) for all those working with Māori. 2 Cultural supervision relationship between members of the same culture with the purpose being to ensure that the supervisee is practicing according to the values, protocols and practices of that particular culture. It is about cultural accountability and cultural development (Walsh-Tapiata & Webster, 2004). 6
Tangata whenua/kaupapa Maori supervision 3 - where all participants in the process are Maori (supervisor, supervisee and service user) and the process is underpinned by Māori philosophy, knowledge, principles and practice wisdom derived from a Māori worldview (Bradley, Ema & Bradley, 1999; Weber-Dreadon, 1999; Walsh- Tapiata & Webster, 2004; Eruera, 2005; Stevens, 2008; Ruwhiu, 2009). There are a number of Tangata whenua/kaupapa Māori models of supervision 4 developed and in use that maybe utilized to advance safe and accountable practice for working with Māori. Bicultural Supervision for Tauiwi (all those who are not Māori) working with Māori to support culturally responsive practices. The supervision approach for working with Māori must be developed to respond to the needs of the Lead Professional. Supervision of this nature can take the form of either individual or group supervision led by someone who has expertise in Tikanga and Māori models of supervision. There are a number of Bicultural 5 models of supervision that maybe utilised in this context. 4.3 Management Oversight Management oversight is the function of ensuring that organisational and professional standards are being maintained. This oversight therefore considers whether procedures and guidelines are being adhered to, and both the quantity of the work being undertaken (generally in relation to key performance indicators) but also the quality of the work. It is normally undertaken by a practitioner s line manager. Management Oversight may form part of a formal supervision session where the supervisor is also the line manager, however supervision is often most effective when the supervision is conducted by a specialist supervisor and management oversight is a function of the line manager. Management Oversight may consider issues of caseloads; focusing on how additional cases can be added to a caseload, or what needs to happen to move 3 Kaupapa Māori supervision an agreed supervision relationship by Māori for Māori with the purpose of enabling the supervisee to achieve safe and accountable professional practice, cultural development and self-care according to the philosophy, principles andpractices derived from a Māori worldview (Eruera, 2005,p.61). 4 Māori models of supervision include; Te Awhiowhio (Webber-Dreadon, 1999), He Korero Korari (Eruera, 2007), Te Mahi Whakamana (Ruwhiu, Ruwhiu & Ruwhiu 2009), Te Mahi Whakakoi te Wairua (Eruera & Ruwhiu, 2015) and others. 5 A bi-cultural model of social work and social work supervision, (Mataira, 1985); Peer reciprocal supervision/whakaritenga tauutuutu kaitiakitanga, (Polaschek, 2007) and others. 7
cases on to create capacity to ensure that interventions end in a timely and appropriate manner. It may also consider complaints and compliments received about the Lead Professional. While some personal/professional development and even personal/professional support may stem from the discussions this is not the primary focus of the Management Oversight sessions. To generalise, supervision focuses on how things are done and Management Oversight ensures that what is required is being undertaken and completed to an agreed standard. The key components of management oversight include: Employment agreements in place. Induction for new employee. Performance management, including role profiles, performance plans, evaluation of performance, mechanism to address poor performance, mechanism for salary reviews. Regular oversight to ensure responsibilities are being met and tasks are being completed within agreed timeframes. Management of leave, planned and unplanned. Health and safety management. Record management. Provisions to meet costs incurred in performance of duties. Risk and issue management, including critical incident management. Compliments and complaint management. 5. RELATIONSHIP BETWEEN SUPERVISOR AND SUPERVISEE 5.1 Responsibilities of supervisor and supervisee It is the responsibility of the supervisee to ensure that they bring practice issues and needs to the supervision session, provide accurate information to enable strategic planning, and to be open to sharing thoughts and learning. 8
The Supervisor is responsible for providing a constructively critical, supportive and empathic environment for supervision that encourages reflection. They too ensure that they are open to share thoughts, knowledge, and learning and provide professional challenge. The learning that occurs in supervision is a result of shared discussion and reflection and involves both supervisor and supervisee reflecting on their own assumptions, knowledge and worldview. Promoting and protecting the interests of service users is critical to the quality of service delivery. 5.2 Agreement between supervisor and supervisee Prior to the supervisory relationship starting, a Supervision Agreement is negotiated between the supervisor and the supervisee, in conjunction with the employer of the supervisee. It is the responsibility of the supervisee s employer to ensure that a Supervision Agreement is put in place. These agreements are reviewed at least annually and include a mechanism to review and /or terminate the agreement. The agreement will include the importance of confidentiality, how it is ensured, whilst also ensuring how to deal with exceptions that may arise when issues of safety are identified and not resolved. This relates to safe practice. The process for addressing unresolved safe practice issues is covered within the supervision agreement and is discussed prior to the outset of the supervisory relationship. The need to share information from a supervision session is raised with the supervisee in the first instance including the pathway taken to resolve it. Where there are immediate safety concerns this may not be possible. An example of a Supervision Agreement is attached in Appendix B. 9
6. KEY POINTS FOR AGREEMENT BETWEEN AGENCIES / NGOS & CHILDREN S TEAMS The following are key points to guide the establishment of Agreements between government agencies and NGOs (employers) for the provision of personnel (employer s employees) to the Children s Team to fulfil the role of Lead Professional, whether this is on a full-time or part-time basis. It would be expected that these points are underpinned by the relationship between the Children s Team and organisation which would be described in the Agreement between them. In relation to the provision of agency / NGO personnel to the Children s Team as Lead Professional, key points to consider are as follows: 1. In relation to Supervision: Agency / NGO will: Ensure their employee, who is provided to the Children s Team, receives regular individual supervision in accordance with the Organisation s own current supervision policy and the workers professional requirements. Ensure there is an agreement between the Supervisor and the supervisee, which includes a confidentiality agreement obliging the supervisor to treat any personal information about Children s Team s clients that is shared with them as confidential and not disclose that information outside of the supervision arrangement. Have Read Only access to the Children s Team records (regarding the caseload of their employee(s) for the sole purpose of assisting with supervision of the Lead Professional. They will not retain any identifying case information. Ensure that the Lead Professional has access to Maori Cultural and other Cultural Supervision as required. 10
Children s Team Director will: Ensure there is regular peer and/or peer group supervision provided for the agency/ngos employee in the role of Lead Professional, with other Lead Professionals. 2. In relation to management oversight of the Lead Professional aspect of their role Agency / NGO will: Provide management oversight, as agreed with the Children s Team Director. Take the lead in following up any complaints made against their employee when in the role of Lead Professional, unless a joint investigation is agreed with the Children s Team Director beforehand, with the final response to the complainant made by the Children s Team Director who received the complaint. Ensure there is a professional development plan for their employee, with any relevant aspects in relation to the Lead Professional role agreed with the Children s Team Director. Take the lead in performance management for their employee, with annual objectives established, which are reviewed through each year, in conjunction with the Children s Team Director for aspects related to the role of Lead Professional. Children s Team Director will: Ensure the Children s Team office meets Health and Safety and other legislative requirements. Manage the case load on the basis of the agreed amount of time (average / week) the agency/ngo employee is allocated to the Children s Team. Ensure that Lead Professionals are appropriately inducted into the team and trained and supported in the completion of whole child assessments (Tuituia), Child s Plans and any other tools or systems used by the Children s Team. Oversee the completion of whole of child assessments and Child s Plans. Work closely with the representatives of the agencies and/or NGOs providing a Lead Professional. 6.1 Review of Policy This policy will be reviewed 1 September 2016. Feedback can be sent to Oranga Tamariki, Ministry for Vulnerable Children, The Aurora Centre, PO Box 1556, Wellington 6140. 11
7. APPENDIX A - KEY ROLES IN A CHILDREN S TEAM 7.1 Local Governance Group (LGG) A Local Governance Group is responsible for ensuring each Children s Team has the capacity, resources and services to meet the requirements for each Child s Plan. It consists of senior managers from the core Vulnerable Children s Board service delivery government agencies; this includes Oranga Tamariki and the Ministries of Health, Education, Social Development, Justice and NZ Police. The total composition of local governance is determined locally and may include other key partners such as non-government organisations, Iwi and local government representatives. This group also provides leadership by promoting the wider Children s Action Plan 2012 work programme (such as meeting vulnerable children s workforce legislative requirements) within their own organisations. 7.2 Children s Team Director Reporting to the General Manager Children s Teams, Oranga Tamariki, and providing reports to the respective LGG, the Children s Team Director is responsible for the operations of the Children s Team, including: Appropriate process and procedures are in place to secure the safety of children who are supported by the Children s Team. The Children s Team bringing key agencies together in the locality. Overseeing the allocation of Lead Professionals to vulnerable children. Overseeing the creation and delivery of child and family plans. Ensuring the system for identifying and supporting vulnerable children is working efficiently and effectively (trans disciplinary assessment, delivery and review). Building alliances and focusing on the working together approach with providers, agencies and NGOs. 12
7.3 Children s Team Coordinator Reporting to the Children s Team Director, the Team Coordinator s responsibilities include: Building and maintaining effective relationships and strong networks with referring organisations, government agencies, service providers and community organisations. Undertaking Children s Team service facilitation and coordination. Assisting with monitoring and reporting, including entering records in the case management system and preparing update reports. 7.4 Children s Team Administrator Reporting to the Children s Team Director, the Team Administrator s responsibilities include: Providing high level management support, such as appointments and travel arrangements. Providing secretariat and administrative services; including co-ordinating meetings, photocopying, delivering required papers for meetings. Providing team administrative support; including data entry and managing the filing system. 7.5 Lead Professional Role A Lead Professional is assigned to a child when the referral to the Children s Team is accepted. They become the main contact for the child and their whānau throughout the journey of being supported by the Children s Team. The Lead Professional brings together the family and key personnel to form a Child s Action Network who work together to meet the needs of the child. Responsibilities include: Being the main point of contact for a child and their whānau, who are likely to already have a number of relationships with different services. Being accountable for bringing together all professionals from health, education, social service, justice and NGOs involved in the life of the child, to form a Child s Action Network. Ensuring the child s needs are central to the assessment and planning process. Completing the whole of child assessment using the Tuituia Assessment framework, in conjunction with the child, whānau, the Child s Action Network and key others. 13
Developing a Child s Plan with the child and their whānau, in conjunction with the Child s Action Network and the Children s Team (note: this would be a whānau plan when there are siblings being supported by the Children s Team). Ensuring the right mix of services is delivered effectively. Reviewing the Child s Plan with the child and their whānau in conjunction with the Child s Action Network. Meeting regularly with the child and their whānau and with the Child s Action Network as part of monitoring the progress of the Child s Plan. 7.6 Service Broker Role The purpose of the Service Broker role is to work collectively with Lead Professionals to build Child s Plans and to support, if not lead, the securing of a service(s) for a child and their whānau. This is achieved by working with the required services to support plans and ensure services are being delivered on time and to the required standard. This includes: Providing information, advice and guidance to support Lead Professionals when undertaking assessments, planning and reviews. Drawing on networks and an extensive knowledge of the services available. Analysing, informing and reporting on service provision, including gap and outcome analysis. Monitoring and reporting on service delivery to ensure services are delivered, and on time. 7.7 Children s Team Panel The Children s Team Panel, which is comprised of a range of sector experts, is responsible for the following: Determining whether to accept or decline a referred child to the Children s Team in accordance with the entry criteria and threshold. Providing information and/or advice to the referrer about other supports available for a referred child who is not accepted. Approving a Child s Plan. Approving a Child s Exit Plan. Overseeing the review of a Child s Plan. Providing advice, either as individual members or collectively, to Lead Professionals and a Child s Action Network. Assisting in the identification of service gaps and barriers to reducing vulnerability for at risk children. 14
7.8 Child s Action Network The Child s Action Network is established by the Lead Professional for a particular child, and is comprised of key personnel from a range of agencies, NGOs, and community, involved in supporting the child and their whānau. Its membership is therefore informed by the assessment process after a referred child has been accepted to the Children s Team. The Child s Action Network role includes: Contributing to the completion of the first whole of child assessment with their whānau and subsequent reviews. Assisting with the establishment of the Child s Plan, and subsequent reviews. Helping to ensure the child and their whānau remain engaged with the Children s Team through to exit. Regular review of progress and agreement to any changes required in the Child s Plan and/or services being provided to support the child and their whānau. Meeting regularly to review the Child s Plan, which includes meeting with the child and their whānau. 15
8. APPENDIX B - PEER/GROUP SUPERVISION AGREEMENT EXAMPLE Agreement Made Lead professional Lead professional Lead professional Lead professional Lead professional Lead professional Lead professional Advisor/ Group Supervisor Children s Team Director Review We agree to the following: The aim of supervision is to enable the supervisee to reflect in depth on issues affecting practice in order to develop professionally and personally towards achieving, sustaining and developing a high quality and safe service to clients of the Children s Team. 16
Supervision will take the following form and frequency: Frequency: Venue: Duration: The time and place for supervision meetings will be protected by ensuring privacy, time boundaries, punctuality and no interruptions. Sessions will only be cancelled with good cause and an alternative/next date confirmed. Sessions will be guided by an agenda and agreed to by the participants but will contain time for ad hoc discussion and reflection where appropriate. Agreement We (the Supervisees) are responsible for: 1. Being on time and committed to the times set for supervision. 2. Informing our Organisation clinical supervisor and group supervisor of: a. any other supervision I may be having b. any serious concerns about client safety straight away c. any personal issue big enough to impact on my work d. anything that may impact upon our supervision relationship e. any training needs I am aware of. 3. Taking shared responsibility for: a. leading the sessions where there is no group supervisor b. recording agreed points for the session. I (the Group Supervisor) am responsible for providing you with: a. a safe non-threatening environment in which to openly reflect upon and develop your professional practice b. feedback in order for us to discuss your strengths and any areas that may need further development c. references to appropriate resources books, articles, etc. Recording The group will nominate someone to record the dates, the general nature of the discussion in each session and any actions and or outcomes agreed by the group. This will be a shared responsibility. 17
Confidentiality No identifying information about any service user (including any viewed on an information system), will be shared outside supervision, unless considered necessary to ensure the safety of another person. The general content of supervision will not be discussed outside the session unless expressly agreed by the group with the exception of unsafe, unethical or illegal practice being revealed. In the event of the above this will be discussed in group and the Lead Professional Advisor or (in Peer Supervision) a person nominated will communicate unresolved safety issues to your line manager. Effected staff will be informed of the perceived reasons for such disclosure. 18
9. APPENDIX C - PEER/GROUP SUPERVISION RECORD EXAMPLE Attendees Apologies Discussion (NB: Note any specific guidance given by supervisor) Agreed action Action by whom Timeframe 19
Agenda items for next session (If appropriate, e.g. follow up of actions) Preparation required 20
10. REFERENCES 1. ANZASW, (Feb 2015), Supervision Policy, 2. Baxter, R and Trissel, M (2008), Supervision Scrapbook, Wellington, Authors 3. Brown, A and Bourne, I (1996), The Making of a Supervisor, In The Social Work Supervisor (pp18 31) Buckingham, Open University 4. Child, Youth and Family Practice Centre. Retrieved http://cyf-practicecentre.ssi.govt.nz on 24 August 2014 (now accessed through www.mvcot.govt.nz) 5. Children s Action Plan, (2014) Retrieved www.childrens action plan.govt.nz on 13 July 2014 6. Children s Workforce Development Council Coordinating and Delivering Integrated Services for Child and Young People. A Guide for Practitioners. Retrieved from www.cwdcouncil.org.uk on 13 July 2014 7. Eruera, M. (2007). Chapter 11: He korero korari. In D. Wepa (Ed.), Clinical supervision in Aotearoa/ New Zealand: A health perspective. (pp. 141-152). North Shore, Auckland: Pearson Education New Zealand. 8. Hawkins, P and Shohet,, R, (2006), Supervision in the Helping Professions, Open University Press, England 9. Health Education and Training Institute (April 2012), The Super guide A Handbook for Supervising Allied Health Professions, HETI, NSW Government 10. Lambley, S. and Marrable, T. (2013) Practice enquiry into supervision in a variety of adult care settings where there are health and social care practitioners working together, London: SCIE. 11. McNicoll, A. (22/10/2008), Peer Supervision No One Knows As Much As All Of Us, New Zealand Coaching and Mentoring Centre. 12. Ministry of Education Supervision Framework. Retrieved www.minedu.govt.nz on 8 December 2014 13. Morrison, T. (3 rd Ed, 2005) Staff Supervision in Social Care, Longman, Harlow 14. Social Care Institute of Excellence (May 2013), Effective Supervision in a Variety of Settings, London, SCIE 15. Te Pou O Te Whakaaro Nui, tepou.co.nz. Nnational Centre of evidence based workforce development for the mental health, addiction and disability sectors in New Zealand, Wisegroup 2015 16. The White Paper for Vulnerable Children Vol II (2013), High Performing Child Protection Services.( PP110) 17. Wonnacott, J (2012), Mastering Social Work Supervision, Jessica Kingsley Publishers, London 21