0208 798 3498
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Supervision Modules for the Educational Setting

Supervision (Reflective Practice Group) For Teachers (Inter-School)

Overview
Working in Education can be rewarding and extremely satisfying but can also present significant emotional challenges. Funding cuts, increased scrutiny, excessive academic testing and increased pressures on teachers can result in staff feeling overwhelmed, criticized and under-valued. In the school setting, teachers are responsible for supporting children with their emotional worlds and this can place a heavy burden on them.

Teachers (as any care-givers) also absorb many feelings unconsciously from the children especially when they are in difficult circumstances such as having special educational needs, facing deprivation or prejudice. These feelings then often play out in complex ways in the school. Teachers may find it difficult to recognize these feelings and process them resulting in them feeling stressed, anxious or even physically unwell.

Reflecting on one’s work enhances meaning and the group aspect also offers amplified insight and learning as we are encouraged to view things from different perspectives. Constructing meaning from experiences allows us to apply that learning to new experiences in the future developing our resilience, flexibility of thinking and creativity.

Regular supervision sessions can offer a reflective space to help staff better understand and manage the psychological impact and emotional demands of their work. This can increase resilience and productivity as well as enabling staff to better support the children and their families emotionally and practically.


Learning objectives

Continuous Organisational Development

    By reflecting on their learning, the group can:

  • evaluate the efficacy of their processes, planning and development of staff through the creation of an objective and safe space.
  • help develop a culture of continuous growth through reflection.
  • This reflection and feedback will highlight difficulties and challenges that are felt to be too difficult for leaders to address. By allowing for creative thinking around tackling difficulties leaders are encouraged to feel that change is possible and rally resources to take effective and strategic action.

Support

  • create a safe space where teaching staff can reflect on the emotional challenges of working with vulnerable children and their families.
  • explore the impact of difficulties on the wellbeing of the team.
  • process feelings related to difficult or confusing experiences.
  • benefit from the wide-ranging insights and experiences of peers.
  • manage difficult dynamics around authority and power within the school.

Understanding

The group offers a space to develop understanding of:

  • the complex dynamics of the teaching staff, students and families within the school community.
  • ‘obstacles to thinking’ and how these may paralyse the staff’s functioning.
  • the ‘sponge-effect’ of how emotions and behaviors’ of families and children can be absorbed into the school’s staff group.
  • a fuller and nuanced understanding of group leadership.
  • how groups deal with pain and difficult situations – e.g. scapegoating, disruptive behaviour, turning a blind eye, helplessness etc.
  • the emotional and psychological development of children and adolescents.
  • the importance of role, task and boundaries and how these can be effectively used to work with others.

Self Development

By participating in the group, members can:

  • develop emotional intelligence and capacity to identify and manage one’s own and others’ feelings and behaviour.
  • develop greater awareness of the experience of self and others (Mentalisation).
  • develop greater awareness of tension between personal and group identity.
  • learn skills for resolving conflict.
  • develop constructive strategies to deal with difficult behaviour.
  • understand one’s own vulnerability to different situations and dynamics.
  • understand concepts of ‘transference’ and ‘projection’ and their impact on groups.
  • develop skills in terms of offering and receiving feedback.
  • creates a culture of reflective learning that can be modelled to children.



Benefits

  • Improves the work of teachers’ teams and schools.
  • Builds relationships between colleagues and peers.
  • Develops model of best practice across different schools.
  • Creates an experiential learning group that offers support, understanding and self-development.
  • Develops the emotional intelligence and resilience of school leaders.
  • Improve wellbeing of teachers and staff retention.

Further Details

  • Supervision is for Head teachers and members of senior leadership team or key staff
  • 2 hours – once a half term

Clinical Supervision & Psychodynamic Coaching for Head Teachers

Overview

School leaders often require specific support to manage the impact of working in an emotionally demanding environment. HM@W offers this provision to School Headteachers in the form of clinical supervision and psychodynamic coaching. This is a highly tailored and focused learning experience where the Principal is given the space, structure and skills to explore the thoughts and emotions that lie beneath the surface, to facilitate and achieve their development or work goals. This will better enable Headteachers to remain resilient and productive over the long term, as well as allowing them to contain the anxieties and distress of their staff. A typical session may include both a “reflective space” and an opportunity to focus on developing skills.

Reflecting on one’s work with a psychodynamically trained supervisor and coach, offers Headteachers the space in which to consider their work from different perspectives – enhancing their insight, allowing them to develop flexibility and creativity in their thinking. By having access to a consistent and robust support, School Headteachers are more able to offer emotional support to their team, enabling staff to better support the children and their families emotionally and practically.

The Reflective Component

The reflective component provides Headteachers with a space in which to reflect on and process what has been happening in the school. Working with their clinical supervisor, Headteachers will have a chance to explore the emotional impact of events and interpersonal dynamics, on both themselves and their teams. By processing this material, Headteachers have a dedicated space in which to consider thoughtful ways in which they might helpfully respond to challenging situations.

The Coaching Component

Headteachers will also have the opportunity to develop skills and competence, including emotional intelligence and communication skills. The Supervisor and headteacher will together define a tailored personal development plan at the beginning of their work.
This can include:

  • Time management
  • Relationship Management
  • Chairing and participating in meetings
  • Assertive communication
  • Leadership skills
  • Managing projects and change.



Objectives

  • To increase wellbeing.
  • Improve resilience.
  • Improve efficiency and performance.
  • Increase motivation .
  • Build competency and skills.

Further Details

  • 1.5 hours – once per half term

Coaching for School Leadership Teams

Overview

Psychodynamic coaching, facilitated by psychotherapists, provides a space for targeted reflection. This helps with understanding and processing challenging situations that arise at work. A psychodynamic approach allows school leaders and their staff to work at a deeper level offering them a deeper understanding of their own emotional world and how this influences their behaviour, performance and development. This means that they are able to think and work better as well as improve their working relationships.
Our experienced coaches can help them to understand the many emotional responses to complex dynamics often present in the school: School staff absorb many feelings unconsciously from the children especially when they are in difficult circumstances such as facing deprivation or safe-guarding concerns. These feelings then often play out in complex ways in the school. Staff may find it difficult to recognise these feelings and process them resulting in them feeling stressed, anxious or even physically unwell.
This specialised form of coaching offers a reflective space to help staff and leaders better understand and manage the psychological impact and emotional demands of their work. This can increase resilience and productivity as well as enabling staff to better support the children and their families emotionally and practically.


Objectives

Coaching for School Leadership Teams helps:

  • Improve the work of staff and leaders in the school.
  • Increase emotional intelligence and resilience.
  • Improve relationships by providing insight into workplace dynamics.
  • Improve wellbeing and staff retention.


Supervision for Designated Safeguarding Leads

Overview

Safeguarders carry an enormous emotional burden. To be able to hold on to one’s expertise when working in these emotionally demanding roles, we often need a specific kind of support to enable us to process the range of emotions we might experience – because sometimes, these get in the way of being able to think clearly. Furthermore, our clinical experience has demonstrated that when working in such emotionally challenging environments, if the emotional burden is not acknowledged, it could become a drain on one’s emotional resources – ultimately affecting one’s mental health.

Supervision for Designated Safeguarding Leads (DSL’s), either individually or in teams, provides this level of support. It offers a space, facilitated by professional psychotherapists, for targeted reflection and help with digesting and processing work-based emotionally difficult and sometimes distressing situations. It offers the opportunity to de-brief and think constructively about the impact of the emotional demands of challenging scenarios. This enables the individual to create important emotional boundaries for themselves, thereby avoiding becoming emotional sponges in difficult environments and maintain their resilience.

HM@W offer a psychodynamic approach to Supervision, delivered by our team of experienced psychotherapists. A psychodynamic approach allows individuals and groups to work at a deeper level, to understand the many emotional responses to complex dynamics often present in the workplace. This helps to tackle those inaccessible issues that hinders performance and can have an impact on one’s emotional and mental health.

Regular psychodynamic supervision sessions can offer a reflective space to help DSLs better understand and manage the psychological impact and emotional demands of their work. This can increase resilience and productivity as well as enabling staff to better support the children and their families emotionally and practically. In particular, those working in safe-guarding are susceptible to burn-out and an increased risk of mental health issues if they are not provided with Supervision from trained professionals.

HealthyMinds@Work consultants are all practising psychotherapists and coaches so often do both within the supervisory space, flexing to the needs of the person or group.


Objectives

  • Reflect on the emotional challenges of working with child safeguarding issues including children, parents, other staff and agencies.
  • Decrease the risk of burn out and mental health issues.
  • Encourage ‘joined-up’ thinking around understanding difficulties and decision making.
  • Reinforce the importance of role and boundaries, in relation to the wider school community (i.e families of students).
  • Understand how people deal with difficult situations.
  • Develop emotional intelligence and capacity to identify and manage one’s own and others’ feelings and behaviour.
  • Understand one’s own vulnerability to different situations.
  • Create a culture of reflective learning.

Further Details

  • Sessions last 1.5 hours.
  • We would ideally recommend 1 x monthly or once half-termly group supervision for all Designated Safeguarding Leads (DSLs).

Contact us to arrange a consultation

0208 798 3498
info@healthymindsatwork.co.uk