0208 798 3498
info@healthymindsatwork.co.uk

Supervision Modules

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

Contact us to arrange a consultation

0208 798 3498
info@healthymindsatwork.co.uk