Using the Bells that Ring- systemic model of supervision on the Practice Supervisor Development Programme
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The document provides an overview of the Practice Supervisor Development Programme (PSDP) and introduces the "Bells that Ring" model of systemic supervision used in the programme. The Bells that Ring model involves assigning roles, presenting a case, questioning from a consultant, observers providing reflections, feedback, and a group reflection. Key aspects of each role in the process are outlined, including the supervisor/mentor, consultant, presenter, observers, and action planner. The document demonstrates how the model structures group supervision through assigning roles and guiding the supervision process.
Using the Bells that Ring- systemic model of supervision on the Practice Supervisor Development Programme
- 1. Using the Bells that Ring- systemic model of supervision on the Practice Supervisor Development Programme Hazel Miller Senior Practitioner, Essex County Council Suzannah Rockett Social Work Practice Development Manager, Barnsley Metropolitan Borough Council 1
- 2. Using the Bells that Ring- systemic model of supervision on the Practice Supervisor Development Programme
- 3. During the next hour we will • Give you a brief overview of the Practice Supervisor Development Programme (PSDP) • Outline the key elements of one model of supervision (Bells that Ring) which forms part of the teaching and tools on the PSDP • Demonstrate the model for you using a live practice discussion • Talk with you about the ways in which you might use this model in practice (and anything else which strikes you)
- 4. Key areas of focus in the PSDP
- 5. What we learnt in preparing for the PSDP •The transition to Practice Supervisor is a big step, not always well-supported •Relationships and emotions are central to the role •Being a Practice Supervisor means more than ‘doing supervision’ (and ‘supervision’ is more than 1:1 meetings)
- 6. Learner journey – full programme
- 7. Introducing Bells that Ring: a process for systemic group supervision • Proctor, K. (2013)The Bells that Ring: A Process for Group Supervision; or What to do When a Client Slips from your Grasp and becomes Owned by Everyone Else in the Room! Wiley online Library, https://doi.org/10.1002/j.1467- 8438.1997.tb00299.x • Dugmore, P., Partridge, K., Sethi, I. and Krupa-Flasinska, M. (2018) Systemic Supervision in Statutory Social Work in the UK: Systemic Rucksacks and Bells that Ring. European Journal of Social Work, DOI: 10.1080/13691457.2018.1446914
- 8. The process of supervision in Bells that Ring 1. Supervisor/Mentor assigns roles 2. Presenter presents case 3. Consultant questions using curiosity 4. Observers hold a reflecting conversation 5. Consultant asks for feedback from presenter 6. Action Planner feeds back 7. Whole group reflects on process New • The role of live Mentor taken by an experienced social worker • When the mentor is present they take the role of supervisor • When the mentor is not present this role is taken by senior practitioner • The role of Action Planner to record and document action to be taken
- 9. Observers Supervisor/MentorConsultant Presenter Reflecting Processes Presentation and Interview Reflecting discussion Roles and Structure for the Systemic Supervision Process Action Planner Karen Partridge©
- 10. SUPERVISOR/MENTOR • As a Supervisor/Mentor, your role is to ASSIGN the ROLES of Presenter, Consultant and Observers to the group • To keep the TIME boundaries and adhere to the systemic supervision process for the duration of the session • To agree what SYSTEMIC CONCEPT(S) the group will focus on today referring to the laminated cards • To ALLOCATE which observer completes the supervision template • To PROMPT the Consultant to ask systemic questions of the Presenter • To FACILITATE the Observers reflections adding any relevant observations • To LEAD the group reflections on learning at the end of the process making practice theory links with the identified systemic concept(s) Karen Partridge©
- 11. CONSULTANT • As the Consultant you INTERVIEW the Presenter about the case or work dilemma they are presenting • EXPLORE what would be helpful for the Presenter • Help to CLARIFY AND DECONSTRUCT the presenting issue(s) • ASK SYSTEMIC QUESTIONS from a stance of appreciation and curiosity. • Use the following themes to inform your questioning: • How ‘Social Graces’ inform the work • Self of the therapist • Risk and uncertainty • Beliefs and stories Karen Partridge©
- 12. PRESENTER When PRESENTING your case to the group, include the following: • AIM of presenting this case … what you want from the group and why are you presenting now. How can the group help out? • GENOGRAM of the family members that we need to know about. Of the clients you have met, write down three words to describe them • OUTLINE your work so far, including a description of what has worked for you with this case. i.e. include practice wisdom: strategies, techniques, approaches that you feel have been useful • WHERE TO FROM HERE? Hypothesis? Goals? Ideas that have been floating around? Risk issues? Karen Partridge©
- 13. OBSERVER/S • As an OBSERVER, your role is to note down comments in the following areas as you are listening to the conversation between the Presenter and Consultant • THEMES AND ISSUES: that have arisen out of the presentation and processing of the case • ROLE OF THE SOCIAL WORKER: What you think the role of the Social Worker is in relation to the client work being presented • WHAT YOU LIKED ABOUT: the Social Worker’s presentation and the work with the client(s). What would you like to see more or less of in the future? • BELLS THAT RING: What bells ring for you, either from your personal or your professional life that you would like to share with the Presenter, (and the group) Karen Partridge©
- 14. ACTION PLANNER/S • As an ACTION PLANNER, your role is to note down comments in the following areas as you are listening to the conversation between the Presenter and Consultant • WHAT DOES THE FAMILY WANT?: and how does this link with what has arisen out of the presentation and processing of the case • WHAT ARE THE PROFESSIONAL VIEWS ON THE CHILD’S BEST INTERESTS: What you think the role of the professionals needs to be in relation to the client work being presented • WHAT DOES THE CHILD WANT: What would you the child like to see more or less of in the future? Who and what is important to them? • BELLS THAT RING: What bells ring for you, that you would like to see go into the action plan Karen Partridge©
- 15. The Reflecting Discussion Themes Resonance “Bells that ring” Appreciations Relationship • What themes did you notice? • What words stood out? • What images or metaphors did you notice • What do you feel? • Where in your body? • What relationships are getting constructed? • How are people relating to each other? • What do they want from each other? • How are people honouring and respecting each other? • How does what you have heard connect to you, personally or professionally? • What rings a bell in your work context? • How has what you have heard moved you or changed your own thinking? • What might you take away from this ? • What did you like in what you have seen and heard? • What do you appreciate about the presenter and their clients? • What would you like to see more of? • What would you like to see less of? Karen Partridge©
- 16. A reflective discussion • What did you think? • How do you think this model might be useful for you? • What will you take away from seeing the Bells that Ring systemic model of supervision?
Editor's Notes
- #3: Funded by DoE – over 900 places in England – 3 new practice supervisors per LA Delivred by local delivery partners – and involves four organisations – rip- tavi goldsmiths and uni of sussex Acknowledge that this presentation represents our joint working- here we present materials from staff at Tavi the bells that ring model- which forms part of the teaching on the programme- we acknowledge and thank Karen Partridge for freely making this available to the programme and for us to use today
- #6: Introduce roles of each member of presenting group
- #8: This is a group supervision model devised by Kerry Proctor in Melbourne in 1997 It offers a structure and roles for the supervision process Subtitle of the paper is…. “What to do when a client slips from your grasp and becomes owned by everyone else in the room Give reference to the work of Tavi colleagues who have developed this
- #9: The model aims to help the person presenting the case to think for themselves Taking an appreciative stance to themselves, the client/s and their practice This enables them to be more open to learning And supports them in role Facilitating a culture of candour and openness And contributing to a learning culture
- #10: This is a visual description of the process which shows the interactions between different systems As according to Bateson, (an anthropologist who is seen as the father of systems theory) context determines meaning, different systems will have different experiences and viewpoints in the process This adds to a multi layered perspective and increases the richness of the conversations Keeping the systems distinct so that people only make eye contact within their system means that the integrity of each system is preserved Keeping the systems distinct means that when viewpoints are shared in the reflecting team discussion there is a real possibility of “news of difference” which can make a difference to the presenter Social workers and families participating in this process sometimes describe a process of reverie, where listening to the reflections sets off their own thought processes in new and different ways One way of thinking about this is in terms of the process creating reflexive space to play with ideas This also links with Winnicott's ideas about transitional space
- #11: This will also be printed on a series of cards to be given to the group when they take up their roles. The suggestion would be 6 people in a group with a mentor A mentor A presenter A consultant 2 or 3 observers