Introduction

Staff supervision – a forum for critical reflection and learning, or a surveillance tool? Research shows that supervision approaches that predominantly focus on performance management, and fail to balance the supervisory functions of accountability with education and support, limit the space for reflection and skill development (Morrison, 2005; Carroll and Gilbert, 2011). It creates an environment where supervisee practice becomes reactive and mechanistic, maintaining organisational status quo (Weld 2012). While integrated models of staff supervision that encompass task-focused and clinical components are the preferential approach for creating a forum for ongoing professional development, supervisor competencies are not to be overlooked. Process-oriented skills including, but not limited to, role clarification, contracting – including limitations to confidentiality, establishing in partnership the frequency and duration of meetings, and evaluation of the working alliance, together with interpersonal skills including empathy, open and honest communication and the use of challenge, encourage the staff or practitioner being supervised (the supervisee) to foster practice that is evidence-based and promotes client wellbeing and community safety (Davys and Beddoe, 2010; Carroll and Gilbert, 2011). It also contributes to creating a sense of belonging and support for the supervisee, which in turn may increase staff retention and provide for continuity of care for clients (Grant et al, 2012).

This chapter describes the purpose of clinical, professional and managerial supervision, and summarises the key approaches to professional supervision within the helping professions. The chapter then reviews supervisor competencies associated with what works in enhancing practitioner skill development, together with supervisee experiences of what does not work in supervision. Research shows that what works in the direct supervision of offenders parallels what works in staff supervision. The chapter concludes with a brief outline of a study being undertaken in youth justice in Australia, which examines the influence of supervision styles on practitioner skill development and the implementation of evidence-based practice skills.

The findings presented are based on a systematic review approach using the key search terms clinical supervision, professional supervision, staff supervision, corrections, probation, skill development, professional development, decision making and reflective learning. The database search included ProQuest Criminal Justice, SAGE Criminology full text, Taylor and Francis, OVID – Psych Info, Scopus and Google Scholar.