1st Edition
Supervision for Occupational Therapy Practical Guidance for Supervisors and Supervisees
Supervision for Occupational Therapy is a practical text that guides both supervisors and supervisees to make the most out of supervision opportunities.
While supervision in occupational therapy is vital as a mechanism for public and professional safety, learning how to do it successfully on-the-job can be a daunting prospect. By gathering stories from different professions, sectors, and parts of the world, this book is a hands-on guide to help occupational therapists navigate the complexities of supervision throughout their careers. This book presents, for the first time, the 3Cs for Effective Supervision (Connections, Content, and Continuing development), which offers a platform for supervisors and supervisees to frame their supervision practices. The chapters discuss common models and theories for supervision, ideas for how to structure relationships and sessions, templates and question guides for enhancing conversations, and practical strategies for dealing with common challenges. The book also considers the impact of workforce issues, diverse populations, and regional/rural/remote practice on supervision.
Offering career-span advice and a process of self- and professional development to work through, this book provides a way to scaffold and support supervisors' and supervisees' learning and practice of supervision throughout working life. It is an essential guide for all occupational therapists.
The eResources for this book are available at www.Routledge.com/9780367552428
Chapter 1- Setting the stage for supervision
Priya Martin, Karina Dancza, Anita Volkert and Stephanie Tempest with contributions from Gill Taylor, Wendy Ducat and Jenniffer García Rojas
Chapter 2- Concepts that help us do supervision well
Karina Dancza, Stephanie Tempest, Joanne Baird and Anita Volkert with contributions from Madiha Sajid and Debbie Kramer-Roy
Chapter 3- An introduction to the 3Cs for Effective Supervision
Karina Dancza, Stephanie Tempest and Anita Volkert with contributions from Joanne Baird, Gill Taylor, Aine O'Dea, Sarah Harvey, Debbie Kramer Roy and Naureen Javed
Chapter 4- Making and maintaining connections within the supervisory relationship
Stephanie Tempest, Vicki Craig and Anita Volkert with contributions from Charmaine Green, Carol-Ann Howson, Monica Moran and Lenny Papertalk
Chapter 5- Organising the content of supervision
Joanne Baird, Jodie Copley, Karina Dancza and Priya Martin with contributions from Shamala Thilarajah and Wendy Ducat
Chapter 6- Preparing for supervision and continuing the development of your supervisory skills
Jodie Copley, Joanne Baird and Karina Dancza with contributions from Priya Martin, Kyrin Liong, Áine O’Dea, Sarah Harvey and Stephanie Tempest
Chapter 7- Applying occupational therapy knowledge and skills to enhance supervision
Karina Dancza, Sarah Harvey, Áine O’Dea, Anita Volkert and Merrolee Penman, with contributions from Ann Kennedy-Behr
Chapter 8- Working through tensions in supervision
Anita Volkert and Karina Dancza with contributions from Stephanie Tempest, Shamala Thilarajah, Sarah Harvey, Suhailah Mohamed, Wong Su Ren and Tai Yuen-Ling
Chapter 9- Effective supervision from managerial and strategic perspectives
Cate Fitzgerald, Christine Craik, Stephanie Tempest and Karina Dancza with contributions from Helen Hak, Samreen Jawaid, Maha Sohail, Margaret Spencer, Anita Volkert and Debbie Kramer-Roy.
Chapter 10- Creating change and future directions in supervision
Stephanie Tempest, Karina Dancza and Anita Volkert
Biography
Karina Dancza (she/her/hers) is an occupational therapy educator who has worked in practice with children and young people, in policy and academic roles. Karina is passionate about translating knowledge for practical application and the education of current and future professionals. She has worked extensively in her various roles to support workforce development through education, continuing professional development, and, of course, supervision. Australian-born, her postgraduate working life so far has consisted of stints in Australia, England, Wales, and Singapore. These changes are intentional, as connecting with different people and viewpoints is what makes life so interesting.
Anita Volkert (she/her/hers) is an occupational therapy educator. Having worked in clinical practice, management, professional facilitation, and development, policy and education roles, Anita is interested in workforce development and support. She has spent many years supervising and mentoring others, and being supervised, mentored, and occasionally coached. Anita is particularly interested in exploring ways to ensure that future occupational therapists and health professionals can sustain long, exciting, and rewarding careers in the dynamic and changing health and social care environment – and supervision is one of those ways.
Stephanie Tempest (she/her/hers) is an occupational therapist. Her other work roles include health professional, supervisor, coachee, strategic leader, author, critical friend, and business owner. Of equal, if not greater, importance are the meaningful occupations associated with roles including, but not limited to, being a mum, partner, friend, daughter, sister, colleague, and puppy-owner. Stephanie continues to seek opportunities to actively learn about the impact that her dominant and marginalised identities have on her ability to engage in supervision and personal/professional development, appreciating that we are all work in progress.
