http://orcid.org/0000-0002-2577-5019
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ABSTRACT
A theoretically grounded, evidence-informed, integrated model of clinical supervision for staff in agency settings is presented for a Canadian evidence-based program for children with severe disruptive behavioral difficulties. The aim is to provide the best service for clients through enhancing and supporting implementation, while meeting the educational and emotional needs of staff. Explanatory and guiding theories are presented, with best practices highlighted as influencing the dimensions of structure, expertise, and process of the model. Next steps are articulated to create the necessary foundation for enhancing supervision across affiliate sites, which will be evaluated and contribute to the evidence base of supervision.
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Karen Sewell
Karen Sewell, MSW, RSW is a doctoral student at the Factor-Inwentash Faculty of Social Work at the University of Toronto. Her research interests in clinical supervision stem from her practice as an Early Intervention Manager at the Child Development Institute in Toronto, Canada. For the past 10 years, she has supervised clinical staff within the evidence-based SNAP® Boys Program for children under 12 with severe disruptive behavioral difficulties and their families.