Table Of ContentSupervision for Occupational Therapy
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-t he- 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 con-
siders 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.
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 translat-
ing 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-b orn, her postgrad-
uate 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 prac-
tice, 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 per-
sonal/professional development, appreciating that we are all work in progress.
Supervision for
Occupational Therapy
Practical Guidance for Supervisors
and Supervisees
Edited by
Karina Dancza, Anita Volkert, and
Stephanie Tempest
First published 2023
by Routledge
4 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
605 Third Avenue, New York, NY 10158
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2023 selection and editorial matter, Karina Dancza, Anita Volkert, and Stephanie
Tempest; individual chapters, the contributors
The right of Karina Dancza, Anita Volkert, and Stephanie Tempest to be identified as the
authors of the editorial material, and of the authors for their individual chapters, has been
asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act
1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any
form or by any electronic, mechanical, or other means, now known or hereafter invented,
including photocopying and recording, or in any information storage or retrieval system,
without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered trademarks,
and are used only for identification and explanation without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-0-367-55242-8 (hbk)
ISBN: 978-0-367-55236-7 (pbk)
ISBN: 978-1-003-09254-4 (ebk)
DOI: 10.4324/9781003092544
Typeset in Garamond
by SPi Technologies India Pvt Ltd (Straive)
To all the supervisors and supervisees who are striving to make a difference.
Contents
Lists of figures ix
List of tables xi
List of boxes xiii
List of appendices xvii
List of chapter authors xix
List of chapter contributors xxi
Foreword xxiii
Preface xxv
Acknowledgements xxix
1 Setting the stage for supervision 1
Priya Martin, Karina Dancza, Anita Volkert, and Stephanie Tempest
With contributions from Gillian M. Taylor, Wendy H. Ducat, and Jenniffer García Rojas
2 Concepts that help us do supervision well 25
Karina Dancza, Stephanie Tempest, Joanne M. Baird, and Anita Volkert
With contributions from Madiha Sajid and Debbie Kramer-Roy
3 An introduction to the 3Cs for Effective Supervision 48
Karina Dancza, Stephanie Tempest, and Anita Volkert
With contributions from Joanne M. Baird, Gillian M. Taylor, Áine O’Dea,
Sarah Harvey, Debbie Kramer-Roy, and Naureen Javed Hirani
4 Making and maintaining connections within the supervisory
relationship 64
Stephanie Tempest, Vicki Craig, and Anita Volkert
With contributions from Charmaine Green, Carol-Ann Howson, Monica Moran,
and Lenny Papertalk
viii Contents
5 Organising the content of supervision 89
Joanne M. Baird, Jodie Copley, Karina Dancza, and Priya Martin
With contributions from Shamala Thilarajah and Wendy H. Ducat
6 Preparing for supervision and continuing the development of
your supervisory skills 117
Jodie Copley, Joanne M. Baird, and Karina Dancza
With contributions from Priya Martin, Kyrin Liong, Áine O’Dea, Sarah Harvey,
and Stephanie Tempest
7 Applying occupational therapy knowledge and skills to enhance
supervision 143
Karina Dancza, Sarah Harvey, Áine O’Dea, Anita Volkert, and Merrolee Penman
With contributions from Ann Kennedy-Behr
8 Working through tensions in supervision 169
Anita Volkert and Karina Dancza
With contributions from Stephanie Tempest, Shamala Thilarajah, Sarah Harvey,
Suhailah Mohamed, Wong Su Ren, and Esther Yuen Ling Tai
9 Effective supervision from managerial and strategic
perspectives 194
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
10 Creating change and future directions in supervision 217
Stephanie Tempest, Karina Dancza, and Anita Volkert
Index 240
Figures
1.1 The Queer People of Colour (QPOC) Resilience-Based Model of Supervision 17
1.2 Cyclical Model of White Awareness 18
2.1 Growth and fixed mindsets continuum 27
2.2 Motivation continuum 29
2.3 Self-Determination Theory 30
2.4 Supervision needs for career stages 33
2.5 Approaches to supervision based on experience level 34
2.6 Levels of practice and the Career Development Framework 35
2.7 Cognitive Apprenticeship Framework 36
2.8 The Professional Learning through Useful Support (PLUS) Framework for
Supervision 38
3.1 The 3Cs for Effective Supervision 50
4.1 Professional and personal energy analogy 67
4.2 Malan’s Triangle of Conflict 72
4.3 The Drama Triangle 74
4.4 Behaviours and characteristics of the permeable supervisor/supervisee 77
4.5 Differences between cultural humility and cultural competence 87
5.1 Content components of supervision 91
5.2 Formats of supervision 100
5.3 Session-by-session planning for supervision 104
6.1 Goals to learning objectives to targets to supportive actions 125
6.2 Levels of learning that are dependent on reflection 128
6.3 The Model of Professional Thinking 130
6.4 Pendleton Feedback Model 137
7.1 PROPER Coaching for Supervision Framework 148
7.2 Four Steps for Group Supervision 157
7.3 Discussion-Based Reflective Model 159
8.1 The appreciative inquiry cycle 173
8.2 Strengths-Based Self-Evaluation Tool for Supervisors 174
8.3 Johari Window 184
9.1 General steps of creating a business case 203
10.1 The leaky pipeline of ideas into practice 222
10.2 Six Steps from Ideas to Implementation 223
