Reflective / reflexive essay 

2 - Written assignment (including essay) - 50

PowerPoint Presentation 

1 - Oral assessment and presentation - 50

To view information for a specific offering, select a value from the drop down above.

The module will cover models of supervision, theoretical management and boundaries associated with setting up and facilitating group supervision and ways of recording supervision discussions. You will be introduced to group theory and frames of reference about how groups perform, and the resources and challenges in group work.  Individual experiences of being in groups related to developmental theory across the life course will also be explored in the module content. The above will be contextually related to organisational competencies, lived experience leadership and the development of the role of Peer Support Work.

Feedback is provided in a number of ways throughout your module. This includes feedback you receive during teaching from both peers and lecturers and that provided for formative assessment. Following an assessment, you will be given your marks and feedback in line with the assessment regulations and policy. More information on the timing and type of feedback that will be provided for each assessment will be available from the module leader. <a href='https://www.citystgeorges.ac.uk/about/governance/policies/student-policies-and-regulations'>https://www.citystgeorges.ac.uk/about/governance/policies/student-policies-and-regulations</a>

This module will support the development of all the graduate attributes. Your module leader will provide you with information about how your learning, teaching and assessment activities support your development of these attributes. The graduate attributes are: - Always learning - Engaged in the world - Technical and digital - Connected Professional - Creating Impact

In-Person - 

Placement - 

Self-directed - 

Supervision in Action – A Relational Approach to Coaching and Consulting Supervision 

Journal of Interprofessional Care, 34(1), pp.107-15

 What happens when peer support workers are introduced as members of community-based clinical mental health service delivery teams: a qualitative study. 

Chp 10 in Peer support work: Practice, Training & Implementation

The Supervision of Peers

Chapter 3. Howard V. and Alfred L. (Eds). “Formulation in Mental Health Nursing”.  (pp 51-69)

Three Functions of Using Psychoanalytic and Systemically Informed Perspectives in Case Formulation: Ways of Thinking about Distress in Others, Our Own Reflexive Contribution and Collaborative Formulation

Krause I-B. (ed) Culture and Reflexivity in Systemic Psychotherapy: Mutual Perspectives

Developments in the Social GGRRAAACCEEESSS: Visible-invisible and voiced-unvoiced

Best practice in professional supervision ~ a guide for the helping professions

BMC psychiatry, 22(1), 1-18

The impact of working as a peer worker in mental health services: a longitudinal mixed methods study. 

Imroc Preparing Organisations for Peer Support

National Practice Guidelines for Peer Specialists and Supervisors

Psychiatric Rehabilitation Journal, 41(1), 76–79

The global need for lived experience leadership. 

APM078 - Peer Support Worker Supervisor Training  

APM078-PRD3-PER-ALV1

This module will be taught using a variety of methods. For each topic you will attend, in person a lead seminar, typically 20- 30 students. There will be small group exercises, and opportunities to learn skills and techniques in group supervision.
There are timetabled formative opportunities to discuss your thinking and learning with fellow students and the teaching team of academic staff at the University and Trust Peer Trainers / Practice Supervisors. These reflective sessions will help you to reflect upon and consolidate your learning. Learning resources will be provided in the form of PowerPoints, literature, and video you tube clips.
There are three full days of teaching and learning and one day of formative feedback for your presentation assignment and reflective sessions on your learning experiences. There are 24 (4 x 6 hour days) teaching contact hours for the module (to be attended in person) ; 9 practice hours (3 x 3 hours for the facilitations of PSW supervision groups); and 117 self-directed study hours to be used for example: reading, following up further resources such as video and websites, and engaging with assessment activities.
The Module Leaders will direct you to the relevant teaching materials available on Moodle for you to prepare for lectures, seminars and tutorials. Reading lists are provided in the module specification and via the university’s virtual learning environment. You will be expected to access the resources before the teaching in order to maximise your learning. During self-directed learning you should explore areas of interest, read widely and engage in activities to support achieving your assessments. Whilst this time counts towards the total hours allocated to the module, it will be up to you to decide exactly how you spend this time and which areas of learning you wish to pursue.
The module will be delivered as face-to-face seminars, so your attendance is required, and classes and skills sessions will not be recorded for reasons of confidentiality.
Seminar PowerPoints and other learning resources will be available to you via the university’s virtual learning environment, designed to enhance your learning experience by providing online access to module content, activities, communication tools and assessments. This increases opportunities for you to interact with module content and your peers, through on-going discussions and reflection. Your main module reading list will also be available via this platform including access to electronic reading list facility.

Peer Support Worker Supervisor Training  

Provide systematic explanation of group supervision and models of reflection that have influenced your approach to PSW supervision.   

Knowledge

Analyse the development of your leadership and problem-solving skills used in your facilitated discussions with a supervision group, informed by the Peer Support Work 
Competency Framework. 


Skills

Build caring conversations that develop learning in others; focus upon safety and risk and self-care. 

Develop emotional and culturally sensitive reflexivity that respects equality, diversity and inclusion of all voices within the supervision group, practice and wider community.  

Values and attitudes

Critically reflect and comment upon evidence-based techniques used, informed by your experience facilitating of a Peer Support Worker group. 

Demonstrate critical understanding of trauma informed approaches to leadership in peer support supervision work.   

Critically reflect upon your ability to manage your own learning, informed by feedback from your practice-based supervisor. 