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Multidisciplinary team (MDT) clinical supervision is being used in many mental health services but at present has not received adequate attention by researchers in order to generate evidence-based approaches. The purpose of this paper is to explore the utility and staff perspectives of an MDT model of clinical supervision in the form of a “Clinical Discussion Group” (CDG) on an acute inpatient mental health ward within the context of the current literature on the components of effective supervision in order to make recommendations for practice.

In total, 12 members of staff working on the ward were interviewed to gather their perspective on attendance, helpful aspects, outcomes, unhelpful aspects, and changes. Interview transcripts were analysed using thematic analysis.

In total, 11 themes were identified, three within “The Group and how it operates” (attendance, discussion topics and facilitation), five within “Impact and Usefulness” (valued by staff, understanding a case, emotional benefit, learning and working together as a team) and three within “Changes to the Group” (organisation, discussion topic and group outcomes).

This paper explores the benefits and challenges of a CDG from the perspective of the staff who attend. It presents some recommendations for good practice which should be of use to managers and supervisors who wish to use team supervision to improve patient outcomes and also makes suggestions for future research in this field.

The UK government proposals for services for individuals considered to be dangerous with a severe personality disorder (DSPD) are developing. The complex task of balancing safety and therapeutic change in DSPD services will rest largely upon the skills, knowledge and practice of the staff group. As a result, one challenge for DSPD services is to provide sufficient training and support to staff, in order to ensure that adequate resources are available to assist them in processing their emotional reactions to their work. As part of this, clinical supervision systems need to be developed to offer professional support and learning, enabling individual practitioners to develop knowledge and competence and assume responsibility for their own practice (DoH, 1993). Among the service developments at Rampton Hospital an innovative multi‐professional supervision strategy has been introduced for all staff working in the unit. This paper describes the evolving supervision framework, including a new tool, the ‘Supervision Matrix’, and implementation guidelines, and describes how this supervision framework will be evaluated.

The purpose of this paper is to examine how relative abusive supervision (i.e. team member’s perceived abusive supervision as compared with the team mean) influences team member’s job attitudes through the mediating role of relative leader–member exchange. This study also explores the cross-level moderating roles of team-level abusive supervision and team-level leader–member exchange (LMX) in the process.

This study used two-wave data from 1,479 employees in 145 work teams, and tested a cross-level moderated mediation model using multilevel structural equation modeling.

Results demonstrate that the negative indirect effects of relative abusive supervision on job satisfaction and team affective commitment through relative LMX are stronger when team-level abusive supervision is low rather than high.

Integrating LMX theory with a relative deprivation perspective, this study conceptualizes and operationalizes relative abusive supervision, develops an individual-within-group model of abusive supervision’s consequences in teams and demonstrates a cross-level moderating effect of team-level abusive supervision in buffering relative abusive supervision’s negative consequences.

This study aims at analyzing the detrimental cross-level serial effects of leaders' Machiavellianism and abusive supervision on subordinates' burnout and task performance. The general aggression model and conservation of resources theory guide our research model.

The authors developed a multilevel design and used multisource data. The authors collected data from 50 bank branches located in Pakistan. A total of 50 branch supervisors participated, which yielded 200 supervisor-subordinate dyads. Machiavellianism was self-assessed by the supervisors who further rated the specific task performance of each of their respective subordinates. Burnout and abusive supervision ratings were provided by the subordinates. Abusive supervision scores were aggregated at the group level.

Machiavellianism has an indirect negative effect on individual-level task performance through the serial cross-level mediating effects of abusive supervision at the group level and attendant individual-level burnout.

Findings provide practical implications for the management of task performance and human resources.

This study offers a comprehensive cross-level model to analyze the effect of Machiavellianism on group-level and individual-level outcomes known to affect the effectiveness of leaders.

The purpose of this paper is to provide empirical evidence of the linkages between such negative workplace behaviors as abusive supervision and coworker bullying (CB)/mobbing; also, the study explores the linkages between such negative behaviors and work-life outcomes.

The authors use “negative acts,” abusive supervision, and workplace bullying/mobbing and develop work-life outcomes scales to test a data set collected from randomly selected respondents in the Midwest of the USA. The two-stage data collection offsets common method variance.

The authors find evidence that American supervisors and employees commit negative behavioral acts rarely. However, the data analyses indicate that many significant relationships exist among negative acts, abusive supervision, CB/mobbing, and employee well-being.

Companies are reluctant to allow surveying their employees on the subject of negative acts. Therefore, respondents in this study are a random sample. Many statistically significant interrelationships were detected.

This study will reinvigorate discussion on workplace negative behaviors, bullying, and their effects on employee well-being.

Addressing and reducing negative workplace behaviors will reduce employee stress and anxiety and improve the quality of employees’ work and life.

The scales were selected and developed, and the data set was constructed specifically for this study; the interactions of negative acts, abusive supervision, CB and mobbing, and work-life outcomes are tested together in a workplace scenario for the first time.

Uncertainty, overwhelmed, doubtful, anxious … and so the list of emotions of the doctoral candidate goes on. Yet, we can move from not just surviving emotional and cognitive challenges to thriving and embracing the challenges through the creation of a support network. While family and friends might be one supportive network, they often fail to understand the lived experience of doctoral research, so it is critical to establish a professional network early in the candidature. This may form naturally if you are researching within a laboratory setting, but for many doctoral candidates engaged in social science research, finding a place in a professional network may not be straightforward. In this chapter, co-written by doctoral students and their supervisor, the processes and power of creating a network are shared and explored in the hope of supporting others to achieve the same. The chapter presents ideas for creating or finding a place in a network but more importantly for recognizing the power of the network to ensure successful outcomes beyond the completion of the thesis. While completion of the thesis is a primary aim of the doctoral candidature, we argue the quality of the candidature experience can shape the future of the graduate and subsequently the next generation of academics.

This paper seeks to report upon psychiatric trainees' experience of providing psychodynamic therapy for the first time and their experience of group supervision.

A total of five trainees, undertaking training in psychodynamic therapies, were interviewed on multiple occasions over an 18‐month period – before, during, and after undertaking their first case of psychodynamic therapy. A semi‐structured, qualitative interview approach was used to explore providing psychodynamic psychotherapy and participating in psychodynamic supervision groups. Interviews were transcribed in full and data analysed following the conventions of thematic analysis.

Trainees' anxieties about working psychodynamically and their concerns for developing new competencies are recognised. Personal and professional challenges associated with this therapeutic approach are identified and the importance of ”looking after” trainees is stressed; the role of trainee supervision groups in this is advocated. The potential challenges of integrating psychodynamic thinking into general psychiatric practice are discussed and suggestions to address these difficulties are proposed.

The small sample size reflects the total number of trainees participating in training at the time of the study; for future work, a larger sample drawn from multiple training centres would be recommended.

Training in psychotherapy is now mandatory for all trainee psychiatrists and this is something which many trainees find daunting; training in psychodynamic techniques is particularly challenging. A fuller awareness and understanding of trainees' experiences is important in nurturing clinicians who are competent in psychodynamic thinking, and who might consequently apply these skills clinically.

Empirical evidence on how supervisors have perceived the changes and the implications of the COVID-19 pandemic on their supervision is scarce. This paper aims to examine how the changing landscape of doctoral education has affected supervision from the supervisors’ perspective.

This survey addressed change, challenges and impact in supervisory responsibilities due to COVID-19 pandemic. The survey was completed by 561 doctoral supervisors from a large multi-field research-intensive university in Finland.

Results show that supervisors estimated that their supervision had been negatively affected by the pandemic, but to a lesser extent than their doctoral candidates’ progress and well-being. In the changed landscape of supervision, the supervisors grappled with challenges related to recognising doctoral candidates’ need of help. Supervisors’ experiences of the challenges and the impact of changed circumstances varied depending on the field and the position of the supervisor, whether they supervised part- or full-time candidates, and the organisation of supervision.

The slowed-down progression and diminishing well-being of doctoral candidates reported by supervisors is likely to influence supervision in a delayed way. Supervisors may be anticipating some issues with stalled studying and stress, but the question is the extent to which they are prepared to handle these as they emerge in supervision encounters. The fact that the experiences varied across field, position, organisation of supervision and the type of candidates (full or part time) suggests that support provided for supervisors to overcome challenges needs to be tailored and engineered.

This study contributes to the literature on doctoral supervision by exploring the impact of transitioning to online supervision and the rapid changes in doctoral supervision as a consequence of the recent global pandemic.

The purpose of this paper is to discuss the underlying assumption that social workers need reflective supervision specifically, as opposed to managerial or any other form of supervision or support, and to consider whether our focus on the provision of reflective supervision may be preventing us from thinking more broadly and creatively about what support local authority child and family social workers need and how best to provide it.

The paper provides an argument based on the author’s own research and a selective review of the literature.

Reflective supervision has no future in local authority child and family social work because: first, there is no clear understanding of what reflective supervision is; second, there is no clear evidence for its effectiveness; and third, sizeable proportion of local authority child and family social workers in England do not receive reflective supervision and many never have.

The paper challenges the received wisdom about the value of reflective supervision and advocates exploring alternative models for supporting best practice in child and family social work.

Supervision is considered the signature pedagogy and after direct client practice it is rated as the number one learning and development method by practitioners. However, as we set out in this chapter, the relationship between supervision and client outcomes is not a strong one. Drawing on the use of routine outcome data, we demonstrate how clinical supervision can be improved when both practitioner and supervisor demonstrate an attitude of humility and a willingness to learn from the data they collect. Using these data to enhance supervision by improving client outcomes and to inform deliberate practice (DP) is the hall mark of the effective twenty-first century practitioner and supervisor.