IntroductionSupervision is an essentail tool in medical training and especially in psychiatry and psychotherapy. It emcopasses two distinct aspects namely: coaching in the workplace aimed at ...developping competences (pyramid of Miller) and on the other side a safe place to reflect on ones personal development as a professional. This mentoring should be distinguised from the personal training psychotherapy. The mentoring supervisor will take the doctor’s pledge as a starting point of professional development. But will also encourage the resident to become aware of elements of transference and counter transference in his/her clinical work, helping to foster empathy “maximal understanding with respect for professional distance. This, not only for the benefit of the patient and his/her security, but also in order to take care of one’s own health and developing a sound balance between work and private life.Too often supervision is taken for granted once the resident has become a consultant. Along with examples of the techniques and the pitfalls of supervison, the presenters will plea for training and intervision as part of the development of the supervisor!ObjectivesRaise awareness for the competences needed to become a valuable supervisor and the place supervision in its two aspects (coaching and place of reflection) should take in the training of medical doctors and especially psychiatristsMethods- an inventory of the place of supervision in training in psychiatry throughout Europe- looking into competences needed in order to develop a sound professional attitude- looking into the competencies needed to become a valuable supervisorResults- supervision is differently defined and given in training in psychiatry throughout Europe- the competences needed in order to develop a sound professional attitude are defined in the Doctor’s Pledge (World Medical Association 2017) but should be refined according to the specialty with special attention to aspects of psychiatry alien to other specialities- along with Teaching the Teachers - special trainings are available to become a supervisorConclusionsSupervision is an essential tool in medical/psychiatric training, but it needs to be taken seriously in terms of developing the competences needed but also maintaining them in intervision with the colleagues of the training staffDisclosure of InterestNone Declared
This study uses the conservation of resources theory to examine the influence of a leader's destructive behaviors by investigating how emotional exhaustion resulting from abusive supervision affects ...employees' knowledge-sharing behaviors. Using a moderated mediation framework, this study suggests that organizational justice moderates the positive relationship between abusive supervision and employees' emotional exhaustion and attenuates the negative indirect effect of abusive supervision on employees' knowledge-sharing behaviors. The results of this study, drawn from a sample of 202 dyads comprising full-time employees and their immediate supervisors, support most of its hypotheses. The implications and limitations of the study, as well as directions for future research, are discussed.
Aims
To synthesize available data on the impact of the COVID‐19 pandemic on clinical supervision practices of healthcare workers and students in healthcare settings.
Design
A quantitative rapid ...review of the literature.
Data Sources
A search of MEDLINE, Embase, PsycINFO, the Cochrane Library and Scopus for English language papers published between December 2019 (initial onset of the pandemic) to March 2021.
Review methods
Using the World Health Organization and Cochrane guidelines for rapid reviews, following an identification of relevant papers and data extraction, a narrative synthesis approach was used to develop themes.
Results
Eight studies met the inclusion criteria. Four themes identified from data synthesis were nature and extent of disruptions to clinical supervision, unmet need for psychological support, supervisors also need support and unpacking telesupervision. Findings highlight the extent and nature of disruption to clinical supervision at the point of care. Further information on factors that facilitate high‐quality telesupervision have come to light.
Conclusion
The COVID‐19 pandemic has placed tremendous burden on healthcare workers compromising their own health and well‐being. It is essential to restore effective clinical supervision practices at the point of care, so as to enhance patient, healthcare worker and organizational outcomes into the post‐COVID‐19 pandemic period.
Impact
This review has provided initial evidence on the adverse impacts of the COVID‐19 pandemic on clinical supervision of healthcare workers and students at the point of care. Available evidence indicates the urgent need to restore effective and high‐quality clinical supervision practices in health settings. The review has highlighted a paucity of studies in this area, calling for further high‐quality studies.
After a century of psychotherapy supervision and over half a century of supervision research, what do we know empirically about the contribution of psychotherapy supervision to patient outcomes? In ...this article, I address that question by (1) assembling all identified supervision-patient outcome studies, from 1981 to 2006, referenced in four reviews (Ellis & Ladany,
1997
; Freitas,
2002
; Inman & Ladany,
2008
; Wheeler & Richards,
2007
) and (2) identifying additional post-review studies by means of computer searches, spanning January 2006 through May 2011. A total of 18 supervision outcome studies emerged, spanning the past generation of supervision scholarship. Unfortunately, after closely scrutinizing each investigation, eliminating misidentified studies (constituting over one-third of the 18 studies), and weighing the gravity of various methodological deficiencies across investigations, the collective data appeared to shed little new light on the matter: We do not seem to be any more able to say now (as opposed to 30 years ago) that psychotherapy supervision contributes to patient outcome. What did emerge of considerable promise, however, were three recent studies that were developed, organized, and prosecuted with the primary objective of evaluating the effects of supervision on patient outcome. Those investigations were highlighted because, in my view, they point the way for future studies to follow (in ways not done before) and are prototypal in their design and execution. Although the difficulty in researching the supervision-patient outcome matter has long been lamented in the supervision literature, those few studies (especially Bambling, King, Raue, Schweitzer, & Lambert, 2006) indeed show us for the first time that research on supervision-patient outcome can be done and be done well.
.
With qualitative studies increasingly published on different aspects of supervision, this qualitative meta-analysis synthesized existing qualitative research and explored what aspects therapy ...trainees find helpful and unhelpful in individual supervision. A sample of 29 studies (755 participants) was selected by conducting a systematic literature search and a critical appraisal process to ensure a suitable level of methodological rigor. Data analysis followed a descriptive and interpretative framework. Results yielded 6 main meta-categories: three in the helpful aspects domain (i) Supervisor establishes a secure learning environment, (ii) Supervisor demonstrates ability to facilitate learning, and (iii) Supervisor demonstrates willingness and ability to acknowledge and negotiate differences; and three in the unhelpful aspects domain (i) Supervisor demonstrates behaviour that lacks sensitivity, accountability, and ethical consideration, (ii) Supervisor fails to create a safe and supportive environment, and (iii) Supervisor demonstrates limitations in the appropriate maintenance and sharing of knowledge and skills. Influenced by the quality of the supervisory alliance, supervision can be helpful, but it may also be experienced as unhelpful and potentially harmful. Issues of power and diversity need to be negotiated in a manner that maintains ethical and professional standards of practice and care. Implications for supervision training, practice, and research are discussed.
This is the first handbook to examine the theory, research, and practice of clinical supervision from an international, multi-disciplinary perspective. * Focuses on conceptual and research ...foundations, practice foundations, core skills, measuring competence, and supervision perspectives * Includes original articles by contributors from around the world, including Australia, Finland, Hong Kong, Slovenia, South Africa, Sweden, the United Kingdom, and the United States * Addresses key aspects of supervision, including competency frameworks, evidence-based practice, supervisory alliances, qualitative and quantitative assessment, diversity-sensitive supervision, and more * Features timely and authoritative coverage of the latest research in the field and novel ideas for clinical practice
Mental health‐related professions, like many fields, have begun reexamining common practices and opportunities following the 2020 reawakening to the need for antiracist practices/policies. This push ...includes encouraging both seasoned professionals and newer trainees to do inward and outward work to increase self‐ and other‐awareness and recognize biases. Often, it is unclear where to begin, and this deeper reflection can bring up uncomfortable realizations about oneself, colleagues, and even broader professions. Doing this deep work is most beneficial when done in a community that can provide support and further challenge. Thus, the practice of reflective supervision/consultation (RSC) is well‐suited for integration of conversations about bias (implicit and explicit) as well as racism/antiracism. The current paper provides background on these concepts, the model of RSC, and specific examples of diversity, equity, and inclusion principles within the infant and early childhood mental health (IECMH) field. Parallels are drawn to existing “key concepts” of reflective supervision to provide examples for integrating conversations about bias into reflective supervision. Finally, specific tools and strategies for use are offered as starting points, with encouragement for supervisors to continue to generate ideas and tools for these important conversations. Next steps and implications for broader practice are also discussed.
Resumen
Las profesiones relacionadas con la salud mental, como muchos campos, han comenzado a reexaminar las prácticas comunes y oportunidades a partir del despertar a la necesidad de prácticas/políticas antirracistas de 2020. Este esfuerzo incluye el darle ánimo tanto a profesionales experimentados como a los que inician su entrenamiento a hacer labor interna y externa para incrementar el propio conocimiento consciente y el de otros y reconocer los prejuicios. A menudo, no está claro dónde comenzar, y esta más profunda reflexión puede sacar a relucir comprensiones que incomodan, tanto propias como de colegas y aun dentro de la gama amplia de profesiones. Hacer este profundo trabajo resulta más beneficioso cuando se hace dentro de una comunidad que puede ofrecer apoyo y fomentar el reto. Por tanto, la práctica de la consulta/supervisión con reflexión (RSC) está bien posicionada para integrar conversaciones acerca de prejuicios (implícitos y explícitos) así como sobre el racismo/antirracismo. El presente estudio aporta el trasfondo de estos conceptos, el modelo RSC, y ejemplos específicos de principios de diversidad, equidad e inclusión dentro del campo de salud mental infantil y la temprana niñez (IECMH). Se extraen paralelos con los “conceptos claves” de supervisión con reflexión existentes con el fin de aportar ejemplos para integrar conversaciones acerca de prejuicios en la supervisión con reflexión. Finalmente, se ofrecen herramientas y estrategias específicas para usarse como puntos de partida, estimulando a los supervisores a continuar generando ideas y herramientas para estas importantes conversaciones. También se discuten los próximos pasos e implicaciones para la más amplia práctica.
Résumé
Les professions liées à la santé mentale, comme dans d'autres domaines, ont commencé à réexaminer leurs pratiques courantes et les opportunités qui se présentent après le réveil de 2020 quant au besoin de pratiques et de politiques antiracistes. Cette pression comprend l'encouragement aux professionnels chevronnés et à ceux nouvellement formés de travailler sur eux‐mêmes et à l'extérieur afin d'augmenter leur conscience de soi et leur conscience des autres et de reconnaître les préjugés qui existent. Souvent on ne sait pas par où commencer et cette réflexion plus profonde peut amener à des réalisations inconfortables sur soi‐même, ses collègues et mêmes des professions au sens plus large. Faire ce travail est particulièrement bénéfique quand il est fait dans une communauté qui peut offrir son soutien et pousser au défi. Dans ce contexte la pratique de la consultation/supervision de réflexion (RSC) est particulièrement adaptée à l'intégration de conversations sur les préjugés (implicites et explicites) ainsi que sur le racisme/l'antiracisme. Cet article offre un arrière‐plan à ces concepts, le modèle de la RSC ainsi que des exemples spécifiques de diversité, d’équité et de principes d'inclusion au sein du domaine de la santé mentale du nourrisson et de la petite enfance (IECMH). Des parallèles sont établis avec des ‘concepts clés’ qui existent de supervision de réflexion afin d'offrir des exemples d'intégration de conversations sur les préjugés dans la supervision de réflexion. Enfin des outils et des stratégies spécifiques pour l'utilisation sont offerts comme points de départ, tout en encourageant les superviseurs à continuer de générer des idées et des outils pour ces conversations importantes. Les prochaines étapes ainsi que les implications pour la pratique plus large sont également discutées.
Zusammenfassung
Mind the Gap(s): Reflektierte Supervision/Beratung als Mechanismus zum Umgang mit impliziten Vorurteilen und zur Verringerung unserer Wissenslücken
Psychosoziale Berufe haben, wie viele andere Bereiche auch, damit begonnen, gängige Praktiken und Möglichkeiten zu überprüfen, nachdem 2020 die Notwendigkeit antirassistischer Praktiken/Politiken wieder ins Bewusstsein gerückt war. Dazu gehört, dass sowohl erfahrene Fachkräfte als auch neue Auszubildende ermutigt werden sollten, im Inneren und im Äußeren zu arbeiten, um die Selbst‐ und Fremdwahrnehmung zu verbessern und Vorurteile zu erkennen. Oft ist unklar, wie dieser Prozess begonnen werden soll. Außerdem kann diese tiefere Reflexion zu unbequemen Erkenntnissen über sich selbst, Kolleg:innen und sogar über den Berufsstand im Allgemeinen führen. Diese tiefgreifende Arbeit ist am nützlichsten, wenn sie in einer Gemeinschaft stattfindet, die Unterstützung bietet und die Teilnehmenden gleichzeitig herausfordert. Daher eignet sich die Praxis der reflektierten Supervision/Beratung (reflective supervision/consultation; RSC) gut für die Integration von Gesprächen über (implizite und explizite) Vorurteile sowie über Rassismus/Antirassismus. Die vorliegende Arbeit liefert Hintergrundinformationen zu diesen Konzepten, zum Modell der RSC und zu konkreten Beispielen für Vielfalts‐, Gleichberechtigungs‐ und Inklusionsgrundsätze im Bereich der psychischen Gesundheit von Kindern und Kleinkindern (infant and early childhood mental health; IECMH). Es werden Parallelen zu bestehenden "Schlüsselkonzepten" der reflektierten Supervision gezogen, um Beispiele für die Integration von Gesprächen über Vorurteile in die reflektierte Supervision zu liefern. Abschließend werden als Ausgangspunkte spezifische Instrumente und Strategien vorgeschlagen, die Supervisor:innen motivieren sollen, weiterhin Ideen und Instrumente für diese wichtigen Gespräche zu entwickeln. Außerdem werden mögliche nächste Schritte und Auswirkungen auf die Praxis im Allgemeinen erörtert.
抄録
Mind the Gap (ｓ) ギャップに気を付けて
暗黙の先入観に対処し、知識のギャップを軽減するための方策としての内省的スーパーヴィジョン/コンサルテーション
メンタルヘルス関連の専門職は、多くの分野と同様に、2020年に反人種差別的な実践/政策の必要性が再認識されたことを受けて、一般的な実践と機会の再検討を始めている。この推進には、熟練した専門家と新しい研修生の両方に、自己と他者への認識を高め、偏見を認識するために内的な作業と外的な作業をするよう奨励することが含まれる。多くの場合、何から始めればいいのかわからず、このように深く内省することで、自分自身や同僚、さらにはより広い範囲の同業者達について不快な気づきがもたらされることがある。このような深い作業を行うには、サポートとさらなる挑戦を提供してくれるコミュニティで行うのが最も効果的である。したがって、内省的スーパーヴィジョン/コンサルテーション (RSC) の実践は、人種差別/反人種差別と同様に、偏見 (暗黙的および明示的) に関する会話を統合するのに適している。本論文では、これらの概念の背景、RSCのモデル、そして乳幼児精神保健 (IECMH) 分野における多様性、公平性、包括性の原則の具体的な例を示す。また、既存の内省的スーパービジョンの「重要な概念」との類似性を引用し、偏見に関する会話を内省的スーパービジョンに統合するための例を示す。最後に、スーパーバイザーがこれらの重要な会話のためのアイデアやツールを生み出し続けることを奨励し、出発点として使用するための特定のツールや戦略が提供される。また、次のステップとより広範な実践への影響についても議論する。
摘要
与许多领域一样, 在2020年重新认识到反种族主义实践或政策的必要性后, 与心理健康相关的专业也开始重新审视常见的做法和机会。这种推动措施包括鼓励经验丰富的专业人士和新学员做内向和外向的工作, 以提高自我意识和他人意识, 并认识到偏见。通常情况下, 我们不清楚从哪里开始, 这种更深层次的反思可能会让人对自己、同事甚至更广泛的行业产生不舒服的认知。在能够提供支持和进一步挑战的社区中完成这种深入的工作是最有益的。因此, 反思性监督/咨询 (RSC) 的实践非常适合将关于偏见 (隐性和显性) 以及种族主义/反种族主义的对话整合在一起。本文提供了这些概念的背景、RSC模型, 以及婴幼儿心理健康 (IECMH) 领域中多样性、公平性和包容性原则的具体例子。与反思性监督的现有“关键概念”相似, 为将关于偏见的对话整合到反思性监督中提供了范例。最后, 抛砖引玉, 提供了具体的工具和使用策略, 鼓励监督者继续为这些重要对话提供想法和工具。文章还讨论了后续步骤和对更广泛实践的影响。
ملخص
تحقق من “النقاط العمياء” الخاصة بك: الإشراف / الاستشارة التأملية كآلية لمعالجة التحيز الضمني
بدأت المهن المتعلقة بالصحة النفسية ، مثل العديد من المجالات ، في إعادة فحص الممارسات والفرص المعتادة بعد عودة اليقظة والانتباه في سنة 2020 للحاجة إلى ممارسات / سياسات مناهضة للعنصرية. تتضمن هذه الدفعة تشجيع المهنيين المتمرسين والمتدربين الجدد على القيام بعمل داخلي وخارجي لزيادة الوعي الذاتي ووعي الآخرين والتعرف على التحيزات. في كثير من الأحيان ، يكون من غير الواضح من أين نبدأ ، وهذا التفكير الأعمق يمكن أن يؤدي إلى إدراك غير مريح عن الذات ، والزملاء ، وحتى عن المهن على النطاق الأوسع . ويكون القيام بهذا العمل العميق مفيدًا للغاية عند القيام به في مجتمع يمكنه تقديم الدعم والمزيد من التحدي. وبالتالي ، فإن ممارسة الإشراف / التشاور التأملي (RSC) مناسبة تمامًا لتكامل الحوار حول التحيز (الضمني والصريح) وكذلك العنصرية / مناهضة العنصرية. تقدم الورقة الحالية خلفية عن هذه المفاهيم ، ونموذج للاستشارة والإشراف التأملي ، وأمثلة محددة للتنوع ، والمساواه ، ومبادئ الشمول في مجال الصحة النفسية للرضع والطفولة المبكرة(IECMH) . كما تقدم الورقة مفاهيم موازية للمفاهيم الأساسية الحالية للإشراف التأملي للوصول إلى أمثلة لدمج المحادثات حول التحيز في الإشراف التأملي. أخيرًا ، يتم تقديم أدوات واستراتيجيات محددة للاستخدام كنقاط انطلاق ، مع تشجيع المشرفين على الاستمرار في توليد الأفكار والأدوات لهذه المحادثات المهمة. وتناقش الدراسة الخطوات التالية والتطبيقات على الممارسة بشكل أوسع.
Stress has been implicated as an important determinant of leadership functioning. Conversely, the behavior of leaders has long been argued to be a major factor in determining the stress levels of ...followers. Yet despite the widespread acknowledgement that stress and leadership are linked, there has been no systematic attempt to organize and summarize these literatures. In the present, we meta-analytically review the relationship between three leadership constructs (transformational leadership, leader-member exchange, and abusive supervision) and stress and burnout. Our analyses confirm that leader stress influences leader behavior and that leadership behaviors and leader-follower relationships are significant determinants of stress and burnout in subordinates. We build on these results to suggest new avenues for research in this domain as well as discussing how these results can inform practice with regards to leader development.
ABSTRACT
Individual supervision of home‐visiting professionals has proved to be a key element for perinatal home‐visiting programs. Although studies have been published concerning quality criteria ...for supervision in North American contexts, little is known about this subject in other national settings. In the context of the CAPEDP program (Compétences parentales et Attachement dans la Petite Enfance: Diminution des risques liés aux troubles de santé mentale et Promotion de la résilience; Parental Skills and Attachment in Early Childhood: Reducing Mental Health Risks and Promoting Resilience), the first randomized controlled perinatal mental health promotion research program to take place in France, this article describes the results of a study using the Delphi consensus method to identify the program supervisors’ points of view concerning best practice for the individual supervision of home visitors involved in such programs. The final 18 recommendations could be grouped into four general themes: the organization and setting of supervision sessions; supervisor competencies; relationship between supervisor and supervisee; and supervisor intervention strategies within the supervision process. The quality criteria identified in this perinatal home‐visiting program in the French cultural context underline the importance of clinical supervision and not just reflective supervision when working with families with multiple, highly complex needs.
RESUMEN
La supervisión individual de profesionales que visitan hogares ha demostrado ser un elemento clave en los programas de visita a casa en el período perinatal. Aunque se han publicado estudios sobre la calidad de los criterios para la supervisión en contextos norteamericanos, poco se conoce acerca de este tema en otros contextos nacionales. Dentro del contexto del programa CAPEDP, el primer programa de investigación de promoción de la salud mental perinatal con control al azar que se ha llevado a cabo en Francia, este artículo describe los resultados de un estudio que usa el método de consenso Delphi para identificar los puntos de vista de los supervisores del programa acerca de las mejores prácticas para la supervisión individual de quienes visitan los hogares participantes en tales programas. Las dieciocho recomendaciones finales pudieran agruparse en cuatro temas generales: la organización y el contexto de las sesiones de supervisión; las destrezas del supervisor; la relación entre el supervisor y el supervisado; las estrategias de intervención de la supervisión dentro del proceso de supervisión. Los criterios de calidad identificados en este programa de visita a casa durante el período perinatal en el contexto cultural francés subrayan la importancia de la supervisión clínica y no sólo la supervisión con reflexión cuando se trabaja con familias con múltiples, altamente complejas necesidades.
RÉSUMÉ
La supervision individuelle de visiteurs à domicile professionnels s'est avérée être un élément clé pour les programmes de visites à domicile relatives à la périnatalité. Bien que des études aient été publiées sur les critères de qualité pour la supervision dans des contextes nord‐américains, on sait peu de choses sur ce sujet dans d'autres contextes nationaux. Prenant le contexte du programme CAPEDP, le premier programme de recherche sur la promotion de la santé mentale périnatale à exister en France, cet article décrit les résultats d'une étude utilisant la méthode de consensus Delphi pour identifier les points de vue des superviseurs du programme concernant les meilleures pratiques pour la supervision individuelle des visiteurs à domicile dans de tels programmes. Les dix‐huit recommendations finales pourraient être regroupées en quatre thèmes généraux : l'organisation et le contexte des séances de supervision; les compétences du superviseur; la relation entre le superviseur et la personne supervisée; les stratégies d'intervention du superviseur au sein du processus de supervision. Les critères de qualité identifiés dans ce programme de visites à domiciles relatives à la périnatalité dans le contexte culturel français souligne l'importance de la supervision clinique et pas seulement la supervision de réflexion dans le travail avec des familles ayant des besoins multiples et très complexes.
ZUSAMMENFASSUNG
Individuelle Supervision für professionelle Hausbesucher hat sich als ein Schlüsselelement für perinatale Hausbesuchsprogramme erwiesen. Obwohl Studien über Qualitätskriterien für die Supervision in nordamerikanischen Kontexten veröffentlicht wurden, ist wenig über dieses Thema in anderen nationalen Settings bekannt. Im Rahmen des CAPEDP‐Programms, dem ersten randomisierten kontrollierten perinatalen Programm zur Förderung der psychischen Gesundheit in Frankreich, beschreibt dieser Artikel die Ergebnisse einer Studie, die die Delphi‐Konsens‐Methode verwendet, um die Perspektiven der Programmsupervisoren hinsichtlich der besten Vorgehensweise bei der individuellen Supervision von Hausbesuchern, die an solchen Programmen beteiligt sind, zu ermitteln. Die finalen achtzehn Empfehlungen konnten zu vier allgemeinen Themen zusammengefasst werden: Organisation und Setting der Supervisionssitzungen; Kompetenzen des Supervisors; Beziehung zwischen Supervisor und Supervisand; Interventionsstrategien des Supervisors innerhalb des Supervisionsprozesses. Die Qualitätskriterien, die in diesem perinatalen Hausbesuchsprogramm im französischen Kulturkontext identifiziert wurden, unterstreichen die Bedeutung der klinischen Supervision (über die reflexive Supervision hinaus) bei der Arbeit mit Familien mit vielfältigen, hochkomplexen Bedürfnissen.
抄録
家庭訪問の専門家の個人スーパービジョンは、周産期家庭訪問プログラムの鍵となる要素であることが明らかになっている。北アメリカにおいてはスーパービジョンの質の基準に関して発表されてきたとはいえ、その他の国の状況では、このテーマについてほとんど知られていない。フランスで行われている最初のランダム化対照周産期メンタルヘルス促進研究プログラム、CAPEDPプログラムにおいて、この論文は、このようなプログラムにかかわる家庭訪問員の個人スーパービジョンのためのベストプラクティスに関するプログラム・スーパーバイザーの視点を明らかにするために、デルファイ合意法を用いた研究の結果を記述する。最終の18の勧告が4つの全般的なテーマにグループ化されるだろう。それらは、スーパービジョン・セッションの組織化と設定、スーパーバイザーの能力、スーパーバイザーとスーパーバイジーの間の関係性、スーパービジョン過程の中でのスーパーバイザーの介入戦略である。フランス文化におけるこの周産期家庭訪問プログラムで見つけられた質の基準は、多重の高度に複雑なニーヅのある家族と仕事をするとき、単なる内省的スーパービジョンではなく、臨床的スーパービジョンの重要性を強調する。
摘要
對家庭訪問專業人員的個人監督, 已被證明是圍產期家訪方案的關鍵要素。儘管關於北美監管的質量標準的研究已經發表, 但其他國家對這一主題知之甚少。在CAPEDP計劃的背景下, 第一個隨機受控促進圍產期精神健康研究計劃在法國開始, 本文描述了使用Delphi共識方法, 來確定計劃主管者, 對參與此類計劃的家訪員, 其個人監督最佳實踐的觀點之研究結果。最後十八項建議可以分為四個一般主題 : 監督會議的組織和設置;主管能力;主管與被監督者之間的關係;監督過程中的主管干預策略。在法國文化背景下的圍產期家訪計劃中確定的質量標準, 強調了臨床監督的重要性, 而不僅僅是在與多種高度複雜需求的家庭合作時的反思監督。
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