Christine Senediak1, Michael Bowden. 1. Graduate Family Therapy Program and Child and Adolescent Mental Health Program, NSW Institute of Psychiatry, Parramatta, NSW, Australia. christine.senediak@nswiop.nsw.edu.au
Abstract
OBJECTIVE: This paper aims to provide a model for supervision in advanced training in child and adolescent psychiatry that is in keeping with adult learning principles and that gives supervisors a framework that allows fulfillment of their multiple roles. Guidelines to develop reflective practice in trainees, thus enhancing clinical competence and life-long learning, are presented. CONCLUSIONS: Reflective practice in supervision encourages the development of competence in trainees. This model is especially relevant for training in child and adolescent psychiatry, but can also be applied to other subspecialty training areas.
OBJECTIVE: This paper aims to provide a model for supervision in advanced training in child and adolescent psychiatry that is in keeping with adult learning principles and that gives supervisors a framework that allows fulfillment of their multiple roles. Guidelines to develop reflective practice in trainees, thus enhancing clinical competence and life-long learning, are presented. CONCLUSIONS: Reflective practice in supervision encourages the development of competence in trainees. This model is especially relevant for training in child and adolescent psychiatry, but can also be applied to other subspecialty training areas.