Tópico descritivo

  • suoervisors

    These pages are for supervisors and prospective supervisors.

    From here you can download handbooks and other programme materials

    Much of the material listed here is in pdf (portable document format) and you need a special reader to access and print it off. This reader adds into your browser and can be downloaded free from Adobe.


    Diploma Studies:Beth Hawley is the programme coordinator for Diploma Studies and Apprenticeships (020 7540 4922 | BethHawley@ymca.ac.uk). Judith Skinner is the Head of Department, Pre-Qualifying Programmes (020 7540 4934 | j.skinner@ymca.ac.uk).

    Degree Studies: Emma McLaren is the programme manager (020 7540 4926 | e.mclaren@ymca.ac.uk). Simon Frost is the Head of Department, Degree Studies (s.frost@ymca.ac.uk | 020 7540 4917).

    MA Studies: The programme manager is Emma McLaren (020 7540 4926 | e.mclaren@ymca.ac.uk). Simon Frost (s.frost@ymca.ac.uk | 020 7540 4917) is the Head of Department, Degree Studies.

    The tutor responsible for supervision and supervision training is Brian Belton (020 7540 4900 | b.belton@ymca.ac.uk)

    • diploma studies

      Diploma studies supervisors' handbook

      In the handbook we explain how supervision works within our diploma programmes – and, in particular, the role of supervision within the assessment process. Click to download.

      Below you will also find templates for the interim statement and the final assessment.

      Student handbooks

      You can also download the current Diploma studies student handbook and the Diploma in youth work practice student handbook.

      Older versions can be found on the managers' support page.

    • ba and post-graduates studies

      Assessment regulations and procedures. Go to the general support page by clicking here.

    • professional studies in supervision

      professional supervision studies

      'Graphic conversation' by  Marc Wathieu. Sourced from Flickr and reproduced under a Creative Commons Attribution-NonCommercial 2.0 Generic (CC BY-NC 2.0) licence. https://www.flickr.com/photos/marcwathieu/2945003307/

      This special programme for supervisors aims to:

      Cultivate an informed workforce which is just, open and enhancing of human flourishing.

      Develop students who are able to critically explore and deconstruct a range of theories in relation to supervision practice;

      Analyse the beliefs and practices reflective of the diverse social, cultural, religious and political dimensions of supervision practice;

      Foster in students a continuing enthusiasm for, and a commitment to, lifelong learning and professional development.

      Contact Emma McClaren for more details (020 7540 4926 | e.mclaren@ymca.ac.uk).


      Unit 1: Overview of the theory, use, impact and purpose of supervision.  This Unit will examine the theoretical basis of supervision and from this identify its functions, influence and aims.  This will provide the means for in-depth analysis of the foundations of supervision and reflective practice, providing a comprehensive overview of the evolution and delivery of the discipline.  This will facilitate exploration of the potential and actual role of supervision in supporting practice.

      Unit 2: Dialogue and dialectic – the means of supervision. Dialogue has long been seen as the central tool in youth work and as such is an accepted a major focus of supervision practice in this arena. Unit 2 will develop an in-depth understanding of how dialogical association can be transformed into dialectical interaction.  Students will develop an understanding of the importance of dialectic as the fabric of supervision, demonstrating how the supervision process might illicit educational purpose and direction. 

      Unit 3: Supervision and education. This Unit will build on Unit 2 to examine how the building of dialectic can take learning associations, within the supervision setting, onto a more definite plain of insightful understanding and educational endeavour. This enables not only the facilitation of considered practice but creates new directions out of mutually questioning encounters.

      Taken together Units 2 and 3 will encourage and promote the use of dialogue to build dialectical interaction, both within and beyond the educative association of the supervisory encounter, explore authority and responsibility within educational encounters and the supervisor as an example of the educator in action.

      Unit 4: The potential and limitations of practice.  This unit examines the nature of the fundamental building blocks of supervision.  Via an analysis of the limitations of observation and memory, as functions of mind, the Unit will alert participants to fragility and unreliability of perception and so the need for evidence.  The unit analyses how reflective practice, alongside evidence based practice, can provide a reliable basis on which to advance understanding of professional intervention

      Unit 5: Practice and assessment.  Unit 5 will require participants to take on the role of both supervisor and supervisee in order to understand and hone practice and assessment skills: of self as a supervisee and as a supervisor assessing a supervisee. It also explores legal considerations, the purpose and impact of assessment will be examined as will the use and meaning of evidence.