Hi there @pipsmacdonald - Further to @jenny.casson's suggestion below, I've collated further replies to your query, from the Hub's Facebook page post:

• Joanne: "Totally depends on the situation... on the person and what is occurring for them. Often groups and activities are put on for the residents and it is not relevant or appropriate. I work within a service as a mental health OT, in collaboration with carers, to support residents who are experiencing behaviours that concern (previously called 'behaviour that challenges'). We work on the Newcastle model, a stepped approach and very evidence based..."
  

• Bex: "Please look at gardening groups. There is a lot of supporting evidence for the benefits of gardening. I did my final placement in mental health/ dementia setting that was using an outdoor space at the hospital to run a gardening group for clients and their carers - and it was really beneficial for social interaction and physical and mental wellbeing. The act of growing plants and tending do them is very restorative."
  

• Shell: "The Jackie Pool Pool Activity Level (PAL) Instrument - We've used it jointly OT and MH together, to help person-centred care and meaningful activities with carers and activity co-ordinators, its great."
  

• Clare: "I was also going to mention the fabulous PALs Pool Activity Level training for activity coordinators, care givers... Activity or rather promotion of meaningful occupation is the duty of all care givers... and in an ideal world of course wouldn't start and end with activity coordinators. More understanding is required on the sensory differences in the stages of dementia..."
  

• Diana: "Would like to see more care homes have pets as therapy (PAT), visitors to bring their pet or actually living in the care home - or allow residents to bring their own pets in where possible as this ‘anchors’ them to their new home - it is after all their home and the staff are really their visitors. Encourage residents' autonomy, by offering choice of activity or working out a daily or weekly timetable with them - staff could ask how they can help, as if employed by/ a new ‘friend’ of the resident. Give them 'jobs' to do if they’re fit and able enough, as some residents may still believe they're working (e.g. gardening, helping in the kitchen, organising the laundry, teaching other residents/staff their hobby). Organise outings where/if possible. Celebrate birthdays, anniversaries, seasonal events (e.g. Wimbledon, the Boat Race, Grand National, FA final, etc). Whatever you would normally do at home, try to replicate in a care home - ‘normalise’ the experience as much as possible for residents."
  

• Gina: "Life Story work is often really meaningful - and helps carers see the care home resident as an individual, helps staff have points of meaningful conversation with residents, and helps the resident gain strength from the roles, hobbies, travels they've had over their lifetime. Work with families to bring in photos or memorabilia that will be meaningful to that individual. You can make the Life Story into a little booklet that can be shared with consent from resident with others."
  

• Debra: "Sensory interventions, music therapy, PAT dogs and animals. We have donkeys, ponies, goats and rabbits brought in... walking, hand-holding, pampering sessions, gardening, sensory story telling, birdsong and nature. 20 years in this business."

Hi, I'd be keen to get involved

@gavin.hamilton1983 just being a messenger, with a few replies others have given, via the Hub's social media post about it...

[Facebook group, 'Occupational Therapy Community']:

• Lauren: "Use an appraisal tool and record noted developments and reflections. It's as much about prep of supervisee as supervisor to listen and provide a positive environment."

• Gabrielle: "I recommend getting training as a clinical supervisor. It is a specific skillset. I use 2 supervision models which I am trained in - the TAPES Model and the 7 Eyed Model. Both are great frameworks. Set supervision goals and make sure to differentiate between line management and supervision as a reflective practice for practice growth."

• Amy: "Depends if it's clinical supervision or not. You can be a clinical supervisor and someone else does the rest of the supervision. Have a good structure with an agenda before, what you talked about, goals and actions. The supervisee should be doing a big chunk of the work. You can tie your goals to their JDR."

• Mary: "The HCPC website has loads of info on supervision approaches and models."

[LinkedIn page of The Occupational Therapy Hub]:

• Jane: "Whatever model you choose, always start with" how are you?" and not just re work but be interested in what other stuff is going on in their world. Encourage supervisees to see it as their time to ask anything. Ask them to maybe bring a case study they have been finding challenging. Use a coaching model to help them think through options. Can also be a live session where you joint work with them or observe them and feed back for their CPD."

• Joanna: "As a recent graduate and entry-level OT practitioner, I wonder how mid-level practitioners can apply these principles in a natural but intentional way, particularly when faced with time constraints and competing priorities. The above graphic is useful as an exercise in perspective-taking from both parties - very helpful in relationship building and problem solving, but lacking in practical application outside of a structured fieldwork placement model. Open to suggestions and ideas - we are better clinicians when we can learn from each other."

I have just started in a new band 6 post. It’s my first 6 post and I have to supervise one B5 and B4. For me the Important aspect is mentoring and growing our junior staff. Being a role model and supportive role.