Youth Work Supervision

Zorga (2006) suggests that there are also some common barriers to effective supervision; lack of communication, confrontation, lack of trust, the inability to give or take criticism, a close-minded approach, inconsistency or the need to be liked or to be too critical. Sometimes, supervisors are unclear about their role and responsibilities and often tend to focus attention on management or administrative functions, particularly, if as a result of re-organisation, they lack qualified professional status; for example a qualified teacher (but unqualified for JNC in Youth Work) supervising a qualified Youth Worker in an Educational establishment - long sentence. Advice you break it up. The youth work environment is not focused on one function of

The Youth Work profession has recognised that (in certain quarters) it has had a difficult task in persuading others that it should be recognised as a free standing profession. It has attempted to replicate supervisory support structures commensurate with similar associated professions, irrespective of the difference in the nature of the relationship developed with service users, that is, being specifically based upon voluntary association and trust. However, the failure to recognise Youth Work as a professionl often comes from within. Tash (1967) concludes that youth workers are struggling for recognition as professionals because they are not sure what a professional youth leader shoud be or do and often become frustrated or confused, particularly over an understanding of what action is acceptable in the supervision process. Supervision is not merely a time set aside for manager and supervisee to meet and talk, it framework which incorporates a range of methods which reflects the ethos and values which underpin the profession

Conversely, on an organisational level, Copeland (2005, p. 1) noted that, ‘an organisation and it's professional employees; where employees are offered space to reflect on their work role and environment with the objective of enabling both themselves and the organisation’ could benefit from such an approach. This will enable both to grow and develop competencies in personal and operational development and by creating approaches in agreed ethical values, build confidence in order to deliver the best possible