Supervision is a crucial element of reflective practice and is recognised as an inherent part of social work since the early 1900s (Kadushin, 1992). Furthermore, supervision is the mechanism that aligns the social workers approach and professional standards to ensure it reflects the requirements of an organisation. Hence, a good supervisory relationship is invaluable as it can furnish the social workers, professional progress, critical self-reflection and over time develop self-management. This essay discusses the specific skills that are vital to be an effective supervisor. It is explained and illustrated with examples of operating theories and models demonstrated by the supervisor to enhance the supervisee’s skills and knowledge. It will …show more content…
Secondly, the intermediate stage is when more confidence and skill is presented, however the supervisee is still relatively dependent on the supervisor. Thirdly, the supervisor becomes more advanced and shows initiative and is more confident in decision making. The final stage is, the supervisee is more deeply reflective and utilises good problem-solving skills. During each of these stages the supervisor encourages the supervisee to use prior knowledge and skills to master each developmental stage (Hughes and Wearing 2017). Throughout the process the association between the supervisor and the supervisee leads to a positive supervisory …show more content…
(Saakvitne, 2002). To accomplish
this, the dynamics of the supervisory relationship requires mutual respect and trust, which opens space for a safe and supportive environment. Furthermore, the supervisor and the supervisee have an ethical responsibility to contribute to the process. For instance, the willingness to listen, maximum openness, ongoing open dialogue and notable differing perspectives between both parties. Thus, it is these components that lead a unique relationship-based approach which emphasises the partnership.
To conclude, Beddoe, (2010) states, trust is essential during supervision for a social worker to flourish and survive. Experience supervisors who listen, critically question and probe the supervisee, strengthens their learning experiences and confidence in becoming effective social workers. Employing models of approach to the individual needs of each supervisee can support a good supervisory relationship. This can make the supervisee feel valued and supported throughout their course as a practitioner. The relationship approach can emphasise the importance of partnership and collegiality of mutual
Urdang’s article is well written and highly informative. It maintains the reader’s interest and provides applicable information to social workers. After reading the article, I will continue to focus on myself, who I am, and what I know is right. This well help me to become more self-aware and avoid burnout, inappropriate relationships and emotional distress. It can be assumed that most people after reading this article felt the same way. This article contributes to social work students by pointing out big issues in the field of social work and then offers methods and solutions to avoid these
Introduction What does it mean to be an effective supervisor? Before taking this class, I thought that if a supervisor is able get their employees to work effectively, and efficiently, then the person is an effective supervisor. I didn’t realize until taking this class that supervisors do so much more. After learning more about the other tasks supervisors do like planning, being effective listeners, and motivating employees, I have a better understanding of effective supervision. I am aware that I have had supervisory experiences.
It involves the use of self-reports and has been recommended by various researchers due to its ability to target individual development. However, it suffers from the lack of group support which is a key feature in group interventions and peer to peer interventions. Secondly, there is triadic supervision which utilises individual supervision methods. It is effective in mitigating the load of the supervisor but lacks only flourished where there is a good fit between supervisory peers. Thirdly, group supervision is one which occurs serially from the initial stage, transition stage, working stage and finally the ending stage.
According to the book, Heid, herself, did not propose a stage model which is why she is not included in the table along with the other theorists. Although some of Heid’s comparisons may be less important than others, she mentions ten themes that could be extracted from cross-model comparisons. They are: (1)sense of identity as a supervisor, (2)felt confidence as a supervisor, (3)degrees of felt autonomy and/or dependence on others, (4)use of power and authority with supervisees, including the methods and process of supervisee evaluations, (5)degrees of structure, flexibility, and variety of interventions, (6)focus on the needs of the supervisee and/or self, (7)degree of personal investment in supervisee and client success, (8)emphasis on and use of the supervisory relationship and the process of supervision, (9)degrees of awareness and appraisal of impact of self on the supervisory relationship and process, and the (10)degree of realistic appraisal of competencies and limitations, coupled with an awareness and containment of personal issues and biases and countertransference reactions (Bernard & Goodyear, 2014). The thought process behind Heid’s comparisons was to help supervisors structure their focus with their own supervisors and/or provide the basis for reflections by
As now it can be concluded that to make a supervision session effective it is essential to have a deep understanding of these facts and theories. Characteristics of both supervisor and supervisee are equally important. As supervisors must know their roles and responsibilities at the same time, supervisee should have interest towards reflective practice. Maintaining a good supervisory relationship will be useful to analyse the problems. If there are any signs of underperformance seen in the supervisee, the supervisor can approach them to sort out the matter before it causes
...r me to express how I am doing. The best way to utilize supervision is to know how to debrief effectively. Knowing what is triggering, what is stressful, and if the coping techniques are working, are important things to discuss during supervision. Utilizing colleagues within the agency is also a great support system. Even if you are not able to discuss the case, coworkers can still understand and help debrief feelings related to a case.
...ouse, 2016). Managers humbling themselves to make their employees comfortable at work by creating a learning environment usually results in a positive work environment. I have supervised employees with negative behaviors who wish to be left along to simply do their work with no desire to promote or be social. These are not necessarily bad employee but are employees who need the additional caution in their team placements. I use servant leadership as much as possible and where appropriate. I also ensure structure and integrity in the subordinate’s line of supervision are followed. Assisting is fine when coaching employees to better performance but as coaching occurs the level of coaching should progressively decrease with employee increased competence. When employee’s needs begin to affecting operations, I believe another style of supervision needs to be deployed.
Developmental Supervision, Supervisor Flexibility, and the Postobservation Conference. Hills, J. (1991). Issues in research on instructional supervision: A contribution to the discussion. Journal Of Curriculum & Supervision, 7(1), 1-12. Jones, N. B. (1995).
...rces. In order to properly help people, social workers must follow the change process: “ First, engage clients in an appropriate working relationship; Second, Identify issues, problems, needs, resources, and assets; Third, collect and assess the data; Fourth, plan for delivery of services; Fifth, use your communication skills, and consult with your supervisor; Sixth, identify, analyze and implement your interventions to reach the clients goals; Seventh, apply empirical knowledge and technological advances; and finally, evaluate your outcomes and the practice effectiveness” (Zastrow, 2010). That and treating your clients with the respect and dignity they deserve are some of the fundamental skills of being in the social work field.
Working with others and improving own learning and performance are highly essential skills in social work. In this essay I will reflect on how well I have developed these two skills and what I need to do to improve them.
It was thought that if a social worker was engaging in the life and struggles of a client, it needed to be ensured through supervision that the personal life of the worker did not influence their interactions. Presently, in HSO the notion of supervision demonstrates a dichotomy between hierarchy and control or support and nurture. Kadushin (1985) outlines support, education, and administration, as three areas to consider when looking at the conflict of practice and pressure faced by supervisors and the supervised. Gardner (2006) states that supervision within an organization is going to have it’s own culture, which may differ from the culture of the organization. The culture of supervision is impacted by the importance placed on it. To examine this, one could ask, does the supervisor have an agreement that is followed or an agenda for the meeting? Notability, supervision is a way to develop or maintain learning in a
This has caused some contention between the social work profession and those in the community or in charge of the resources being allocated by the social worker (Kadushin & Harkness, 2002). Many individuals believe that due to their elite status as a professional social worker, with the corresponding educational and professional accreditation, that there does not need to be as strict of supervision (Kadushin & Harkness, 2002). This is something that individuals have debated in the past, with valid points on either side of the argument. For example, it makes sense to have supervision over the social workers so they may have support and advice in difficult situations, as well as to have someone to bounce ideas off of. Kadushin and Harkness also make the point that by having strict supervision over social workers it can impact their autonomous ability to provide for their client (2002).
This chapter is aimed to provide certain implications for social workers practice to highlight their required training along with professional development. This summarised implication is provided in the form of specific suggestions regarding ways through which social work training could be improved. The relevance of findings of reviews to development of underpinning principles of effective social work practice with children and people is provided as well. 5.1. Recommendations for Children and Young People