The blurring of the boundaries and interconnectedness between learning and work are features worth exploring in the contemporary supervision landscape. Grounded on transition-experiential learning theories, the study analysed a social service organisation as a context for learning and examined how this context facilitated or inhibited supervision learning experiences for first-time supervisors. It draws on the qualitative findings of thirteen in-depth interviews whose data were analysed using the thematic analysis. This study found that the transitioning of first-time supervisors into the new role took place through their active participation in an organisational context. It concludes with the notion that workplace learning is a context-specific and interactive process. The social service organisation, with its unique features, serves the purpose of providing an environment for learning, with first-time supervisors afforded the opportunity to learn within the context and through interaction with other role-players. In summary, the study recommends a need for fostering of communities of practice, designing and management of workplace learning programmes, and ensuring the creation of sustainable and healthy workplaces. Keywords: social service organisation, organisational context, supervision practice, workplace learning, social service professions

One of the fundamental challenges faced by first-time supervisors in supervision relationships often revolves around the hierarchical nature and unequal power dynamics. Becoming a supervisor is one of the transitions applicable in the workplace, which unfold as either an opportunity or a challenge. This article explores the experiences of power dynamics faced by first-time supervisors in the social service professions, using the case study of Social Work supervisors in the public sector. The uniqueness of the public sector lies in its responsibility to render services to citizens in a non-profit manner, which is in direct contrast to the profit motive in case of the private sector. Two challenges worth mentioning are lack of measures for preparing and supporting supervisors for the new role and the notion that the managerial and professional supervision may, sometimes, be characterised by the contradictory needs. This article reports on the qualitative component, a dominant part of the explanatory mixed methods design, with a sample of thirteen social work supervisors selected from the KwaZulu-Natal Provincial Department of Social Development. The pragmatist episteme and the triangulation of Experiential Learning and the Transition Theory, served as the underlying paradigm and theoretical framework, respectively. In the main, the study found that redefining of existing relations, the relational and social nature of power in supervision and the educational function in promoting adaptation into the new role were three main findings in this study. The article concludes by stating that putting the measures in place is essential in enabling the first-time supervisors to effectively adapt to their supervisory roles. Keywords: Relational power dynamics Social dimension, Social service professions, Supervision,

Cognitive and social functioning are important aspects of the development of all children. In the transition from one stage of development to another, children are expected to master related skills. There is sufficient literature depicting that children with learning disabilities often experience challenges in a range of executive functions, which are necessary for the successful negotiation of their educational and life-related tasks. As a result, they may require appropriate intervention measures to enable them to address possible limitations. This paper examines the cognitive and social skills deficits that impact on the planning and decision-making outcomes of children with disabilities, using an Afrocentric approach. The Afrocentric paradigm is central in studying and understanding African experiences from an African perspective. Afrocentricity is used as an alternative knowledge system, which places the needs of Africans at the center of focus. In contrast to Eurocentric tendencies, the holistic being, in the African context, is understood and constituted as body, mind, and spirit. While there is sufficient Western literature acknowledging similar holistic views, and biopsychosocial and spiritual dimensions, this paper points out on the lack of emphasis on the latter dimension. The paper concludes that without providing relevant interventions on learner executive functions, the impairment of cognitive and social functioning is likely to continue.