Maintaining front‐line workers in child protection: a case for refocusing supervision

Abstract

This paper suggests that a refocusing of supervision be seen as one possible strategy for lowering high attrition rates among child protection workers. Research findings from a qualitative study undertaken in two rural regions in the State of Victoria, Australia illustrate that the current model of supervision gives insufficient attention to the emotional intrusiveness of the work, to building resilience in workers and the 'Emotional intrusiveness of the work'implications of adult learning theory. An argument is made for a refocusing of supervision which moves beyond task, encompassing much of what is already known from the supervision literature. The supervisor can be thought of as a messenger who must send and receive messages to and from workers. What message is sent and how supervisors respond to what they receive are critical if the objective is to retain front-line staff. Critically, the supervisor must affirm both the merit and necessity of exploring the impact of feelings and thoughts on action and perception. A key message for supervisors to deliver is the value of individual workers to the organization, leading to increased 'Value of individual workers to the organization' self-esteem and self-efficacy. The paper also argues for adult learning via reflective supervision. This change to supervision involves a fundamental shift in organizational priorities and an acceptance throughout of the impact of anxiety on all those working in this field.

Lessons from the Front Lines: Factors that Contribute to Turnover among Youth Development Workers

“…Finally, to help decrease turnover, YDW's need to feel supported and be reminded that they are valued (Gibbs, 2001). Support or lack of perceived support from supervisors was a theme among these YDW's and has also been linked to turnover in other worker studies.…”

“…Many newly hired workers in these studies experienced fear, uncertainty, burnout and a perception of insufficient job supervision (Gibbs, 2001;Savicki, & Cooley, 1994). Workers most likely to stay had "at least two years length of service in the agency, preceded by relevant experience in the field and/or internship and were able to accumulate overtime and its attendant benefits in pay or vacation time" (Balfour, & Neff, 1993).…”

Specialist Communication Skills for Social Workers

“…Certainly, some assessment methods have the capacity to elicit the integration of 'Knowing', 'Being' and 'Doing' in varying degrees. Those methods contain the integrative vision still, but the balance for learning productivity (Lambley and Marrable, 2012;Bogo et al, 2011a;Bogo et al, 2011b;Bourn and Hafford-Letchfield, 2011;Gibbs, 2001). The reforms have since placed standards upon employer organisations to ensure that effective supervision is provided regularly to social workers.…”

Witnessing resilience: resilience of child protection workers in Queensland

“…CPW encounter a work environment of inherent adversity, including emotional exhaustion resulting in burnout, exposure to distressing and traumatic client stories, and direct trauma as a result of threats and violence, with subsequent workforce implications (CPCOI, 2013;Cornille & Meyers, 1999;Dollard et al, 2001;Healy et al, 2009;Lonne et al, 2013;Russ et al, 2009). In addition to negative impacts on CPW, staff recruitment and retention are frequently attributed to experiences of adversity (Dollard et al, 2001;Gibbs, 2001;Mor Barak et al, 2006;Reagh, 1994;Wagner, van Reyk, & Spence, 2001).…”

“…Difficulty attracting staff and high staff turnover are major impacts for child protection services, frequently attributed to these challenges (Dollard et al, 2001;Gibbs, 2001;Mor Barak et al, 2006). Research on adversities in the child protection context has contributed to the understanding of consequences faced by human services workers and organisations.…”