Online video supervision for statutory youth caseworkers – a pilot study

Abstract

Purpose The purpose of this paper is to present a novel online video-based approach to supervision for statutory caseworkers. Caseworkers recorded a video of their meetings with their clients and sent the video to their supervisor. The supervisor selected clips in the video. They held an online meeting where they reviewed the clips, and the supervisor gave feedback and they reflected together. The caseworker then used what they had learnt in their future practice. The caseworker then recorded a new meeting, and the supervision cycle restarted. Design/methodology/approach In total, 11 statutory caseworkers from three municipalities in the Copenhagen area participated in semi-structured qualitative interviews. The interviews focused on the professional learning and challenges caseworkers faced in relation to participating in the supervision process. Findings The caseworkers reported that they used the method to assess their own practice in a more realistic way as the use of video gave a more accurate image than merely recalling what had occurred. They reflected about and developed their relationship with clients, their conversational style and use of communication techniques, skills in relation to running meetings, and skills in relation to eliciting the young person’s perspective. The caseworkers were anxious when they received their first feedback from supervisors, but this diminished. The focus on supporting clients in their personal development challenged caseworkers who identified as having an administrative rather than interventional role. Some found the online meeting technology difficult to master. Originality/value This study presents and explores the use of a novel approach to statutory casework supervision.

Social workers' reflexive understandings of their “everyday” communications with children

“…VSR is commonly understood as a method to support practitioners to reflect upon their practice and to recall or articulate their underlying assumptions, biases, and/or professional theories (Cherrington & Loveridge, 2014;Reitano & Sim, 2010). Although the use of video review for exploring professional practice is not entirely new (Birkholm Antczak, Mackrill, Steensbaek, & Ebsen, 2017;Van Nijnatten & Stevens, 2012), and audio recording has been used to elicit participant accounts (Slembrouck and Hall, 2017), the use of video footage as part of a stimulated recall process in social work contexts is unique.…”

“…Beyond the theoretical challenges, there are other cultural and practical challenges involved in developing VSR as a reflexive methodology. In high accountability cultures, there is a significant risk that the use of video reviews, as part of performance management processes will, if taken up widely, generate various forms of resistance to the use of VSR methodologies for other purposes (Birkholm, et al, 2017). This does not have to be the case.…”