Supervision in Social Work, 5e

Kadushin, Alfred; Harkness, Daniel

doi:10.7312/kadu15176

Cited by 224 publications

(179 citation statements)

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“…The author believes that the quality of social work supervision is central to the development and maintenance of high standards of social work practice, which includes two elements of educational and supportive functions (Kadushin & Harkness, ). Educational supervision involves providing knowledge and skills, which are necessary tools for effective practice.…”

Section: Findings and Discussionmentioning

confidence: 99%

Bilingual Social Workers in Mental Health Service Provision: Cultural Competence, Language, and Work Experience

Liu

2013

Asian Soc Wrk & Pol Rev

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Many agencies actively recruit bilingual social workers. This study presents the reactions of 10 Chinese bilingual social workers to the expectations and demands of their agencies. The study employed a qualitative design with a phenomenological approach. The participants’ responses provide insight into how they manage ethnic and cultural mental health issues in Chinese populations. This study aims to improve social service delivery for clients with limited English proficiency by identifying effective, culturally competent services. The findings suggest that when hiring bilingual social workers, it is just as important for them to be culturally competent as it is for them to be an ethnic or language match with the client base. Having all of these qualities will result in staff members who can provide more effective services by making accurate diagnoses and identifying appropriate treatment plans. In addition to employing bilingual social workers, it is important to maintain good supervision as this will allow supervisees to have a unique perspective on what is involved in providing effective delivery of services to clients with limited English proficiency. Implications for research, practice, and policy are discussed.

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Section: Findings and Discussionmentioning

confidence: 99%

Bilingual Social Workers in Mental Health Service Provision: Cultural Competence, Language, and Work Experience

Liu

2013

Asian Soc Wrk & Pol Rev

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“…For example, Morrison's ‘4 × 4 × 4’ model (), in which supervision is based upon the four functions of management, mediation, development and personal support, the four activities of experience, reflection, analysis and action planning and the needs of four stakeholders, the child, the worker, the organization and partners (notably, parents are not considered key stakeholders). Kadushin & Harkness () have similarly argued that good supervision requires a combination of education, administration and support.…”

Section: Introductionmentioning

confidence: 99%

What happens in child and family social work supervision?

Wilkins

Forrester

Grant

2016

Child & Family Social Work

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Supervision is fundamental to the social work profession. However, increasing concern has been expressed over the managerial capture of local authority social work and the use of supervision as a way of enabling management oversight (or surveillance) of practice. Despite the importance of supervision, we have little evidence about what happens when managers and child and family social workers meet to discuss casework and less about how supervision influences practice. In this study, 34 supervision case discussions were recorded. Detailed descriptions are given of what happens in supervision. Overall, case discussions operated primarily as a mechanism for management oversight and provided limited opportunity for reflection, emotional support or critical thinking. With reference to organizational context, it is suggested that these deficits result from a system that focuses too much on ‘what and when’ things happen and not enough on ‘how and why’.

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“…Another important characteristic of the informants’ supervision practices was that they were not obliged to spend time with, or be evaluated by, a supervisor, and they could refuse participation without any formal or informal sanctions. Similarly, Kadushin and Harkness’ () descriptions of collusion in ‘games’ between supervisee and supervisor was recognized by a few informants, but a potential larger group‐based game among the nursing staff members, managers, and supervisors undercutting supervision practices was never envisioned and articulated. Collusion (McDermott et al .…”

Section: Discussionmentioning

confidence: 99%

“…Kadushin and Harkness () approached resistance to supervision by depicting interactional ‘games’ between supervisee and supervisor, in which they collude to produce hidden payoffs for both supervisee and supervisor. They described four sets of games with different elements and outcomes: (i) manipulating demand levels on the supervisee; (ii) reducing the level of demands on the supervisee by redefining the supervisory relationship; (iii) reducing power disparity; and (iv) controlling the situation.…”

Section: Introductionmentioning

confidence: 99%

Resistance to group clinical supervision: A semistructured interview study of non‐participating mental health nursing staff members

Buus

Delgado

Traynor

et al. 2017

Int J Mental Health Nurs

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This present study is a report of an interview study exploring personal views on participating in group clinical supervision among mental health nursing staff members who do not participate in supervision. There is a paucity of empirical research on resistance to supervision, which has traditionally been theorized as a supervisee's maladaptive coping with anxiety in the supervision process. The aim of the present study was to examine resistance to group clinical supervision by interviewing nurses who did not participate in supervision. In 2015, we conducted semistructured interviews with 24 Danish mental health nursing staff members who had been observed not to participate in supervision in two periods of 3 months. Interviews were audio-recorded and subjected to discourse analysis. We constructed two discursive positions taken by the informants: (i) 'forced non-participation', where an informant was in favour of supervision, but presented practical reasons for not participating; and (ii) 'deliberate rejection', where an informant intentionally chose to not to participate in supervision. Furthermore, we described two typical themes drawn upon by informants in their positioning: 'difficulties related to participating in supervision' and 'limited need for and benefits from supervision'. The findings indicated that group clinical supervision extended a space for group discussion that generated or accentuated anxiety because of already-existing conflicts and a fundamental lack of trust between group members. Many informants perceived group clinical supervision as an unacceptable intrusion, which could indicate a need for developing more acceptable types of post-registration clinical education and reflective practice for this group.

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Supervision in Social Work, 5e

Cited by 224 publications

References 0 publications

Bilingual Social Workers in Mental Health Service Provision: Cultural Competence, Language, and Work Experience

Bilingual Social Workers in Mental Health Service Provision: Cultural Competence, Language, and Work Experience

What happens in child and family social work supervision?

Resistance to group clinical supervision: A semistructured interview study of non‐participating mental health nursing staff members

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