Systemic supervision in statutory social work in the UK: systemic rucksacks and bells that ring

Dugmore, Paul; Partridge, Karen; Sethi, Indeep; Krupa-Flasinska, Monika

doi:10.1201/9780429200069-7

Cited by 3 publications

(8 citation statements)

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“…Roles and Structure in the Systemic Supervision Process (Reproduced from Dugmore and Partridge et al . ). [Colour figure can be viewed at wileyonlinelibrary.com]…”

Section: The Systemic Supervision Processmentioning

confidence: 97%

“…The lynchpin of the project focused most resources on the senior practitioners, developing systemic supervision through a unique process of live mentoring in the room. A live Mentor would join each senior practitioner in situ using the Bells that Ring model to supervise their pods of social workers (Dugmore, Partridge, Sethi and Krupa‐Flasinka, ).…”

Section: Step 1: the Initial Vision: When The Bells Rang!mentioning

confidence: 99%

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‘Step by step, side by side’: the quest to create relational artistry through systemic practice within children’s social care

Partridge

Dugmore

Mahaffey

et al. 2019

Journal of Family Therapy

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This paper describes a quest towards relational artistry in the development of a systemic training programme in social care. As part of tiered delivery addressing staff at different levels in the workforce a systemic group supervision process was introduced, adapted from Proctor’s (1997) ‘Bells that Ring’ model. The paper describes the adaptation and delivery of the model through live supervision of senior practitioners by Systemic Mentors working in situ alongside the supervision groups. The project expanded in response to feedback leading to further initiatives to embed systemic ideas. These included a ‘systemic rucksack’ containing sets of cards to guide the supervision process. ‘Systemic champions’ went on to co‐produce and deliver workshops on key concepts for the whole workforce and to engage frontline workers and families in creating the next steps in the project. Practitioner Points Going step by step, taking a participative action learning approach to training in social care can maximise the potential effectiveness of training and help to embed systemic practice throughout the workforce Getting alongside staff through live mentoring, using relational artistry, can enhance participation and learning in systemic group supervision Relational Artistry can be described as a creative process of navigating through positioning and re‐positioning in the relational responsive flow of dialogue A Systemic Rucksack, including a collection of cards describing systemic concepts and roles in the systemic group supervision process can enhance theory/practice links and trigger reflexivity

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“…Roles and Structure in the Systemic Supervision Process (Reproduced from Dugmore and Partridge et al . ). [Colour figure can be viewed at wileyonlinelibrary.com]…”

Section: The Systemic Supervision Processmentioning

confidence: 97%

Section: Step 1: the Initial Vision: When The Bells Rang!mentioning

confidence: 99%

‘Step by step, side by side’: the quest to create relational artistry through systemic practice within children’s social care

Partridge

Dugmore

Mahaffey

et al. 2019

Journal of Family Therapy

Self Cite

View full text Add to dashboard Cite

show abstract

“…The Bells that Ring model (Proctor, 1997;Dugmore et al, 2018) allocates clear roles, with role descriptors. This explicitly invites participants to take up a particular position and implicitly invites them to be active in how they engage in the group as well as what they may contribute.…”

Section: Participants As Active Learnersmentioning

confidence: 99%

“…Systemic Dugmore et al,2018;Proctor, 1997Key Situations Adult and Situated Learning Staempfli et al, 2012, 2016 Intervision Systems Staempfli and Fairtlough, 2018;Wagenaar, 2015 Reflective Discussion…”

Section: Bells That Ringmentioning

confidence: 99%

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Creating the conditions for collective curiosity and containment: insights from developing and delivering reflective groups with social work supervisors

Williams

Ruch

Jennings

2022

Journal of Social Work Practice

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A Rapid Review of Reflective Supervision in Social Work

Ravalier

Wegrzynek

Mitchell

et al. 2022

The British Journal of Social Work

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Reflective supervision (RS) is a crucial component of social work practice but little is known about how RS works within the UK context and what the outcomes of RS are for social workers and their service users. A rapid literature review comprised searching four databases for academic and grey literature on the topic of social work RS. The Mixed Methods Appraisal Tool and the University College London’s literature assessment method were employed in an expedited quality appraisal for all included papers. Twenty-seven papers were included. Findings suggest that a supportive, available manager or a peer-group enables reflective practice. Regularity of supervisory sessions and acknowledgement of a social worker’s autonomy are seen as enablers of reflexivity. In contrast, task-oriented approach that is overly focused on accountability and hindered by the sparsity of resources proves problematic for both social workers and service users. Whilst theoretical papers were available, RS was not defined in a uniform fashion and there was limited evidence pertaining to supervisory practice. More research focusing on what works and what improvements are needed in RS, including adopting a participatory approach would help to bridge this gap and further inform policy and practice.

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Systemic supervision in statutory social work in the UK: systemic rucksacks and bells that ring

Cited by 3 publications

References 1 publication

‘Step by step, side by side’: the quest to create relational artistry through systemic practice within children’s social care

‘Step by step, side by side’: the quest to create relational artistry through systemic practice within children’s social care

Creating the conditions for collective curiosity and containment: insights from developing and delivering reflective groups with social work supervisors

A Rapid Review of Reflective Supervision in Social Work

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