Trust, Power and Safety in the Social Work Supervisory Relationship: Results from Australian Research

Egan, Ronnie; Maidment, Jane; Connolly, Marie

doi:10.1080/02650533.2016.1261279

Cited by 40 publications

(10 citation statements)

References 31 publications

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“…In the interviews, there was strong support for external supervision for the reasons usually cited in the literature: trust, openness and distance from the dynamics of the dual role of supervisor/manager (Rankine, 2017;Wong & Lee, 2014). Trust and feeling safe are important aspects of a positive supervision relationship (Egan, Maidment, & Connolly, 2017) and perhaps more so in the early years.…”

Section: Discussionmentioning

confidence: 99%

Supervision, support and professional development for newly qualified social workers in Aotearoa New Zealand

Beddoe

Ballantyne

Maidment

et al. 2020

ANZSWJ

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INTRODUCTION: Many social work professional bodies and regulators mandate regular supervision and professional development. Supervision is believed to support continuing development of professional skills, safeguarding of competent and ethical practice, oversight of the practitioner’s work for adherence to organisational expectations, and support for practitioner wellbeing.METHOD: Phase two of the Enhancing the Readiness to Practice of Newly Qualified Social Workers (Enhance R2P) project employed a mixed methods study (surveys and interviews) to explore how well prepared newly qualified social workers (NQSWs) are, in their first two years of practice, to enter professional social work. A survey of managers/supervisors and NQSWs in Aotearoa New Zealand about the readiness to practise of recent graduates was conducted.FINDINGS: Questions about supervision and professional development were included in the survey and in interviews with both NQSWs and supervisors/managers. Around half of NQSWs were supervised at least once every two weeks, but another half were supervised monthly or less frequently. Observation of practice by supervisors was either very infrequent or entirely absent from the professional development of NQSWs.IMPLICATIONS: Study findings revealed great variability in the formal supervision and other supports available for NQSWs which may impact on retention and practitioner wellbeing. More integrated systems of supervision, peer support and planned professional development are needed.

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Section: Discussionmentioning

confidence: 99%

Supervision, support and professional development for newly qualified social workers in Aotearoa New Zealand

Beddoe

Ballantyne

Maidment

et al. 2020

ANZSWJ

Self Cite

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“…There is a tension, however, between what is taught in the degree programs and what students experience on placement. An understanding of supervision styles and how to build an effective supervisor-supervisee relationship based on trust gives students courage to advocate for better supervision, if necessary, while on placement (Egan et al, 2017). A strong supervisory relationship can also mitigate the multiple stressors experienced by students on placement, thus strengthening their professional practice and identity (Grant et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Establishing trust between the student and their field instructor is crucial for an effective and safe supervisory relationship to exist (Egan, Maidment, & Connolly, 2017).…”

Section: Literaturementioning

confidence: 99%

Feeling Lucky: The Serendipitous Nature of Field Education

et al. 2018

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Field education and the supervision that occurs during this process cements learning and enhances preparedness for a career in social work. Graduate readiness for social work practice is however a contested subject in New Zealand with recent criticism focusing on the adequacy of social work education. This paper reports on findings from focus groups with twenty-seven faculty members and thirty-five students from 8 Schools of Social Work in New Zealand which explored aspects of the taught and learned curriculum. Overall, students and faculty revealed some dissatisfaction with the taught curriculum on supervision that occurs on campus prior to the placement experience. Many students reported irregularity of placement supervision and associated quality supervision with being lucky. We propose a series of recommendations to address these concerns, emphasizing that students should be able to consistently access effective placement supervision rather than consider this a matter of luck.

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“…Thus, holding the space openly, with attention to exploratory learning and shared power offers itself to ethical practice and its replication in practice. Moreover, safety and trust was required so that Camille “could bring frustrations and challenges” to the supervisory space to be explored without fear of being perceived as incompetent or weak (Egan et al, 2017). Accordingly, there is potential for mutual and rewarding learning.…”

Section: Holding the Spacementioning

confidence: 99%

Beyond a Sugarcoated Pill: Critical Approaches to Social Work Field Supervision

Kostecki

Hodge

Dervisovski

et al. 2021

Research on Social Work Practice

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Critical pedagogy seeks to link education to social change and often forms a basis for social work curriculum in some university courses. However, less of this emphasis is given to understanding critical supervision practice for social work students while on placement in terms of the development of a critical praxis. We believe critical approaches to supervision are an overlooked and crucial aspect to maintaining critical social work practice in current neoliberal welfare contexts. This article presents key approaches that we have found useful in constructing and realizing a critical approach to social work field supervision and ultimately, the future practice of students in their respective fields. This article contributes to an ongoing discussion and strengthened engagement in critical approaches to field supervision and supports the development of social work students as critical thinkers and practitioners.

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Trust, Power and Safety in the Social Work Supervisory Relationship: Results from Australian Research

Cited by 40 publications

References 31 publications

Supervision, support and professional development for newly qualified social workers in Aotearoa New Zealand

Supervision, support and professional development for newly qualified social workers in Aotearoa New Zealand

Feeling Lucky: The Serendipitous Nature of Field Education

Beyond a Sugarcoated Pill: Critical Approaches to Social Work Field Supervision

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