‘Unsticking the Stuckness’: A Qualitative Study of the Clinical Supervisory Needs of Early-Career Health Social Workers: Table 1

Pack, Margaret

doi:10.1093/bjsw/bcu069

Cited by 15 publications

(18 citation statements)

References 13 publications

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“…those dealing with trauma (Baum, 2007;Bogo & McKnight, 2005;Pack, 2014). Our experience of these classroom discussions, facilitated by the use of our filmed resource, affirms the place of teaching about self-care and self-awareness.…”

Section: Original Articlementioning

confidence: 62%

Designing and embedding authentic learning opportunities in a social work curriculum: Reflections and lessons learned

Bowers

Pack

2017

ANZSWJ

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INTRODUCTION:A challenge for many busy educators in social work is how to design realistic case studies to evoke learning experiences that engage the imagination and clinical reasoning of the student. This article focuses on the authors' experiences of designing and developing authentic case scenarios to embed in learning in a four-year Bachelor of Social Work programme in Australia. METHOD:Assisted by a grant from the Australian Government Office of Learning and Teaching, a project plan was developed, inspired by Lipsky's (2010) framework, "street level bureaucracy" and methodology derived from Maynard-Moody and Musheno (2012). The aim was to produce a series of online, filmed podcasts to be embedded into blended learning to enable students to build confidence in ethical decision making. FINDINGS:Early results from the project suggest that the students found deliberating on ethical dilemmas evoked by the resource a useful addition to more conventional teaching approaches as it tangibly demonstrated the connection of theory to practice in action. IMPLICATIONS:The approach to both conceptualising and developing such resources could further be utilised in social work education settings and more broadly, in human services occupations including the health sector to focus on confidence building in ethical decision making and navigating the complex interplay between theory and practice. There is potential for the approach to be adapted and used as a reflective tool for established social workers.

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Section: Original Articlementioning

confidence: 62%

Designing and embedding authentic learning opportunities in a social work curriculum: Reflections and lessons learned

Bowers

Pack

2017

ANZSWJ

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“…The importance of supervisory training which supports reflective practice is widely recognised, particularly in the context of managerial constraints which have tipped the balance of functions within supervision towards case review and risk management (Beddoe, 2010;Lawler, 2015;Noble and Irwin, 2009;Peach and Horner, 2007). For supervisors who are also line managers, there is a constant challenge in managing the tensions between organisational and professional agendas (Manthorpe, 2015;Pack, 2015) and Hair (2013) has suggested that training delivered by external bodies, rather than in the workplace, may help to counterbalance the dominance of procedural models.…”

Section: Setting the Contextmentioning

confidence: 99%

Making the transition from practitioner to supervisor: reflections on the contribution made by a post-qualifying supervisory course

Patterson

Whincup

2017

European Journal of Social Work

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Acknowledgments:The ideas presented in the article are developed from teaching on a post-qualifying course for managers and supervisors in Scotland's social services. Thanks are due to course participants for their engagement, commitment and contribution. 2 AbstractWithin Scotland, as elsewhere, there has been a resurgence of interest in the critical role of supervision within social work practice. Notwithstanding this interest, those making the transition from practitioner to supervisor still commonly report feeling unprepared for their changing role and position and uncertain about what it entails. This paper will explore our experiences of delivering an accredited post-qualifying supervision course since 2008 to professionals from different sectors, diverse professional backgrounds, and with varying levels of supervisory experience. Amongst other things, the course provides time and space to think about the different elements of supervision, and to consider how these translate into day to day practice.In this paper, we will argue that having the opportunity to explore the complexity of the supervisory task, while learning from and with peers, is an important part of making the transition in professional role and identity. Moreover, in organisational contexts where the reflective space which supervision can provide may feel under threat, and where the focus on people who use services can at times be lost, professional staff undertaking supervision training describe feeling more confident and competent in their role, including a renewed commitment both to uphold the value of supervision as a time for reflection, and to sustain a clear emphasis on people who use services within the supervisory process.

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“…The majority of the literature focuses on organisational level strategies, including the development of graduate programs (Huntington et al 2012), ensuring that ECPs' caseloads are protected in terms of their size and complexity (Scannapieco & Connell-Carrick 2007), the establishment of partnerships between public and private organisations (Schmidt & Dmytrk 2014), and the provision of financial and non-financial incentives (Lafortune, Schoenstein & Moreira 2016) and access to regular and ongoing supervision (Pack 2015). Despite the widespread promotion of such strategies in the literature and the application of related initiatives in specific contexts however, attraction and retention of ECPs in the HCSA industry remains a "…critical issue" (Health and Community Services Workforce Council [HCSWC] 2013, p.7).…”

Section: Employment and Workplace Relations [Deewr] 2013) Examples Omentioning

confidence: 99%

“…Sample sizes range from 12 (Pack 2015;and Price, McGillis, Hall, Angus & Peter 2013) to over 6000 (Ulrich et al 2010) participants. Response rates are not stated in many studies, however where they are mentioned, range from 19.4% (Ishihara et al 2013) to 83% (Hoekstra, van Meijel & van der HooftLeemans 2010).…”

Section: Scope Of the Literaturementioning

confidence: 99%

“…In terms of definitions of key terms, for instance, the phrases 'early career professional', 'new graduate', 'graduate', 'newly qualified', 'novice', 'young', 'beginner' and 'newly licensed' are utilised to describe ECPs. Furthermore, there is limited consistency regarding length of time since graduation for ECP research participants, with some studies including practitioners with years of postqualification work experience varying from less than one (see, for instance, Pack 2015;and Read & Laschinger 2015), one (Jack & Donnellan 2010), two (Laschinger 2012), three (Laschinger et al 2016;Pfaff, Baxter, Jack & Ploeg 2014;Rudman & Gustavsson 2011;and Smith, Andrusyszy & Laschinger 2010), four (Huntington, Gilmour, Neville, Kellett & Turner 2012), five (Djukic, Kovner, Brewer, Fatehi & Greene 2014;Gray et al 2012;Hewitt, Lackey & Letvak 2013;and North, Leung & Lee 2013), and ten (Ulrich et al 2010), to up to fifteen (Clark, Smith & Uota 2013). Other researchers (see, for instance, Clendon & Walker 2012;and Flinkman, Laine, Leino-Kilpi, Hasselhorn & Salantera 2008) define ECPs as practitioners aged under 30 years.…”

Section: Scope Of the Literaturementioning

confidence: 99%

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Valuing complex and diverse career pathways: the career trajectories and career-related choices of early career practitioners

Turner¹

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Historically, career was understood to be a static, linear concept concerned primarily with paid employment. More recently, broader conceptualisations of career have extended its meaning to incorporate all aspects and roles of an individual's life and to acknowledge its inherently complex, individual, dynamic and contextual nature. Change, now recognised as a key characteristic of career, underpins choice-making processes, which are influenced by a range of factors, including broad contextual issues like labour market trends, in addition to more personal concerns such as family circumstances. This thesis explored the career trajectories of early career professionals (ECPs) employed in the Health Care and Social Assistance (HCSA) industry. Specifically, the aims of the study were to investigate how ECPs describe their career trajectories and account for their careerrelated choices, to identify important attractors and deterrents in relation to career-related choices, and to explore the relevance and usefulness of chaos theory to this topic.In particular, the author sought to understand how the career trajectories of ECPs develop in the context of complex systems including the family, organisations and the broader society. The conceptual approach chosen for its potential to capture this complexity was chaos theory. Three principles of chaos theory were explored. First, chaotic systems change with time and are characterised by randomness and variation. Second, they are sensitive to initial conditions. Finally, their functioning and level of change is affected by several types of attractors.The context of this study was Queensland's non-government mental health sector (NGMHS).Challenges currently facing the broader mental health sector include inadequate responses to consumer needs, difficulties in recruiting and retaining skilled mental health professionals, an ageing workforce, and increasing reliance on non-government organisations (NGOs). Early career professionals employed within Queensland's NGMHS were chosen as the subjects of this study for their documented characteristics, which include high career mobility, variable work readiness, overand under-qualifications, and disparities between their expectations and the realities of employment.Their potential to both exacerbate and to counter challenges faced by Queensland's NGMHS made focusing on these ECPs compelling. Recent calls for Australia to enhance its long-term economic sustainability in the global context by concentrating more on developing the service economy, rather than the commodities sector, provided added impetus for this study.A qualitative, exploratory methodology was adopted. The research design involved a two-phase study consisting of concept maps and individual autobiographical interviews. Participants comprised 25Page 2 of 309 ECPs who had completed university studies in the five years prior to 2012 and who were employed in Queensland's NGMHS. Data were analysed thematically, using both inductive and deductive approaches.Early career ...

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‘Unsticking the Stuckness’: A Qualitative Study of the Clinical Supervisory Needs of Early-Career Health Social Workers: Table 1

Cited by 15 publications

References 13 publications

Designing and embedding authentic learning opportunities in a social work curriculum: Reflections and lessons learned

Designing and embedding authentic learning opportunities in a social work curriculum: Reflections and lessons learned

Making the transition from practitioner to supervisor: reflections on the contribution made by a post-qualifying supervisory course

Valuing complex and diverse career pathways: the career trajectories and career-related choices of early career practitioners

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