What’s your agenda? Reflective supervision in community-based child welfare services

Rankine, Matt; Beddoe, Liz; O’Brien, Mike; Fouché, Christa

doi:10.1080/13691457.2017.1326376

Cited by 17 publications

(7 citation statements)

References 19 publications

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“…Policy documents reflect aspirations for best practice but reality on the ground can diverge markedly due to a range of factors: policy ignorance, lack of commitment, and competing demands. Rankine, Beddoe, O'Brien, and Fouché (2018) carried out research in communitybased child welfare services exploring the tensions between managerial imperatives and relationship-based practice and highlighting the role of reflective supervision in supporting workers to develop their own theories-in-action. In similar vein, a study involving observation of supervision within children's services in a London borough demonstrated how managers frequently adopted a problem-solving approach in contrast to their stated intention of supporting workers' own reflection (Wilkins, Forrester, & Grant, 2017).…”

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confidence: 99%

Supervising the supervisors: What support do first-line supervisors need to be more effective in their supervisory role?

Patterson

2019

ANZSWJ

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INTRODUCTION:Stepping into a supervisory role in social work involves a shift of status, perspective and identity. New supervisors bring skills and experience which can be both asset and hindrance as they make the transition. Frequently they encounter gaps in training, support and supervision as well as dissonance between espoused policy and their own experience. This article identifies ways in which supervisors can be resourced to meet the challenge of their role and, as a result, be better placed to support others. It explores what is involved in supervising the supervisors, drawing on the experience of teaching managers on post-qualifying courses in professional supervision in Scotland. APPROACH:Themes commonly applied to the supervision of practitioners are explored in relation to those who are one or more steps removed from direct practice; seeking to identify what has shared relevance and what may be distinctive to those in a supervisory role. CONCLUSION:A congruent approach to support and supervision across all levels of an organisation helps foster a reflective culture which can engage with emotions and with complexity.

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confidence: 99%

Supervising the supervisors: What support do first-line supervisors need to be more effective in their supervisory role?

Patterson

2019

ANZSWJ

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“…In the last decade, there has been specific research about supervision in child welfare, health and NGO settings ( Geißler-Piltz, 2011;McPherson et al, 2016;Rankine et al, 2018;Robinson, 2013;Sewell et al, 2021;Wilkins et al, 2017). British research about child welfare supervision has identified what happens in supervision, how it is recorded, a lack of time and space for reflection and supervision having primarily a managerial focus ( Beddoe et al, 2021;Saltiel, 2017;Wilkins et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Registered social workers' supervision across areas of practice in Aotearoa New Zealand

O’Donoghue

2022

ANZSWJ

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INTRODUCTION: This article examines the supervisory experiences and views of registered social workers across the practice areas of statutory services, health and non-government organisations (NGOs.) The article aims to establish a baseline for supervision across areas of practice in Aotearoa New Zealand and discuss the implications any differences have for the supervision of registered social workers.METHODS: Demographic data from 266 postal survey respondents was descriptively analysed. A one-way ANOVA and Tamhane T2 post hoc tests were applied using IBM SPSS 24 to explore variances in means for the independent variable of Area of Practice across 10 scales about the respondents’ supervision experiences.FINDINGS: Differences were identified in the workforce profile of each area, and there were significant differences in supervisees’ experiences of supervision across areas of practice which reflected each area’s different supervision culture, policy, and practices. The findings show that supervision in health and NGO areas was more professional, clinical, cultural, reflective and involved more positive content within a more constructive supervision climate than supervision in the statutory area.CONCLUSIONS: A significant difference was found between the quality of supervision experienced by social workers in health and NGOs and their statutory social work colleagues. This needs to be addressed through changing the supervision climate, developing supervisor capability and the uncluttering of supervision through separating professional/clinical supervision from line management. This study provides a foundation for further research that compares supervision across practice areas.

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“…In their roles as supervisors, they provide consultation and education which in turn promotes the professional development of the agency's staff member (Bogo & McKnight, 2005;Bogo & Sewell, 2018;O'Donoghue, 2015). The nature of the provided supervision is shaped by organizational culture as well as by political imperatives (Bogo & McKnight, 2005;Magnussen, 2018;Rankine et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

A Psychoanalytic Perspective on Supervision in Field Education: Reflective and Containment Space for Supervision Interns

Harel¹

2021

Brit J Psychotherapy

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This paper describes two supervision groups of supervisor-interns undergoing training as supervisors, based on psychoanalytic supervisory principles, within the academic setting of a school of social work. The author focuses on the challenge of creating reflective and containment space, given the importance of such space for the supervisor-interns' learning and development in the context of the social construction of practice. Participants' descriptions, at their weekly supervision group meetings, of the supervisory process, are combined with vignettes and narratives of their experiences as supervisor-interns. Those experiences, under the author's tutelage as supervision group leader, were analysed through mirroring and interpreting the unconscious conflicts of a presented patient, the superviseeÀpatient relationship, or the process in the supervisory situation itself through the stimulus of the unconscious of group members manifesting in the verbalization of ideas. The supervision groups enabled associative thinking and dreaming as participants processed unconscious experiences, unconscious identifications, and communications derived from clinical materials. The relevance of these processes to teaching and learning supervision is discussed, and their usefulness for conceptualizing professional growth and creativity is demonstrated.

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What’s your agenda? Reflective supervision in community-based child welfare services

Cited by 17 publications

References 19 publications

Supervising the supervisors: What support do first-line supervisors need to be more effective in their supervisory role?

Supervising the supervisors: What support do first-line supervisors need to be more effective in their supervisory role?

Registered social workers' supervision across areas of practice in Aotearoa New Zealand

A Psychoanalytic Perspective on Supervision in Field Education: Reflective and Containment Space for Supervision Interns

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