Evaluation of a youth agency's supervision practices: A mixed-method approach

This research presents the findings from an evaluation and organizational development initiative that was requested by a Canadian youth agency working in a large urban setting. A team of four researchers affiliated with the Center for Research on Educational and Community Services (CRECS) at the University of Ottawa conducted the evaluation. The purpose of the evaluation was to identify the supervision needs and challenges of coordinators and front line staff, assess the efficiency of the current supervision practices, and evaluate the supervisors’ and supervisees’ satisfaction with these current practices. A literature review was performed to help provide a clear definition of ‘supervision’ and the different professional roles it encompasses. Additionally, research evidence pertaining both to what contributes to supervision efficacy and supervisor competency was reviewed to distill the most robust findings in the existing literature. The lines of evidence consisted of a document and file review, an online employee survey, group discussions (i.e. focus groups), and interviews with key informants. The results of the evaluation helped the research team formulate recommendations to the agency for the development of enhanced supervision practices across its various service areas.     

A look behind the curtain at social work supervision in interprofessional practice settings: critical themes and pressing practical challenges

Supervision has been an integral aspect of social work practice since the early days of the profession. The literature suggests that ‘supervision is an essential and integral part of the training and continuing education required for the skillful development of professional social workers’ (p. 5). The literature does appear to support that all social workers ought to have some level of supervision; however, within interprofessional settings, where social work is one of many professions, that goal may not be easily attained. Although some interprofessional settings, like hospitals, have social work departments, other settings, like schools, may only have one social worker, resulting in a workplace environment devoid of social work supervision. This article presents findings from a national study of social workers employed in interprofessional organizations. It was hypothesized that this cohort could provide important insights about the nature of social work supervision in agencies characterized by an interdisciplinary workforce. Using both open-ended and specific categorical questions, respondents were asked to describe and convey information about the supervision process and experience in their agency. An Internet-based survey was used to reach a broad spectrum of social work practitioners and educators (975 deliverable and 426 completed) across the United States.     

Effects of international student exchange on pre-service teachers: a quasi-experimental study

This contribution provides empirical answers to the question of how teaching-specific competencies develop during participation in an international student exchange programme. The quantitative analyses of this quasi-experimental study suggest that, generally speaking, no specific developments occur during an exchange experience. These findings contradict the majority of existing literature. Possible reasons for this divergence are discussed. The interpretation of the results suggests future research should focus on the key question of pre-conditions for productive exchange experiences.     

Attachment-informed Supervision for Social Work Field Education

Supervisory relationships present a new population for the application of attachment theory, and conceptualization of attachment-informed supervision training offers a new direction for study. This paper presents an 8-month model of supervision training for social work field instructors of MSW students. The training’s design incorporates primary attachment concepts with an understanding of the supervisory working alliance and parallel process. An overview of the in-person and on-line pilot training is presented, including perceptions from the participants regarding the training’s usefulness. This training program has implications for effective social work field education, and recommendations are suggested for future attachment research on supervision.

Acknowledgement of client diversity and oppression in social work student supervision

An enduring theme of social work literature and education has been the need for workers to recognise and challenge oppressive structures and develop competence in working with diverse client groups. This paper reports the findings of a qualitative research project where student and field educator supervision sessions were recorded, with the view to examining how oppression and diversity were addressed in these sessions. The authors have used the term 'difference' to describe the breach between the student and client experiences. Examples of anti-discriminatory practice were identified in the recordings, however on occasions supervisors had difficulty in assisting students to acknowledge diversity and oppression in supervision. Four factors that related to addressing diversity emerged from the supervision material. These were: the struggle to unmask subtle themes of oppression; the use of questioning to raise student awareness and development of self-knowledge; using student biography to facilitate learning on 'difference'; and field educator use of self-disclosure during discussions on diversity. Successful approaches to anti-oppressive practice and responding to diversity are outlined.     

对西藏职业教育发展存在问题的思考

西藏职业教育在国家和地方的大力扶持下已经有了很大发展,但相较其他地区仍显得基础薄弱,发展水平相对较低,在促进西藏社会经济发展方面也没有发挥出应有的作用.新的形势下要求西藏采取进一步切实有效的措施,积极推动职业教育的发展.文章对西藏职业教育基本情况进行了概述,并对职业教育发展存在的问题及原因进行了分析,针对存在的问题提出了西藏职业教育优化发展的对策建议.     

An examination of student and provider perceptions of voluntary sector social work placements in Northern Ireland

Practice based learning in Northern Ireland is a core element of social work education and comprising 50% of the degree programme for undergraduate and postgraduate students. This article presents evidence about the perceptions of practice learning from voluntary sector/non-government organisation (NGO) placement providers and final year social work students on social work degree programmes in Northern Ireland in 2011. It draws on data from 121 respondents from189 final year students and focus group interviews with voluntary sector providers offering 16% (85) of the total placements available to students. The agencies who participated in the research study provide a total of 55 PLOs to social work students, and are therefore fairly representative in terms of voluntary sector (NGO) provision. The article locates these data in the context of practice learning pedagogy and the changes introduced by the Regional Strategy for Practice Learning Provision in Northern Ireland 2010–2015. Several themes emerged including; induction, support and guidance, practice educator/student relationship, professional identity and confidence in risk assessment and decision-making. Social work educators, placement providers and employers must be cognisant of newly qualified social workers’ needs in terms of consolidating knowledge within the formative stages of their professional development.     

Facing conflict: patterns of relationships amongst Lithuanian social workers in the workplace and the role of supervision

The complexity of the Lithuanian social work profession is analysed in this paper. The aim of the research presented is to identify the patterns of relationships that Lithuanian social workers develop in the workplace when facing conflict. The research findings suggest that social work presupposes instability, mobility, fluidity, risks and consequently conflict and multiple emotional reactions from those involved. The complexity of social work, evoking various professional risks and conflicts, anticipates emotional reactions from social workers, such as anger and avoidance. Professional conflict and change can become a resource of positive emotional reactions and a stimulus for the development of the organisation. Professional relationships that are based on equality, openness and participation, even in situation of change or conflict can cultivate energy, creativity and enthusiasm. For conflict within an organisation to be resolved, external support that is methodologically grounded and professional is needed. Supervision can help to recognise the interrelation of patterns of relationships in the workplace when facing conflict, through reflection on one's professional functioning.     

Pierre Bourdieu and intercultural education: it is not just about lack of knowledge about others

In response to the current intersection of pluralism, globalization, the histories and persistence of inequality in society and schools, and in response to well intended but potentially dangerous tendency toward the romantic versions of everyone’s points of views are valid and let us respect each other’s viewpoints in intercultural education, some intercultural educators are adamantly arguing that the goal of intercultural education must be to work against inequality and inhumanity linked to the system of domination and to foreground social justice. Joining the commitment of such intercultural educators within the framework of anti oppressive intercultural education, this essay shows how Pierre Bourdieu’s sociological theoretical framework can help to problematize the psychologically based intercultural education that mainly focuses on benign differences. Using Bourdieu’s framework, the author demonstrates that the barrier to intercultural education is not just lack of knowledge about others, illuminates the process of intercultural exchange by at least partially unpacking the processes involved in representations and interpretations of differences in intercultural education, and suggests implications for anti oppressive intercultural education.     

Protective supervision: An inquiry into the relationship between child welfare and the court system

Protective Supervision, in most states, is defined in statute as an option in which the child is allowed to remain in the home of high-risk parents under the authority of the court, with supervision provided by the child protection system. Protective Supervision provides states an option to fulfill the federal mandate, as expressed in its guidance on the Child and Family Services Review, to assure that children are safely maintained in their homes whenever possible and appropriate. Nevertheless, there is a paucity of published work on this option. Further, the relationship between child protection and the judicial system, implicit in Protective Supervision, is rarely examined. In response to this dearth of information, an exploratory study was undertaken in Minnesota, funded by the Minnesota Department of Human Services. Data were derived from focus groups in every region of the state, with both child protection and judicial system participants. This study offers insights into the complicated nature of the partnership between two complex systems — child welfare and the court system. Currently, there is wide variation in how Protective Supervision is understood and practiced. However, where there is mutual respect between child welfare and the courts, Protective Supervision offers a useful tool.     

Enhancing social work student learning: converging Bronfenbrenner,Bourdieu and practice learning

ABSTRACT

Social work student field placements can be complex, challenging and demanding for the practice educator and student. In this paper a model of practice education is explored that incorporates the theoretical constructs of Bronfenbrenner’s ecological framework and Bourdieu’s concepts of habitus, capital and field. Through the application of these constructs, the practice educator can enhance the student’s learning and development in three distinctive ways. These will be explored and presented as a model that facilitates the practice educator in supporting the student during their placement and in the preparation for professional practice.     

A good fit: the contribution of action learning to supervision practice

This paper discusses the value of action learning for social work supervisors. Recent years have seen renewed focus on supervision as a reflective space and some indications that the tide may be turning in regard to the dominance of managerial priorities within the supervision of direct practice. It is less evident that a similar shift is taking place for supervisors themselves and, anecdotally, many describe their own supervision as having a business focus with limited scope for reflective dialogue. While the traditional functions of supervision need to adapt to fit the responsibilities of those in management positions, it remains true that these staff provide a vital containing role within the organisational hierarchy. For that to be sustained, it is important that supervisors have space and structure within which to process the emotional, intellectual and practical challenges of their work. The integration of action learning sets within post-qualifying courses for supervisors has demonstrated a useful dual function. Firstly, they provide an effective model for group supervision, facilitating in-depth reflection on complex practice issues. Secondly, they offer managers a peer supervision forum; a safe place to explore dilemmas and share the vulnerabilities which belong to management roles as well as practice.     

Intentions to leave supervision among social work supervisors: contributing factors

The study shows the evolution of intentions to leave supervision among students’ supervisors in their first year of supervision. A total of 168 social work supervisors in 10 academic institutions in Israel, during their first year of supervision, answered the questionnaires at the beginning (October 2014) and end (June 2015) of their supervisors training course. The findings indicate that the most powerful predictor of intentions to leave supervision at T2 was intentions to leave supervision at T1. This interesting finding shows that the supervision course does not necessarily address the issue of long-term commitment to supervision, and it is crucial that more attention be paid to this issue. Furthermore, we also found a significant contribution of organizational climate at T1 and of role overload at T2. Practical implications challenge the current structure of supervision courses, in order to encourage students’ supervisors to retain their supervisory role over time.     

The power of difference in inclusive research

Inclusive research involves people with intellectual disabilities actively and strives for empowerment and normalisation. Less is written about the power dynamics in a research team consisting of researchers and people with intellectual disabilities and the possible value of such collaboration. In this auto-ethnography we reflect on these aspects and the challenges along the way. We conclude that striving for normalisation can be paralysing; ‘doing the same’ is not always possible and can be disempowering for all members of the research team. Acknowledging differences and uniqueness enriches research outcomes and makes us reflect on our own, sometimes rigid, academic frameworks.     

Facilitating intercultural education in majority student groups in higher education

ABSTRACT

The present article critically analyses the pedagogical efforts of two teachers to promote values education and intercultural reflection in their own educational practice. They teach in higher education in Norway and most of their students have majority backgrounds. Based on their teaching experiences with VaKE (Values and Knowledge education), the article discusses opportunities and challenges when working with values education in majority student groups. It concludes that discussing values is difficult but can be eye opening. It also raises the question of which dilemmas can prevent stereotyping and foster more complex intercultural thinking and shows that intercultural education requires a discussion of one’s own cultural position. The article highlights the teacher’s crucial role in the VaKE-process regarding the aims of intercultural values education.     

高校创业型团组织建设的思考

步入创业型经济发展时代,服务青年成长成才的传统高校团组织功能的发挥受到前所未有的挑战。高校创业型团组织的建设是发展创业型经济的有益探索,是缓解社会就业压力的有效措施,是培养创新创业人才的良好途径,是增强高校团组织凝聚力和战斗力的重要保障。它是一种责任型、创新型、学习型、柔性型、无边界型组织。高校创业型团组织的建设可以尝试从团组织理念、组织结构类型、组织工作、组织文化等四个层面来展开。     

Everytime we say Goodbye: Forced Termination Revisited,a Commentary

The topic of forced termination has received relatively little attention, particularly student interns’ experiences of termination. In this commentary, I will explore some theories that help illuminate the process of ending. Using a case vignette, the worker’s subjectivity and the way that it impacts termination responses is explored. Cathy Siebold, DSW is Training Analyst, Supervisor and Faculty at The Psychoanalytic Psychotherapy Study Center and The New Jersey Training Institute for Psychoanalysis and Faculty at Massachusetts Institute of Psychoanalysis. She is an adjunct Faculty, New York University School of Social Work on the Editorial Board of CSWJ, and Education Chair of the National Membership Committee on Psychoanalysis. Author of a Book on the Hospice Movement and articles about termination, object relations theory and attachment theory     

Black women talk about stereotypical transference enactments in cross-cultural supervision

ABSTRACT

Little is known about cross-cultural supervision dynamics between Black, female supervisors who provide clinical supervision of White supervisees. This study examined transference enactments which occurred between Black, female clinical supervisors (N = 57) and White supervisees. The results show that White supervisees’ racist and sexist behaviors towards the Black, female supervisors demonstrated remnants of stereotypical images historically attributed to Black women (i.e., Mammy, Jezebel, and/or Sapphire). Moreover, the findings highlight the need to initiate multicultural awareness, knowledge, and skills to enhance clinical skills. The paper concludes with recommendations for cross-cultural supervisory dyads and implications for future research.     

Field practice supervision of social work students: a psychodynamic view on the emotional context of the process and the setting during the client assessment phase

This empirical study is a psychodynamic view of the supervision setting and key emotional parameters during the client assessment process. The supervisor, through reflectivity, studied his own supervision practice with undergraduate social work students during their first field practice placement. By using supervision critical incidents, he formulated the basic characteristics of the supervision setting, and followed it up with discussion on the key emotional parameters of the supervision process. Particular emphasis was laid on psychodynamic understanding of the supervision process and the consequences of supervisor's interventions for both supervisees and clients. The emotional context of the supervision process during the client assessment phase was predominantly shaped by four emotional parameters: (i) the supervisor identifying with both client and supervisee needs; (ii) the supervisor concentrating on exclusively the educational character of supervision by avoiding dealing with student's personality issues; (iii) the supervisor dealing with client and supervisee ‘transferences to the setting’; and (iv) the supervisor setting and safeguarding the supervision limits and boundaries.     

Responding to student mental health concerns in social work education: reflective questions for social work educators

In this paper, we explore ways in which social work educators might respond to students who report that mental health issues underlie their difficulty in meeting core competencies, or otherwise use the language of mental health to describe their struggles to succeed in social work programs. We discuss various trends in policy responses in Canada, the US, the UK, and Ireland. While there are general policy trends, it is clear that responding to these kinds of issues requires the development of highly flexible and situated policy processes that can respond to student realities, concern for students’ rights and privacy, and an awareness of potential discrimination against students. These processes also need to meet the specificities of practicums, particular institutional policies, the mandates of relevant professional bodies, and the precise local legislative framework that shapes these situations. Given these varying contexts, in this conceptual paper, we used a framework on disability that is informed by critical theory to engage existing school policies and propose a set of reflective questions that can guide schools of social work to create an overall responsive environment. These reflective questions are designed to help social work educators balance the rights and needs of students with the professional and institutional demands that students meet core competencies in their education.