Supervision in Social Work

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The guidance document was reviewed in November and is available to download from this page. Social workers interested in being listed need to provide the office with a short description of their work and supervision experience along with contact details, CORU number and their hourly fee.

What Does a Social Worker Supervisor Do? |

Please e-mail any queries to administrator iasw. Home About Who We Are? Statutory registration requires social workers to comply with this Code. Failure to comply could result in a complaint of professional misconduct. During graduate school, all social work students participate in a clinical internship in which they provide direct services, such as counseling or case management, to clients in a professional setting.

They provide these services under the guidance of a qualified social work supervisor, who assigns cases and oversees the work of her supervisees. Social work trainees may receive several hours of supervision per week, in both individual and group formats.

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In professional settings, social work supervisors provide similar services to less-experienced social workers, but they may only provide an hour or two of supervision per week to individuals or groups. Social workers employed as administrative supervisors oversee the operation of their agencies or departments. They may hold titles such as clinical director, social services manager or administrative supervisor.

The main function of a social work supervisor in this role is to ensure that the objectives of the agency or organization are met, says the NASW.

Supervisors are held accountable for implementing specific policies, locating and securing funding, setting up staff training seminars and performing other administrative roles, but they rarely provide direct clinical supervision to staff members. Educational, also known as clinical, supervision is one of the most important methods of training and educating both budding and more experienced social workers.

Purpose of Supervision

Regardless of their levels of education and experience, all social workers should participate in clinical supervision on a regular basis. Clinical supervision is the process in which a supervisor and supervisee discuss specific cases, determine courses of action and resolve problems or personal issues that may affect cases. This she argues is highly transferable to other contexts and situations. Rankin and colleagues provide us with a more in-depth critique of espoused theory and theories-in-use commonly in use about reflective supervision, again held by social workers practising in the demanding environment of community-based child welfare.

They suggest that social workers need to retain reflective supervision to critically analyse their self-awareness, relationships, organisational and professional obligations towards service users within a changing managerial and risk-averse environment which is multi-layered and intersecting.

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  8. Their study reinforces the need that reflective supervision incorporates a critical analysis of sociocultural factors to ensure social work supports the interests of marginalised and disadvantaged groups. Two papers have specifically drawn on systems theories and approaches, whose currency has grown in the literature in recent years. There are always challenges that emerge when applying an ideal model to any practice situation. Lambley introduces a conceptual framework for the study of social work supervision to try and build on what we know about the relationships between supervision, learning and change at both an individual and wider systems level.

    She argues that a systems approach to supervision allows many more participants to engage in developing the evidence base for supervision simply because more people are included. She specifically highlights the benefits to research if service users and other participants who would normally be excluded, are included and the need to embrace policy developments to reflect how supervision is changing, supported by improvements to supervision research practice. Dugmore and colleagues further provide a theoretical and practice perspective on contemporary supervision by outlining an innovative model of live systemic supervision.

    This they argue is potentially transformative and challenges procedural and transactional practices in supervision practice thus making it more attractive to social care agencies.


    They argue that a systemic supervision model appears to offer and promote a supportive, containing environment that challenges and enables social workers to reflect critically on their work, fostering an inquisitive approach to social work that has applicability in a range of other settings including health and education. Education and training to support social work training has always been vital to its success and no collection of papers on supervision would be complete without giving attention to these.

    The authors suggest that those in transition from practitioner to supervisor are still commonly reporting that they are feeling unprepared for their changing role and uncertain about what it entails. This is still relatively under-researched. Their paper explores their experiences of delivering an accredited post-qualifying supervision course as far back as to professionals from different sectors, diverse professional backgrounds, and with varying levels of supervisory experience.

    Some of the key outcomes incorporated both intended and unanticipated benefits. Canavera and Akesson examine supervision during social work education and training in Francophone West Africa.

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    Whilst much research examines supervision during social work training, learning on this topic is overwhelmingly focused on high-income countries with some notable exceptions in some middle income countries. In both countries, all of the stakeholders were working towards creating fluid, workable models for ensuring that field supervision is adequate, even when resources for social work itself — much less student supervision — are threadbare.

    The commitment and creativity that teachers and supervisors demonstrated to ensuring that students are able to grow, to learn, and to become more professional were developing and embodying new forms of supervisory practice that in many ways surpass those of their colonial forbears and embrace the egalitarian spirit of social work. From a Scandinavian perspective, Magnusson examines the experience of deploying group-based supervision in three Danish local authorities.

    The use of external supervisors provided a potential source of inspiration for refocussing the content of supervision away from managerial and administrative concerns towards fostering more positive roles between supervisors and supervisees based on their relationships. Finally, we include two papers that offer examples of particular techniques that have been evaluated to enhance supervision practice.

    Firstly Hafford-Letchfield and Huss offer us their experience of teaching social workers to use an arts-based tool through the use of visual imagery.