scholarly journals Ngā Aroro and Social Work Supervision

2019 ◽  
Vol 31 (3) ◽  
pp. 20-31
Author(s):  
Eliza Wallace
Keyword(s):  
Social Work ◽  
Theory And Practice ◽  
Holistic Learning ◽  
Cultural Narrative ◽  
Spiritual Awareness ◽  
Supervision Practice ◽  
Kaupapa Māori ◽  
Cultural Effectiveness ◽  
Unique Part ◽  
Social Work Supervision

INTRODUCTION: This article explores the interconnectivity between Te Ao Māori (Māori worldview) concepts and supervision.METHOD: The main focus of the research was to highlight ngā aroro (key concepts) from Te Ao Māorii that influence critical reflection in supervision and the cultural effectiveness of supervision. The embedding of kaupapa Māori (Māori approaches) research principles and ethics meant that the methodology provided a supportive shelter for consciousness-raising, critical dialogue, reflection on supervision practice and for oral cultural narrative to be honoured. A unique part of the methodology was the inclusion of a Whakawhanaungatanga Research Advisory Roopu, which provided the necessary cultural oversight of the research.FINDINGS: The research used a thematic analysis that brought to light six conceptual themes from Te Ao Māori to unlock heightened holistic learning and support in supervision practice. The findings revealed that customary knowledge, skills and methods were purposefully accessedto enable the re-indigenising of social work supervision. The conceptual frameworks showed elements of co-design, an awakened spiritual awareness and a desire to explore one’s cultural sense of self.IMPLICATIONS: The research challenges the conventions of social work supervision to review supervision theory and practice particularly in considering the strengths of supervision provided by non-registered social work supervisors and the cultural effectiveness of supervision being developed, measured and evaluated based on the supervision goals of the supervisee and indigenous aspirations.

scholarly journals Evaluating social work supervision

2017 ◽  
Vol 29 (3) ◽  
pp. 108-121 ◽  
Author(s):  
Allyson Mary Davys ◽  
Janet May ◽  
Beverly Burns ◽  
Michael O’Connell
Keyword(s):  
Social Work ◽  
New Zealand ◽  
Social Workers ◽  
Clinical Supervision ◽  
Unexpected Finding ◽  
Mental Health Nurses ◽  
Aotearoa New Zealand ◽  
Supervision Practice ◽  
The Social ◽  
Social Work Supervision

INTRODUCTION: The question of whether the practice of professional supervision is effective, and how its effectiveness can be measured, has been debated by both social work and other professions. This study explored how practitioners, supervisors and managers in Aotearoa New Zealand currently evaluate the supervision they receive, provide and/or resource.  The study was interprofessional involving counsellors, mental health nurses, psychologists and social workers. This article focuses on the findings from the social work cohort.METHODS: Through an on-line Qualtrics survey participants were asked: 1) how they currently evaluated professional/clinical supervision; and 2) how they thought professional/clinical supervision could be evaluated. Data were extracted through the Qualtrics reporting functions and thematic analysis was used to identify themes. A total of 329 participants completed the survey of which 145 (44%) were social workers.  FINDINGS: A majority of the social work participants reported that they evaluated supervision in some form. No culture or policy emerged regarding supervision evaluation, but social workers expressed interest in training and resources to assist evaluation and some saw a supportive and endorsement role for the professional or regulatory bodies. An unexpected finding was reports of unsatisfactory and harmful supervision.CONCLUSION: Evaluation of supervision is an activity with which social workers engage, but further research is needed to explore how evaluation can be embedded in supervision practice. More critically, a broader audit is required to reconsider the definition and model of social work supervision in Aotearoa New Zealand and the environments within which supervision occurs.

scholarly journals Introducing BSW Students to Social Work Supervision Prior to Field

2019 ◽  
Vol 18 (4) ◽  
pp. 1085-1102 ◽  
Author(s):  
Amy Killen Fisher ◽  
Chris Simmons ◽  
Susan C. Allen
Keyword(s):  
Social Work ◽  
Student Perceptions ◽  
Social Work Students ◽  
Educational Interventions ◽  
Social Work Educators ◽  
High Satisfaction ◽  
Supervision Practice ◽  
Msw Students ◽  
Social Work Supervision

Little empirical information exists about how social work students are prepared to utilize supervision in practice. This study describes an experiential exercise designed to introduce BSW students to social work supervision prior to their field experience. MSW students enrolled in a supervision practice course provided mentored supervision to 42 BSW students in an introductory skills course. The skills course involved a progressive role-play that spanned the whole semester. Mixed methods were used to investigate BSW student perceptions of the exercise. According to survey data, BSW students reported a strong working alliance with MSW students and high satisfaction with the supervision they received. Qualitative data revealed two overarching categories of students: 1) students who reported benefiting from the exercise, and 2) students who reported mixed benefits or no benefits. Students who understood the role of the supervisor were also more likely to reported that they benefited from the exercise. Students who were unclear about the role of the supervisor reported mixed or no benefits of the exercise. Recommendations for social work educators relate to the need for educators to provide information on the use of supervision for BSW students, the necessity for guiding student reflections as part of the supervision exercises, and considering the developmental levels of students when crafting educational interventions.

A Process Model of Social Development Supervision in Social Work

2019 ◽  
Vol 31 (2) ◽  
Author(s):  
Mpumelelo Ncube
Keyword(s):  
Social Work ◽  
Social Development ◽  
Process Model ◽  
Work Practice ◽  
Social Work Practice ◽  
Supervision Practice ◽  
The Social ◽  
Practice Approach ◽  
Dialectical Relationship ◽  
Development Approach

Supervision practice in social work is understood as the mainstay of the profession. However, various studies have pointed to the inadequacies of supervision to facilitate quality service provision. Previous studies have reflected a general misalignment between the approach to supervision practice and the approach to social work practice as one inadequacy leading to the failure of supervision practice. Although there are numerous supervision models in the profession, some of which are aligned with certain practice approaches, none is directly identifiable with the social development approach, which should be at the core of social work orientation in South Africa. Thus, this article provides a process model of supervision in social work that aims to establish a dialectical relationship between supervision and the social development practice approach. The study was underpinned by Thomas’ research and design process, which was used to design and develop a social work supervision model mirroring a social development approach. The paper concludes with recommendations related to the use of the developed model.

scholarly journals Digitalization of Critical Reflection with ATLAS.ti Software in Social Work Supervision

2021 ◽  
Vol 10 (3) ◽  
pp. 95
Author(s):  
Komalsingh Rambaree ◽  
Nessica Nässén
Keyword(s):  
Social Work ◽  
Reflective Practice ◽  
Critical Reflection ◽  
Work Practice ◽  
Social Work Practice ◽  
Digital Tools ◽  
Fundamental Part ◽  
Technological Tool ◽  
Supporting Tool ◽  
Social Work Supervision

In this technology-driven era, the digitalization of social work practice is becoming almost mandatory in many countries, especially in Europe. Within this context, it is important to look at the possibilities and challenges for the digitalization of critical reflection, which is a fundamental part of social work practice. Using a conceptual and theoretical framework based on reflective practice, critical reflection, and experiential learning, this article aims to outline and discuss the use of ATLAS.ti software as a supporting tool in digitalizing critical reflection in social work supervision (SWS). For illustrative purposes, a case example of child welfare from Sweden is used. This article considers both the benefits and challenges of using ATLAS.ti as a technological tool for the digitalization of critical reflection in SWS. It concludes that social workers’ autonomy and wellbeing need to be at the center in deciding about the use of digital tools such as ATLAS.ti in SWS.

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