An Experiential Approach to Clinical Supervision Training: A Mixed Methods Evaluation of Effectiveness

Fisher, Alex; Simmons, Christopher; Allen, Susan C.

doi:10.1080/08841233.2016.1231157

Cited by 4 publications

(2 citation statements)

References 27 publications

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“…The MSW students had all completed at least one practicum prior to the experience and thus had been exposed to social work supervision in the field. The exercise was designed to teach the MSW students how to provide social work supervision while simultaneously exposing BSW students to the range of practice behaviors that social workers encounter in their daily work, including the use of supervision (for an exploration of this exercise from the MSW perspective, see Fisher et al, 2016). A specific aim for the BSW students was to introduce them to the process of decision-making regarding clients while seeking supervision and thereby engaging in reflective practice.…”

Section: Experiential Exercise On the Use Of Supervisionmentioning

confidence: 99%

“…Despite the CSWE competency requirement and the importance of supervision in practice, there is little empirical information about how social work students are prepared to utilize supervision in practice (Everett, Miehls, DuBois, & Garran, 2011;Miehls, Everett, Segal, & du Bois, 2013). There is an abundance of literature exploring what is "good" social work supervision (Kadushin & Harkness, 2014;Shulman, 2010) and how to teach social work supervisors how to provide good supervision (Bennett & Deal, 2012;Bogo, 2010;Fisher, Simmons, & Allen, 2016). Most empirical investigations about supervisees ultimately center around how supervisors can use the findings to provide better supervision (Bogo, 2010;Kanno & Koeske, 2010;Miehls et al, 2013).…”

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Introducing BSW Students to Social Work Supervision Prior to Field

Fisher

Simmons

Allen

2019

ASW

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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.

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Section: Experiential Exercise On the Use Of Supervisionmentioning

confidence: 99%