Culturally Relevant, Socially Just Social Work Supervision: Becoming Visible Through a Social Constructionist Lens

Hair, H.; O’Donoghue, Kieran

doi:10.1080/15313200902874979

Cited by 64 publications

(34 citation statements)

References 36 publications

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“…This level of reflection assists the social worker to build stronger networks and positive relationships with service users and their community. Hair and O'Donoghue (2009) reinforce the importance of discovering alternative discourses when working with complexity in supervision. Reflective supervision is the opportunity for the supervisee and supervisor to discover the voice of service users often silenced by more dominant agendas.…”

Section: Original Articlementioning

confidence: 93%

“…O'Donoghue (2003) has previously argued that dominant discourses have influenced supervision practices and that local knowledge, particularly from indigenous perspectives, needs to be utilised. Reflective supervision adopts social constructionist concepts in exploring how knowledge is constructed by individuals through human interaction within different contexts (Hair & O'Donoghue, 2009). Therefore, multiple cultural identities (such as ethnicity, gender and sexual orientation) and shared meanings between the supervisor and supervisee become pivotal to explore in reflective supervision.…”

Section: Refl Ective Supervisionmentioning

confidence: 99%

“…Practice within supervision that addresses cultural competence is becoming more prominent in literature (Tsui, O'Donoghue, & Ng, 2014). Hair and O'Donoghue (2009) suggest that the supervisor adopt a curious and questioning stance with the supervisee -one that does not assume expert knowledge. What becomes important in the supervisory conversation are similarities and differences in power and privilege which, in turn, support greater understandings of equity and justice in social work practice (Hernández & McDowell, 2010).…”

Section: Original Articlementioning

confidence: 99%

“…Within these reflective supervisory approaches, supervisors are required to be transparent about their position and to adopt critical thinking in mutual conversations with supervisees relating to organisational procedures, power, authority and privilege within practice (Hair, 2014). These conversations between the supervisor and supervisee contribute to the development of anti-oppressive, culturally sensitive and strengths-based practice (Baines, 2017;Hair & O'Donoghue, 2009). …”

Section: Refl Ective Supervisionmentioning

confidence: 99%

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Making the connections: A practice model for reflective supervision

Rankine

2017

ANZSWJ

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INTRODUCTION:Over several decades, social work in Aotearoa New Zealand has undergone major alterations in service delivery in response to the management of risk and surveillance of practice within the neoliberal government agenda. Working in such an environment, social workers struggle to critically explore their position and professionally develop their practice. To support current professional practice in social work, reflective supervision has become a necessity for analysing and amplifying positive practice outcomes that benefit practitioners and service users. METHOD:A four-layered practice model of reflective supervision has been developed by the researcher from a theoretical analysis of a study involving key informant and supervisory dyads. The purpose of the reflective supervision model is to support the agenda, task and process in the supervisory relationship towards critical reflection of practice. FINDINGS:The four-layered practice model highlights the interrelationship between the social worker, the organisation, relationships with others, and the systemic contexts where practice occurs. The supervisee and supervisor have vital roles in order for reflection to occur in each supervision session. CONCLUSIONS:Reflective supervision is seen as a co-constructed partnership between the supervisor and supervisee and the four-layered practice model assists in providing a structure for the session. The four-layered model supports critical thinking in the socio-political and socio-cultural environment, promotes social justice strategies and has versatility within a number of practice settings.

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Section: Original Articlementioning

confidence: 93%

Section: Refl Ective Supervisionmentioning

confidence: 99%

Section: Original Articlementioning

confidence: 99%

Section: Refl Ective Supervisionmentioning

confidence: 99%

See 2 more Smart Citations

Making the connections: A practice model for reflective supervision

Rankine

2017

ANZSWJ

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“…Several researchers have initiated a movement to push for supervision practice being derived from empirically support models of competency-based clinical supervision (Falender & Shanfranske, 2014). Others contend that the power based relationships created by supervisory structure are inherently problematic, arguing for increased transparency, reflexivity and socially just supervision practices (Burkard, Knox, Clarke, Phelps, & Inman, 2012;Constantine & Sue, 2007;Hair & O' Donoghue, 2009). Unfortunately, the polarities that surface during efforts towards problem resolution are reflective of the dilemmas in defining supervision, representing the ongoing perplexity surrounding the purpose of supervision.…”

Section: Literature Reviewmentioning

confidence: 99%

Culturally Affirming Clinical Supervision in Graduate Field Education: Enhancing Transformative Dialogue in the Supervisory Dyad

Ashley¹,

Lipscomb²

2018

IRHE

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This article is aimed at raising critical consciousness, accountability and empowerment in the supervisory relationship in graduate field education. As more clinicians with intersecting identities navigate rigorous Master's degree programs, there is a growing need for field instructors to utilize cultural humility in their supervision approach and style. In addition, burgeoning clinicians need to be affirmed, empowered and aware of the intra/inter-cultural dynamics inherent in the supervision process, giving specific attention to power and privilege. In order to navigate culturally relevant supervision for new therapists with a level of humility, field instructors and supervisors face a tall order; it is essential they address cultural differences, validate cultural identities and experiences, and explore power, privilege and intersectionality in the supervisory space while concurrently supporting clinical growth. These difficult dialogues require specific skills, self-awareness and vulnerability on the part of the supervisor. As supervisors attempt to initiate this transformative process, it is important to consider similarities and differences in how supervisors and supervisees experience efforts to engage in difficult dialogues. The authors utilized an anonymous online survey to explore the experiences of supervision among supervised clinicians (n=51) and supervisors (n=39). Qualitative data reflect beneficial supervision regarding clinical content, with a consistent lack of discussion and recognition of power and privilege dynamics; lack of affirmations regarding cultural identities; and superficial exploration of cultural nuances in the supervisor dyad. Findings suggest supervisees need authentic, validating, process oriented exchanges in clinical supervision, especially in field internships where they are learning how to manage clients, their own lived experiences and authenticity in supervision. Recommendations for initiating transformative supervisory practices are included.

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