“Moving out of the safe zone”: Promoting learning communities and reflective supervision in a social work statutory child protection agency

Abstract

INTRODUCTION: Social work supervision in statutory child protection settings is often confused with line management and has little focus on professional development, critical reflection and exploration of practice. Within Aotearoa New Zealand, the statutory child protection agency Oranga Tamariki (OT), is under considerable scrutiny regarding the management of risk, child abuse, and the over-representation of Ma ̄ori tamariki within the child welfare system. This article covers the first collection of findings from a larger supervision study.METHODS: Using critical reflection as the methodological lens, four experienced OT supervisors participated in a learning community where supervision recordings were brought to each meeting to improve reflective capacity, critical reflection and skills. Data were collected from the learning community and thematic analysis was undertaken to explore current supervision practice in OT.FINDINGS: The three themes generated from the learning community discussions were: supervisory skills/interventions; the structure of supervision; and working with emotion and trauma. These themes highlighted the significance of the learning community as a forum for supervisors to share their existing supervision practice together, “moving out of the safe zone” as they engaged in positive and constructive feedback with their colleagues in a supportive space.CONCLUSIONS: Reflective supervision, within statutory child protection, is essential for learning, critical reflection and cultivating robust decision making in social work practice. The creation and development of professional supervision spaces such as learning communities provide the basis for supervisors and supervisees to develop their skills and ensure accountable, anti-oppressive and ethical practice.

“Asking the ‘dumb’ questions”.

“…Crucial to current criticism aimed at OT is the ability of social workers to explore wider environmental issues impacting on social work decision making involving whānau Māori and develop culturally relevant practice (Waitangi Tribunal, 2021). Within the managerial and crisis-driven environment of child protection, it is imperative that social workers have a space to critically reflect and advance decision making in their practice with children and families (Rankine & Thompson, 2021).…”

“…The focus of the study was to explore further approaches that generate resilience, learning, self-awareness and to develop practices that support reflective capability and well-being for both supervisors and supervisees. The study contained three separate parts: development of a learning community with OT supervisors (Rankine & Thompson, 2021); thinking aloud in supervisor-supervisee dyads (Rankine & Thompson, in press); and an online evaluation pre-and postintervention of the action research study. This article concentrates on the pre/post evaluation of the action research intervention study from an online survey with OT supervisors and supervisees.…”

“…The supervisor is often the social worker's line manager and juggles several administrative responsibilities, including organisational accountability to managing risk, performance and case management. Escalating acuity of casework, dwindling resources and the associated media and public scrutiny of child protection work has left social work practice controlled by managerialism and neo-liberalism (Beddoe, 2010;Rankine & Thompson, 2021). These wider, systemic pressures leave little space for professional aspects of social work practice such as emotional support, reflection and critical reflection (Wilkins et al, 2017).…”

“…The online survey was one part of a study to evaluate the two action research methods (Rankine & Thompson, 2021) working with supervisors and supervisees in OT. The authors, with research and practice experience in supervision, collaborated with the participants to explore and deepen reflective practice.…”

“…Overall, the frequency of supervision for supervisors and the level of reflection increased over the duration of the study. Patterson (2019) (Rankine & Thompson, 2021). Embedding a culture of reflection and learning requires commitment within every aspect of the organisation, including supervisors and managers.…”