Race, racism and systemic supervision

Pendry, Nick

doi:10.1111/j.1467-6427.2011.00576.x

Cited by 24 publications

(17 citation statements)

References 32 publications

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“…This, then, must be attended to in any training course and consideration given to the impact of changes on the organisation's workforce, and the critical analysis displayed by some systemic academics should be highlighted. Pendry () outlines the importance of supervisors’ acknowledging their power and responsibility to initiate conversations about race. The author echoes the comments of Pendry, that to omit discussions about ‘race’ and ethnicity is ‘simply not good enough in a field that should be striving for social justice and the elimination of inequality’ (p. 14).…”

Section: Discussion and Analysis Of Findingsmentioning

confidence: 99%

Social work reframed? The experiences of social workers applying systemic ideas in child protection

Flynn

2019

Journal of Family Therapy

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The crossover between systemic psychotherapy and social work has received renewed attention in recent years. Expanding numbers of local authorities are commissioning systemic training and encouraging social workers to apply these ideas within the field of child protection. It is therefore vital and timely to listen to social workers’ experiences, in order to attain feedback on how this can best be achieved. This research study interviewed five case‐holding social workers in a London local authority child protection team about their experiences, and used Interpretative Phenomenological Analysis (IPA) to analyse the data. This paper discusses two themes: ‘the importance of the organisation’ and ‘the process of applying learning’. Recommendations for improvements are made for academic and employment organisations from the research findings. The overall argument is that there is a significant opportunity for the field of systemic psychotherapy to learn from and improve the social work field, and vice versa. Practitioner points Organisational stability, clarity and commitment to systemic practice has a significant impact on social workers’ abilities to apply systemic ideas in their practice Social workers value being able to put systemic ideas into practice and learning the ‘doing’ of as well as the ‘thinking’ behind systemic practice Systemic psychotherapy has an opportunity to learn from its application to social work, particularly if applied to diverse workforces, who in turn work with diverse client groups

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Section: Discussion and Analysis Of Findingsmentioning

confidence: 99%

Social work reframed? The experiences of social workers applying systemic ideas in child protection

Flynn

2019

Journal of Family Therapy

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“…Further discussion of whiteness could consider the contexts of therapy as well as the power associated with these contexts, for example, supervision (Pendry, ), theoretical frameworks and institutional contexts. Cultural consultation groups could be formed between dominant/powerful and marginal/minority groups to address cultural bias and discriminatory behaviour and processes (McLean, ; Tamasese and Waldegrave, ).…”

Section: Discussionmentioning

confidence: 99%

Constructions and enactments of whiteness: a discursive analysis

Wallis¹,

Singh²

2012

Journal of Family Therapy

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Systemic therapists have argued that it is important to re‐examine issues about white identities if they are to develop cultural competence and cultural sensitivity. Despite this, few studies have explored whiteness in systemic psychotherapy. This small‐scale qualitative study therefore explores how a group of white systemic psychotherapists (trainers and trainees) construct whiteness, how these constructions or discourses facilitate or constrain talk about whiteness and how this influences what therapists do in therapy. The research method used was focus group discussions and an action research approach. The data were analysed using Foucauldian discourse analysis and three main discourses were made apparent: ‘whiteness as an invisible norm’, ‘political correctness’ and ‘systemic therapy discourses’. These discourses are described and the implications, discussed.

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“…Questions were adapted for use from previous resources on this topic (Pendry 2012;Singleton and Linton 2006) race and culture, supervisors are promoting competence and efficacy among school psychology interns.…”

Section: Discuss Cultural Similarities and Differencesmentioning

confidence: 99%

Multicultural Supervision: What Difference Does Difference Make?

Eklund

Aros-O'Malley

Murrieta

2014

Contemp School Psychol

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Multicultural sensitivity and competency represent critical components to contemporary practice and supervision in school psychology. Internship and supervision experiences are a capstone experience for many new school psychologists; however, few receive formal training and supervision in multicultural competencies. As an increased number of students from culturally diverse backgrounds are accepted into school psychology training programs, it is likely students will encounter supervisory experiences in which the supervisor is of a culture other than their own. This paper explores cultural factors impacting supervision, reviews research on cultural match between supervisor and supervisee, as well as highlights best practice considerations for engaging in effective multicultural supervision.

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Race, racism and systemic supervision

Cited by 24 publications

References 32 publications

Social work reframed? The experiences of social workers applying systemic ideas in child protection

Social work reframed? The experiences of social workers applying systemic ideas in child protection

Constructions and enactments of whiteness: a discursive analysis

Multicultural Supervision: What Difference Does Difference Make?

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