Supervising the supervisors: What support do first-line supervisors need to be more effective in their supervisory role?

Patterson, Frances

doi:10.11157/anzswj-vol31iss3id647

Cited by 6 publications

(5 citation statements)

References 36 publications

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“…Whilst supervision should provide a space for shared sensemaking (Patterson, 2019), these findings echo other studies that have noted that case discussions in formal supervision often move rapidly from sharing information to agreeing actions (Wilkins et al, 2017). In developing case narratives in supervision, social workers and supervisors engage in negotiating a singular account that can be ‘sold’ to the organization and others in support of decision‐making (Saltiel, 2017: 544).…”

Section: Discussionsupporting

confidence: 74%

“…Whilst research highlights that much of what we think of as supervision takes place outside monthly one‐to‐one supervision sessions (Wilkins et al, 2017), little is known about how supervisory practice is enacted in everyday practice. Despite the literature arguing that supervision should provide a space for sensemaking (Patterson, 2019), there is little empirical work on how supervision, in all its forms, supports sensemaking.…”

Section: Methodsmentioning

confidence: 99%

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Story‐building and narrative in social workers' case‐talk: A model of social work sensemaking

Gregory

2023

Child & Family Social Work

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Despite the importance of decision‐making in child and family social work, how social workers make sense of information in undertaking assessments and making decisions has received limited attention. Drawing on an ethnographic study of four child and family social work teams across two English local authorities, this article demonstrates how social workers make sense of the lives of children and families through a story‐building process. Data comprise interviews with social workers and supervisors (n = 22), recordings of one‐to‐one supervision (n = 17) and observations of everyday case‐talk (n = 21). A model of social work sensemaking is offered, consisting of three stages: (1) initial formulations, (2) developing the narrative and (3) adopted account. Across these stages, social workers engage in different forms of sensemaking activity, such as case framing, testing and weighing information, and generating hypotheses. Collegial and supervisory case‐talk provide opportunities for social workers to scrutinize their developing narratives; however, some forms of case‐talk can limit or shortcut sensemaking. This model has applications for practitioners and organizations as a tool to promote reflection on how social workers make sense of their cases. Further recommendations include social workers having access to formal and informal reflective spaces where sensemaking case‐talk can take place.

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Section: Discussionsupporting

confidence: 74%

Section: Methodsmentioning

confidence: 99%

Story‐building and narrative in social workers' case‐talk: A model of social work sensemaking

Gregory

2023

Child & Family Social Work

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“…The supervisors who participated in the online survey were specifically asked about their own supervision. The supervision of supervisors should be key in the development of practice and reflection, but curiously, is an area not explored in literature and research (Patterson, 2019). Despite supervision being offered approximately once a month, there was also mention from supervisors that supervision would be overlooked for other urgent tasks.…”

Section: Original Articlementioning

confidence: 99%

“…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.…”

Section: Original Articlementioning

confidence: 99%

“Asking the ‘dumb’ questions”.

Rankine

Thomson

2022

ANZSWJ

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INTRODUCTION: Reflective social work supervision is essential to professional development, building resilience and client work. However, in child protection, supervision is preoccupied with managing risk and meeting outcomes at the expense of analysis and critical reflection. Oranga Tamariki (OT), the statutory child protection organisation in Aotearoa New Zealand, has recently been scrutinised for poor supervisory practice. The authors worked alongside OT social work supervisors and supervisees to explore ways to generate resilience, learning, self-awareness and develop practices that support reflective capability and well-being in supervision. METHODS: This article presents data from the pre/post online evaluation of an action research intervention study with OT supervisors and supervisees. The aim of the online survey was to measure participants’ supervision practices, and the extent to which perceptions of confidence, reflection, professional learning and resilience improved. FINDINGS: The findings are reported from key areas within OT supervision: the frequency of supervision sessions, the functions of supervision, engagement in reflection, supervision- changing practice, resilience and longevity in social work careers and the supervision of supervisors. CONCLUSIONS: The results from the survey showed social workers had increased confidence as they built reflective capacity, resiliency and improved their supervision practice. The study identified the importance of developing learning spaces that enhance reflective supervision for supervisors and supervisees in child protection.

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“…To exacerbate these challenges, supervisor development remains an underdeveloped practice. There is limited literature on how best to support supervisors in practice contexts, although nascent research indicates that supervisors require a similar structure, reflective space and positive containment of their emotions in ways similar to what they provide for their supervisees (Patterson, 2017(Patterson, , 2019.…”

Section: State Of Social Work Supervisionmentioning

confidence: 99%

Supervision of supervisory practice: From idea to practice

Wong

Ghoh

et al. 2022

International Social Work

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Little is known about how social work supervisors can be equipped and supported. A qualitative evaluation of a supervision of supervisory practice (SOSp) training programme with nine supervisors with 2 years of experience was done. Benefits for the supervisors were the application of knowledge and skills that improved the supervisory practice, and the opportunity to receive feedback. However, lack of time was a major obstacle for quality supervision. Supervisees reported experiencing a more collaborative supervision and an increase in confidence and perception of competence in case management. This exploratory study highlights the importance of developing competencies in the education and support functions of supervision.

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Supervising the supervisors: What support do first-line supervisors need to be more effective in their supervisory role?

Cited by 6 publications

References 36 publications

Story‐building and narrative in social workers' case‐talk: A model of social work sensemaking

Story‐building and narrative in social workers' case‐talk: A model of social work sensemaking

“Asking the ‘dumb’ questions”.

Supervision of supervisory practice: From idea to practice

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