Supervision Satisfaction Among Social Work Students in Israel: Supervision Components, Peer Support, and Trauma-Related Factors

Abstract

Purpose: Supervision is an essential part of social work education. Accordingly, supervision satisfaction plays an important role in the development of the students’ professional identity. However, the factors contributing to supervision satisfaction among social work students have rarely been examined. This study examined the contribution of supervision components, peer support, secondary traumatization, and vicarious post-traumatic growth (VPTG) to supervision satisfaction. Method: Self-report questionnaires were distributed to 259 undergraduate social work students. Correlation and hierarchical linear regression analyses were performed. Results: Higher supervision satisfaction was predicted by the educational and supportive components of supervision, peer support, and VPTG, whereas the administrative component of supervision satisfaction and secondary traumatization predicted lower supervision satisfaction. Discussion: The findings highlight the negative ramifications of secondary traumatization and the positive contribution that supportive and educational supervision, peer support, and VPTG can have on social work students’ supervision satisfaction. Practical implications for practice and policy are discussed.

Perceived stress and secondary traumatization in social workers during coronavirus disease 2019: The moderating effect of psychological capital and social work supervision

“…Perhaps this discrepancy indicates the need for a more in-depth study of supervision. Our results did show that higher satisfaction with supervision was associated with decreased STS, which is consistent with previous studies' similar results (Even-Zahav et al, 2020).…”

Web Application Method "3d Emotion Composition in Supervision" Approbation

“…Iegūtie rezultāti liecina par vairākiem ieguvumiem, izmantojot lietotni: 1) tiek dota iespēja reflektēt par izjūtām distancējoties; 2) nozīmes piešķiršana pieteiktajai situācijai; 3) emociju normalizēšana; 4) konkrētu nākamo soļu definēšana pieteiktajai situācijai; 5) psihoizglītošana. Dati saskan ar zinātniskajā literatūrā paustajām atziņām: 1) refleksijas rezultātā klients apzinās savas reakcijas, izprot mijiedarbības, analizē savas intervences, to sekas, un izzina alternatīvus rīcības variantus (Poudžiunas u.c., 2017); 2) supervīzijas izglītojošās funkcijas ietvaros tiek pilnveidotas prasmes, spējas un izpratne (Apine, 2017); 3) supervīzija palīdz regulēt un normalizēt savas izjūtas sarežģītās situācijās (Zahav et al, 2020). Metode attīsta un pilnveido adaptīvās emociju regulācijas prasmes: 1) spēju apzināties emocijas (awareness); 2) spēju atpazīt un nosaukt emocijas (identifying and labeling); 3) spēju saprast, kas ierosina un uztur konkrētas emocijas (understanding) (Berking & Whitley, 2014).…”

Perspectives of social workers and supervisors about the supervision of protective services

“…Lowe (2011) employed a national random sample comprising 181 members of the National Association of Social Workers who indicated that mental health and supervision were their primary service setting and practice function, respectively. For professionals such as therapists working with trauma survivors, the negative consequences of their work in the field may manifest as secondary traumatisation (Zahav et al, 2020). Similarly, protective service work involves various stressors, ranging from supervisors’ expectations, poor supervisory support, unstructured supervision, and overwork and underpayment.…”

“…Despite the prevalence of negative effects arising from protective service work, little research has examined their role in supervision. As Zahav et al (2020) mentioned, studies examining the link between work-related adverse health outcomes and supervision focusing on those working in clinical fields, such as therapists or medical students, should use quantitative methods of evaluation.…”