‘Treat Me Don't Beat Me’ … . Exploring Supervisory Games and Their Effect on Poor Performance Management

Cousins, Carolyn

doi:10.1080/09503153.2010.514044

Cited by 14 publications

(10 citation statements)

References 6 publications

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“…Transference, counter-transference, parallel process (Brown and Bourne 1996;Kadushin and Harkness 2002;O'Donoghue 2003;Shulman 1993Shulman , 2010 . Games (Cousins 2010;Kadushin and Harkness 2002;Morrison 1993Morrison , 2001; . Power (Brown and Bourne 1996;Kaiser 1997;Munson 2002;O'Donoghue 2003) and…”

Section: Professional Supervision Knowledgementioning

confidence: 99%

In Search of an Informed Supervisory Practice: An Exploratory Study

O’Donoghue

Tsui

2012

Practice

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Section: Professional Supervision Knowledgementioning

confidence: 99%

In Search of an Informed Supervisory Practice: An Exploratory Study

O’Donoghue

Tsui

2012

Practice

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“…The role of support within supervision is never wholly straightforward with justified concerns about the risk of prioritising workers' interests over those of people using services. Cousins (2010) highlights the way supervisors can inadvertently collude with a treat me, don't beat me game, slipping into therapeutic mode and losing focus on the service user. Different strategies may be employed to hold the child or adult in mind but a definition of outcomes as "the impact of activity or support" on a person's life (Cook & Miller, 2012, p. 8) can serve as useful anchor point in supervision.…”

Section: Functions Of Supervision and The Place For Supportmentioning

confidence: 99%

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

Patterson

2019

ANZSWJ

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INTRODUCTION:Stepping into a supervisory role in social work involves a shift of status, perspective and identity. New supervisors bring skills and experience which can be both asset and hindrance as they make the transition. Frequently they encounter gaps in training, support and supervision as well as dissonance between espoused policy and their own experience. This article identifies ways in which supervisors can be resourced to meet the challenge of their role and, as a result, be better placed to support others. It explores what is involved in supervising the supervisors, drawing on the experience of teaching managers on post-qualifying courses in professional supervision in Scotland. APPROACH:Themes commonly applied to the supervision of practitioners are explored in relation to those who are one or more steps removed from direct practice; seeking to identify what has shared relevance and what may be distinctive to those in a supervisory role. CONCLUSION:A congruent approach to support and supervision across all levels of an organisation helps foster a reflective culture which can engage with emotions and with complexity.

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“…In more senior roles, it is not uncommon for managers to make use of external consultancy supervision but the majority of supervisors in social services settings will be reliant on line management supervision. Although systematic research in this arena is limited, there is strong anecdotal evidence pointing to a primary focus on administrative/ managerial issues within the supervision offered to managers (Cousins, 2010). The language used is itself noteworthy with supervision in some settings re-labelled as a 'business meeting' or a 'one-to-one'.…”

Section: Background Contextmentioning

confidence: 99%

A good fit: the contribution of action learning to supervision practice

Patterson

2016

Social Work Education

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This paper discusses the value of action learning for social work supervisors. Recent years have seen renewed focus on supervision as a reflective space and some indications that the tide may be turning in regard to the dominance of managerial priorities within the supervision of direct practice. It is less evident that a similar shift is taking place for supervisors themselves and, anecdotally, many describe their own supervision as having a business focus with limited scope for reflective dialogue. While the traditional functions of supervision need to adapt to fit the responsibilities of those in management positions, it remains true that these staff provide a vital containing role within the organisational hierarchy. For that to be sustained, it is important that supervisors have space and structure within which to process the emotional, intellectual and practical challenges of their work. The integration of action learning sets within post-qualifying courses for supervisors has demonstrated a useful dual function. Firstly, they provide an effective model for group supervision, facilitating in-depth reflection on complex practice issues. Secondly, they offer managers a peer supervision forum; a safe place to explore dilemmas and share the vulnerabilities which belong to management roles as well as practice

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‘Treat Me Don't Beat Me’ … . Exploring Supervisory Games and Their Effect on Poor Performance Management

Cited by 14 publications

References 6 publications

In Search of an Informed Supervisory Practice: An Exploratory Study

In Search of an Informed Supervisory Practice: An Exploratory Study

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

A good fit: the contribution of action learning to supervision practice

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