personal statement of supervision_
Philosophy
My philosophy of supervision (and teaching!) is a combination of adult education principles and self-efficacy theory. I use the practice competencies outlined by the American Board of Social Work Examiners as a benchmark with my supervisees. The ABE framework specifies expected competencies directly upon graduating, after two-three years of supervision, and then as an independent practitioner.
Supervision is as much about professional socialization as it is case problem-solving. Taibbi’s four-stage developmental model of clinical supervision (2013) informs my supervisory practice. He proposes that supervision progresses from teaching and challenging, to guiding, to individuating, and then consulting.
Supervision, to promote professional growth, should encompass:
1) Theoretical orientation
2) Techniques
3) Use of self
4) Cross-cultural competencies
5) Ethics
My supervision group often uses a decision-case model. We discuss cases for the case itself, but also for the issues that are generalizable across settings, and then finally, the impact of the work on the worker. Parallel process is certainly evident in supervision. Brashears (1995) said supervision is a type of social work practice akin to the mutual aid concept. Relational feminist psychology frames my supervision.
Supervision can be learner-centered or topic-centered. A combination is probably most effective. I do try to individualize supervision according to the supervisee’s learning style, and often will provide a topic, or article to spur critical reflection about a professional issue. Most importantly supervision addresses the emotional impact of work.
Proctor (2000) proposes that group supervision concentrate on developing four “Cs”: competence, confidence, compassion and creativity. .Evaluating group supervision work along the ‘four Cs’ continuum, coupled with using competencies benchmarks provided by the ABECSW in individual supervision, is my current method of evaluating the effectiveness of supervision.
References
American Board of Examiners in Clinical Social Work. 2002. Professional Development and Practice Competencies in Clinical Social Work: A Position Statement http://www.abecsw.org/images/Competen.PDF
American Board of Examiners in clinical Social Work. 2004. Clinical Supervision:
A Practice Specialty of Clinical Social Work: A Position Statement http://www.abecsw.org/images/ABESUPERV2205ed406.pdf
Brashears, F. 1995. Supervision as social work practice: A reconceptualization. Social Work, Sep95, Vol. 40 Issue 5, p692-699.
Proctor, Brigid. 2000. Group supervision: a guide to creative practice. Sage Publications. London.
Taibbi, Robert.2013. Clinical supervision: a four-stage process of growth and discovery. Families International, Inc. Wisconsin
My philosophy of supervision (and teaching!) is a combination of adult education principles and self-efficacy theory. I use the practice competencies outlined by the American Board of Social Work Examiners as a benchmark with my supervisees. The ABE framework specifies expected competencies directly upon graduating, after two-three years of supervision, and then as an independent practitioner.
Supervision is as much about professional socialization as it is case problem-solving. Taibbi’s four-stage developmental model of clinical supervision (2013) informs my supervisory practice. He proposes that supervision progresses from teaching and challenging, to guiding, to individuating, and then consulting.
Supervision, to promote professional growth, should encompass:
1) Theoretical orientation
2) Techniques
3) Use of self
4) Cross-cultural competencies
5) Ethics
My supervision group often uses a decision-case model. We discuss cases for the case itself, but also for the issues that are generalizable across settings, and then finally, the impact of the work on the worker. Parallel process is certainly evident in supervision. Brashears (1995) said supervision is a type of social work practice akin to the mutual aid concept. Relational feminist psychology frames my supervision.
Supervision can be learner-centered or topic-centered. A combination is probably most effective. I do try to individualize supervision according to the supervisee’s learning style, and often will provide a topic, or article to spur critical reflection about a professional issue. Most importantly supervision addresses the emotional impact of work.
Proctor (2000) proposes that group supervision concentrate on developing four “Cs”: competence, confidence, compassion and creativity. .Evaluating group supervision work along the ‘four Cs’ continuum, coupled with using competencies benchmarks provided by the ABECSW in individual supervision, is my current method of evaluating the effectiveness of supervision.
References
American Board of Examiners in Clinical Social Work. 2002. Professional Development and Practice Competencies in Clinical Social Work: A Position Statement http://www.abecsw.org/images/Competen.PDF
American Board of Examiners in clinical Social Work. 2004. Clinical Supervision:
A Practice Specialty of Clinical Social Work: A Position Statement http://www.abecsw.org/images/ABESUPERV2205ed406.pdf
Brashears, F. 1995. Supervision as social work practice: A reconceptualization. Social Work, Sep95, Vol. 40 Issue 5, p692-699.
Proctor, Brigid. 2000. Group supervision: a guide to creative practice. Sage Publications. London.
Taibbi, Robert.2013. Clinical supervision: a four-stage process of growth and discovery. Families International, Inc. Wisconsin