Marija Dragic

Lecturer

Fieldwork Coordinator

Department of Social Work

Monash University

Tel: (03) 9903 1118

E-mail: marija.dragic@med.monash.edu.au

Supervision: The

to Good Practice inSustaining Relationships with

Industry Partners

Overview of today’s presentation

• Introduction• Social Work in Melbourne• The Combined Schools of Social Work• Challenges• Models• Supporting Industry Partnerships through

Professional Development (PD)• Developing Supervision PD

– Principles of Supervision– Functions of Supervision

• Afternoon Workshop – the how to …– structure supervision. . . – What to do, say

Monash University Social Work5 pathways

1. Bachelor of Social Work 2 year accelerated program(require minimum of 2 years u/g course)

2. B Health Science / B Social Work 4 year Double Degree3. B Arts / B Social Work 4 year Double Degree4. Singapore (target 30 students per year)5. Master of Social Work (Qualifying) 2010

> Honours> Master of Course Work> PHD

– Distance Education program catering to R&I students and Melbourne students 200 students both full and part time

– Melbourne placements approximately 130 placements per year– Next year additional 60 + placements in Melbourne new MS(Q)

Melbourne

6 Schools of Social Work in Melbourne

1. Deakin University

2. La Trobe University

3. Melbourne University

4. Monash University

5. RMIT

6. Victoria University

NUMBER OF SW PLACEMENTS IN 2008 IN MELBOURNE

• Latrobe 200• Melbourne 130• Monash 130• Monash MS (Qualifying) 60• RMIT 110• VU 90• Deakin 20

TOTAL 740Does not include Victorian C&I placements (LaTrobe, Monash & Deakin)

The Combined Schools of Social Workhttp://www.cssw.com.au/

History• The CSSW developed from a strategy outlined at a seminar of field educators held in 1992.

At this seminar it was decided that the various schools of Social Work pilot a collaborative placement project which incorporates a joint database and shared administrative management of placement planning and implementation.

• Project Objectives• ·     To coordinator a collaborative management system to organise and administer field

placements in Schools of  Social Work in Victoria.• ·     To provide a cost efficient and better quality method of dealing with the vast number of

agencies in the  community.• ·     To provide a model of an integrated approach to the procurement of social work field

education placements that  is useable by other tertiary institutions and adult education programs within the social and community sector.

• Principles• The principles of the Combined School of Social Work are based on core social work values.• ·    All schools of social work should have equal access to quality field placements.• ·    Agencies have a right to privacy and schools of social work should therefore minimise the

number of calls made  to  an agency in relation to requests for placements.• ·    Cooperation between all schools of social work and participating agencies.

What does it mean in practice?• Existing data base with over 500 agencies listed• Employ an administrator from Sep till March • Administrator contacts agencies and allocates placements to

respective Universities• Existing partnerships are respected• 6 Schools of SW meet monthly• Research, publications, • Provide annual supervisor training

ISSUES• Cost – no $ • Different model and issues today than in 1992• Greater demand than placements• No administrator employed this year

Australian Association of Social Workers• AASW is Accreditation Body

• Set minimum Education standards

• 70 days of field placement

• Must be continuous

• On campus Monash students have 3 month block placements

•June to September

•September to December

• DE students are more flexible

•Minimum of 2 days per week (3 days at Monash)

• Supervision standards 1.5 hours of supervision per week (1 hour formal, ½ hour informal)

Direct Supervision by field educator who is a qualified social worker Provides Administrative, Educational and Supportive component of

supervision

In practice busy supervisors

May not have training and support to provide effective supervision – supervise he way they have been supervised

Seniors undertake administrative and management functions

Field Educator is not Qualified Supervisor and Provides ‘Task Supervision’

Social work supervision provided externally on a fortnightly basis

Group of 4 – 6 students

Connecting their placement experience to social work

Critical Incidents related to social work practice

Theory and Practices

Social Work Ethics

Models of Supervision in Melbourne

Group Supervision

Monash Medical Centre (partner) group of 6 + students

Have direct social work supervision

Fortnightly group supervision on topics related to practice

Peer supervision model

Multiple students on placement

Students work in pairs and supervised by one person

Student 1 observes (an interview for example) and provides feedback to student 2

Challenges and Placement Feedback • As educators and fieldwork coordinators, - major challenges is to develop and

maintain effective fieldwork placements with industry partners• Some agencies may see it as a burden or additional work or cost• Universities paying for SW placements (NOT Monash)

– Other Monash disciplines pay for placements • GFC• Bushfires (black Saturday)

– Centrelink social workers transferred to Bush Fire Case Management– (15 placements short this year)

• CSSW• Agencies want our “good” students• Interview students• We cant remember the theory • Many supervisors taking administrative / management supervision

– Universities forced to become more creative to engage with agencies• Need to change the mindset

– Put student supervision as a priority and agency advantage– Recognise value of taking students for staff, student and agency development– Highlight the benefits and advantages– Motivate and support staff to take students

Our students feedback on Placement

• Student satisfaction is closely linked with supervision – reflected in the literature

• Students can have the hardest and most challenging placement but if supervision is in place and is effective it makes for an incredible learning experience

• Critical incidents on placement – debriefing and support needs to be in place (example)

What we have to offer • Exceptional Students (fieldwork ready)• Responsive Fieldwork Staff (particularly if there are serious student

issues)• Monthly professional development seminars provided by academics

– Theory and Practice– Publishing– Program Evaluation– Setting up Research projects

• Student Units – directly linked to an academic who nurtures and fosters that partnership

• Student research projects• MS (Q) final placement will include 20% research component• Promote benefits of group placements (including peers support and

supervision)• Professional Development in Supervision - promoting this as asset

(transferable skills)– Cost effective– Providing training to 7 staff at $300 each for ½ day or $500 for full day– Compared to $500 per placement - $7 per day

We know it works because . . . • Major hospital and partner agency in Melbourne provided 2 –

5 placements per year – • Meetings with the Senior clinician beginning of 2008

– Discussed issues and needs of staff– Developed and delivered supervision PD which was

specifically targeted their level 1, level 2 and senior L3 SW• PD was for student supervision, but promote it as staff

development – skills transferable • In 2009 assisted with development of group peer supervision

and provided supervision training to new staff

RESULT– In 2008 secured 9 placements– In 2009 secured 11 placements including 4 mental health

• Aged Care Mental Health Facility– This year offered Monash SW 2 placements– Requested $ for placements (NOT an option for Monash)– We provided ½ day PD and lunch to 7 staff– More cost effective – Happy to provide PD for all staff regardless of whether they

supervise Monash students– Monash received 4 placements and agency asked for more

• Meeting last week with another leading mental health provider• Before the meeting, committed to 2 students in 2010• Following meeting – 4 placements at one facility and 2 at another

• Strategies– Use casual tutors– Flexible in where training is delivered – at agency or Uni – ‘Open’ to other staff and disciplines

• Now lets look at Supervision

References & Acknowledgement Morrison T, ‘Staff Supervision in Social Care’ Pavilion Publishing UK

1997 Carroll M & Gilbert Maria C, ‘On being a Supervisee, Creating

Learning Partnerships’ PSYCHOZ PUBLICATIONS0 2006

Cleak H, and Wilson J, ‘Making the Most of Field Placement’ THOMSON 2007

Brown A and Bourne I, ‘The Social Work Supervisor; Open University Press 1996

Munson C. E, ‘Handbook of Clinical Social Work Supervision’ Third Edition, The Haworth Social Work Practice Press 2002

Kadushin A, ‘Supervision in Social Work 3rd Edition’ Columbia University Press1992

Terry and Rue, ‘A guide to Supervision’, Learning Systems Company 1982

National Practice Standards of the Australian Association of Social Workers: Supervision, AASW July 2000

1. Introduction to Supervision

The following introduction and principles of

supervision apply to both staff and students that

you may be supervising

Reference: “Staff Supervision in Social Care”

Tony MorrisonPavilion Publishing UK 1997

Some important differences between student and staff supervision need to be recognised:

The social work supervisor’ Allan Brown and Iain Bourne,1996

• The student placement has the primary objective of the student’s learning and assessment

– In staff supervision, the learning of the supervisee comes second to meeting the agency’s requirements to provide a good service to clients

• The role relationship is different. In staff supervision, the parties are colleagues who are fellow employees and in many cases, the supervisee will also be qualified and experienced professional worker.

– Power differences are increased in student supervision• In student supervision the student in many cases is the supervisors only

supervisee– In staff supervision, the supervisor usually has a number of staff that

they supervise. Or the supervisor may share supervision with another staff member.

• In student supervision the supervisor has some accountability to the University

– In staff supervision it is usually entirely to the agency through a line manager or CEO

Introduction to Supervision

• The task of supervision at any level in an organisation at its simplest, is to “get the organisations job done through the staff that he or she supervises.”

• Supervision is “… embedded within both the management and the professional practice system, as a key element in each, and an essential link between the two systems.”

• It is therefore critical to the quality of services delivered to vulnerable groups, the development and sustaining of staff and to the very life of social care organisations.

• Supervision is an essential managerial and professional activity.

• Supervision is more than a casual exchange of information on the telephone, over lunch or via the e-mail.

• Supervision should be taken seriously and conducted face to face on a formal basis.

• Despite the hard work involved, there is great satisfaction in sharing your knowledge to help your students and staff grow & develop in a professional competency.

• According to the AASW “ the quality of social work supervision is central to the development and maintenance of highest standards of social work practice.”

• The primary purpose of professional supervision is to facilitate competent, independent practice and not to perpetuate dependency.

(Morrison, T 1997)

According to Tony Morrison:

• Supervision is the workers most essential professional relationship;

• Supervision is a complex and skilful process which can be learnt – your not born with supervision skills;

• Supervision is improved by analysing what we feel, think and do and by trying new things out;

• Supervision is one of the most important managerial activities in an organisation;

• Supervision can be one of the most rewarding tasks in social work.

• To ensure that staff and students are clear about roles and responsibilities;

• To ensure that staff and students meet the agency’s objectives;

• To ensure quality of service to our clients;

• To develop a suitable climate for practice;

• To assist professional development & increase knowledge base;

• To reduce stress;

• To ensure that staff are given the resources to do their job.(Morrison, T 1997)

The purpose of Supervision:

Principles of Supervision:

• The best interest of the client must always come first;

• Supervision is mandated by agency policy;

• All staff and students require supervision.

• Supervision is a necessity not a luxury;

• Supervision is a shared responsibility;

• Supervision is based on a negotiated agreement;

• Supervision is regular and uninterrupted;

• Supervision involves administration, education and support;

• Supervision promotes competent, accountable and empowered practice;

• Supervision promotes anti-discriminatory practice;

• Supervision is based in an understanding of how adults learn;(Morrison, T 1997)

Consequences of inadequate supervision are serious and affect our work with clients, management of cases, development and wellbeing of staff, self care, team work, the culture of the organisation.

Consequences include:

• Lack of accountability;• Poor case planning and outcome measurement;• Dangerous decision making;• Reduced attention to anti-discriminatory practice;• Low morale;• High staff turnover;• Poor performance;• Burn out;• Devaluing the role of the supervisor;• Eroding of supervision skills;• Difficulties in negotiating authority relationships;• Negative role models;

(Morrison, T 1997)

Supervision is a partnership between:

– Supervisor– Student– The Agency– and University

NB: So if one of these is not participating or sabotaging supervision, the supervision process cannot be effective.

2. Functions of Supervision

1. Administrative

2. Educational

3. Supportive

The aims of the Administrative function of supervision are:

• Quality of the staff/student’s performance;• Agency policies and procedures;• Staff/student understands their role & responsibility;• Staff/student is clear as to the limits of their authority;• Purpose of supervision is clear;• Work is reviewed regularly;• Decisions are clear;• Records are maintained;• Consultation process clear;• Records maintained;• Time management;• Staff/student acts as positive member of team;• Understanding functions of other agencies;• Regular formal appraisal – there are no surprises at staff appraisal.

(TONY MORRISON 1997)

The aims of the Educational function of supervision are:• Professional competence;• Application of Theory to Practice;• Staff/student’s value base;• Learning styles;• Training and development needs;• Reflection;• Feedback;• Increase knowledge base;• Self appraisal;

(TONY MORRISON 1997)

The aims of the Supportive function of supervision are:• Validate student as a learner;• Clarify boundaries;• Safe climate to reflect on impact of practice;• Debriefing;• Explore emotional blocks;• Explore issues of discrimination;• Explore issues of ‘fitting in’ to the agency;• Monitor emotional functioning and health if it affects

their placement & work;• Reflect on colleague relationships.

(TONY MORRISON 1997)

What to include in Supervision PD• Contracts in Supervision• Baggage we bring to Supervision• Assessment• Feedback• The Structure and development of Supervision

Sessions – the how to . . . • Power in the supervision relationship• Based on adult learning principles• Workshop• Utilise participants knowledge and experience

Workshop after lunch

• How to …