A GROUNDED UNDERSTANDING OF CHALLENGES AND RESPONSES OF SOCIAL WORK SUPERVISORS WITH MANAGERIAL AND CLINICAL ROLES PEACE WONG YUH JU B. Soc. Science (Hons.), M.Soc. Sc (Social Work), NUS Diploma in Clinical Supervision A THESIS SUBMITTED FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF SOCIAL WORK NATIONAL UNIVERSITY OF SINGAPORE 2014 DECLARATION I hereby declare that the thesis is my original work and it has been written by me in its entirety. I have duly acknowledged all the sources of information which have been used in the thesis. This thesis has also not been submitted for any degree in any university previously. PEACE WONG YUH JU 21 MAY 2014 i ACKNOWLEDGEMENTS I would like to express my appreciation to the following people who have partnered with me in this journey:  God, the Almighty, who has taught me to take an external perspective in viewing this PhD journey – to whom I give thanks.  My Supervisor, Dr. Alex Lee, for the ever ready intellectual discussion and encouragement.  The ‘Ed’s in my life – Edmond, Edice, Edmus and Edric, who have kept me going and focused.  Anthony Yeo, who has inspired me to embark on the supervision journey… our dialogue will continue to eternity.  Helpful colleagues and peers – Dr. Rosaleen Ow, A/P Ngiam, A/P Vasoo, A/P Marcus Chiu, John Ang, Esther, Geok Ling, Irene, Tee Loon – who have in different ways made this journey a memorable one.  Supervisors and supervisees from the Family Service Centres & Youth Organisations – whom I have learned and gained much both from this study and through our different encounters.  Most importantly, the many clients out there – Our journey as social work professionals is one that enriches each other’s life. I hope this study can better our work with you, as we seek to improve our supervisory practice and management. With appreciation Peace Wong ii TABLE OF CONTENTS DECLARATION I ACKNOWLEDGEMENTS II SUMMARY IX LIST OF TABLES . XII LIST OF FIGURES . XIII CHAPTER ONE . INTRODUCTION RATIONALE FOR THE STUDY . Why Focus on Social Work Supervision? . An urgent need to recruit, sustain and develop social workers . Balancing managerialism with supervision that is driven by professional values Lack of local understanding of social work supervision Why Focus on Social Work Supervisors with Managerial and Clinical Roles? . Taking a critical approach to understand social work supervisors with managerial and clinical roles A curiosity concerning the ethics of dual-roles supervisory practice . 11 SUMMARY 14 ORGANISATION OF THE THESIS 14 CHAPTER TWO 16 THEORETICAL & CONCEPTUAL FRAMEWORK 16 APPROACHES USED TO UNDERSTAND SUPERVISION 16 Understanding the Social Work Supervisor as an Individual . 16 Developmental stages of supervisors . 16 Qualities, capacities and ethics . 17 Understanding the Supervisory Process . 22 Definition of process 22 Understanding the Roles of Social Work Supervisor 25 Managerial role 25 Clinical role 28 THEORETICAL FRAMEWORK OF THE STUDY . 30 Role Strain Theory 30 Seven-Eyed Model of Supervision . 33 CONCEPTUAL FRAMEWORK OF THE STUDY 36 Why the Consideration of the Person-Process-In Context Supervision Framework? 36 Objectives of the Study 39 Research Questions . 40 Significance of the Study . 41 Contributing towards an expanded understanding of social work supervision . 41 Contributing towards filling in research gaps . 42 Contributing to local understanding of social work supervision 44 SUMMARY 44 CHAPTER THREE . 45 METHODOLOGY…………………………………………………………………45 RESEARCH DESIGN . 45 SAMPLING METHOD . 51 DATA COLLECTION AND ANALYSIS 55 Observation of Supervisory Sessions 55 iii Permission to sit in on supervisory session 56 Time taken and format of supervisory sessions. . 57 Interview Sessions . 58 Time spent on face-to-face interviews with supervisors 58 Principles used in interviews 58 GROUP INTERVIEWS: THEORETICAL GROUP AND GROUP VALIDATION INTERVIEWS . 59 Summary of the Sessions Observed . 60 USING GROUNDED THEORY STRATEGIES . 62 Theoretical Coding . 62 Constant Comparative Method . 65 Theoretical Saturation 66 Place of Literature Review . 67 DATA MANAGEMENT . 68 METHODOLOGICAL RIGOUR: AUTHENTICITY AND TRUTHFULNESS 69 ETHICAL RIGOUR . 71 SUMMARY 73 CHAPTER FOUR 74 RESEARCHER REFLEXIVITY 74 PERSONAL REFLEXIVE ACCOUNT: MY PERSPECTIVE AND ASSUMPTIONS 74 Professional Background and Experience 74 Personal Background and Experience 77 MY POSITION AND POTENTIAL BIASES AS A RESEARCHER . 77 Impact of My ‘Self’ – Personal and Professional Experiences in the Research . 78 CONCLUSION 79 CHAPTER FIVE 80 CHALLENGES OF SOCIAL WORK SUPERVISORS WITH CLINICAL AND MANAGERIAL ROLES . 80 PROFILE OF RESPONDENTS . 80 Gender and Age Range of Respondents 80 Years of Work and Supervisory Experience 81 Qualification of Respondents 82 CHALLENGES FACED BY SOCIAL WORK SUPERVISORS . 83 Supervisor-Related Challenges . 85 Challenges with transiting to new role and/or assuming headship . 85 The struggle of being a social worker with a managerial role in the initial years . 85 Prior supervisory experiences and internal promotion/external recruitment as head. . 87 Maintaining work-family life balance . 89 Challenges with juggling dual-roles as a manager and a clinical supervisor 90 Tension between providing a safe supervisory relationship and ensuring accountability . 90 Challenges with time management . 92 Difficulty devoting time to perform different supervisory functions . 92 A lack of time for direct practice . 94 Lack of expertise with different social work practice domains . 94 Time availability. . 95 Ruptured supervisory relationship . 96 Supervisory Relationship 99 Difficulties with maintaining personal and professional boundary 99 Personal issues and their impact on work . 101 Organisation Management . 103 Planning and managing organisational changes . 103 Personnel issues . 105 Staff recruitment and retention 105 Remuneration and career advancement . 108 Team management: The challenge with team dynamics 108 Management of internal and external expectations 110 Aligning staff expectations with stakeholders’ requirements 110 Challenges with the advisory/management board of the agency . 112 iv DISCUSSION 114 SUMMARY 115 CHAPTER SIX . 117 RESPONSES OF SOCIAL WORK SUPERVISORS IN THE CLINICAL SOCIAL WORK SUPERVISORY PROCESS . 117 SUPERVISORY FORMATS AND TYPES 117 Types of Supervision . 119 Supervisory Content 120 Focus of Supervision . 122 Managing Dual-role Challenges in Supervisory Sessions 123 Varying Intensity of Reflection During the Supervisory Process 124 PEACE SUPERVISION PROCESS: FLOW AND PHASES . 126 PEACE SUPERVISION PROCESS: PLACE & PRIORITY . 127 Place . 128 Priority 129 Identifying priorities at the beginning of the session 129 Identifying priorities during the session . 130 Transition from Place & Priority to Event Recounting 132 PEACE SUPERVISION PROCESS: EVENT RECOUNTING . 134 Overview of Event Recounting Across Cases . 134 Case Description and Involvement of Different Organisations 135 Nature of Client’s Involvement With Supervisee in the Agency 136 Transition From Event Recounting to Appreciative Analysis . 139 PEACE SUPERVISION PROCESS: APPRECIATIVE ANALYSIS . 140 Overview of Appreciative Analysis . 140 Educating Supervisees 144 Expanding understanding of supervisees’ self (emotions, beliefs/issues) and its impact on clients’ work . 144 Addressing supervisee’s anxiety in working with clients 144 Addressing supervisees’ frustrations and impact of transference 146 Uncovering assumptions: examining one’s ‘thinking’ behind the doing 148 Expanding understanding of knowledge and skills in casework process – engagement and assessment 150 Furthering understanding of case management . 150 Furthering understanding of engagement 151 Furthering understanding of assessment . 153 Enhancing supervisees’ understanding of professional values and ethics in social work practice . 158 Furthering understanding of social workers’ ethical responsibility to clients . 158 Furthering understanding of ethical responsibility to supervisees – duty to warn . 159 Supporting Supervisees . 161 Encouragement and affirmation . 161 Using empathic listening 163 Discussion and Transition: From Appreciative Analysis to Collaborative Planning . 165 PEACE SUPERVISION PROCESS: COLLABORATIVE PLANNING . 166 Overview of the Collaborative Planning Phase 168 Enhancing Knowledge and/or Skills of Supervisees in Intervention . 170 Examining taboo topics 170 Tapping on client’s faith and view of spirituality . 171 Appreciating and utilising client’s strengths 173 Generate solutions by asking more questions . 175 Linking theories with intervention . 176 Developing Plans for Resource Mobilisation and Service Coordination . 178 System linkage and service coordination: linkage with different personnel to work with clients . 178 Involvement in organisation’s preventive or developmental programmes . 182 Mobilising resources from informal support systems . 182 Discussion and Transition: Collaborative Planning Phase to Experimentation and Evaluation Phase 184 PEACE SUPERVISION PROCESS: EXPERIMENTATION & EVALUATION . 185 v Overview of the Experimentation & Evaluation Phase 186 Experimentation 187 Evaluation . 188 Reflection on learning points: Examining what works . 189 Evaluating the effectiveness of supervisory sessions or supervisory experience . 190 Case closure and case monitoring 191 Discussion . 193 FACTORS INFLUENCING THE PEACE SUPERVISION PROCESS . 195 Supervisor- and Supervisee-Related Factors 195 Supervisees’ age and maturity 195 Supervisor’s use of reflective supervision 196 Use of reflective supervisory practice within the organisation . 200 Clients’ Factors: Nature of Help-Seeking Behaviour and Cases Involving Risk Factors 201 SUMMARY 204 CHAPTER SEVEN 206 RESPONSES OF SOCIAL WORK SUPERVISORS: THE ‘PERSON’ OF SUPERVISOR & THE ‘PROCESS’ OF MANAGEMENT IN SUPERVISORY RELATIONSHIP AND ORGANIZATIONAL MANAGEMENT 206 QUALITIES, BELIEFS AND ETHICS OF SOCIAL WORK SUPERVISORS AS A PERSON 207 The Heart: Passion and Sense of Mission 207 Utilisation of Faith and Spirituality as Driving Forces 208 Use of Social Work Theories, Values and Ethics 209 Theories used in social work supervision . 209 Values and ethics in social work supervision . 212 One’s Beliefs: Supervisors’ Definition of Social Work Supervision . 213 Contextualising social work supervision with the organisation’s vision, mission and values 214 Linking the influence of . 217 PROCESSES IN MANAGING CHALLENGES OF DUAL-ROLE, SUPERVISORY RELATIONSHIP AND ORGANISATIONAL MANAGEMENT 218 MANAGING CHALLENGES WITH DUAL-ROLES AS MANAGER AND CLINICAL SUPERVISOR 219 Reasons for Separating the Dual-roles of Social Work Supervisors . 220 Reasons for Merging the Dual-roles of Social Work Supervisors 223 Organisation-related: Size of the organisation . 223 Supervisor-related: Need to emphasise accountability of work towards clients . 224 Supervisor-related: Knowing the ground sentiments and making changes 225 Generic training of social workers to play different roles 226 The need to socialise social workers into understanding social work 227 Supervisees’ perceived safety and acceptance of dual-roles 227 Processes to Manage Dual-roles Challenges . 228 Using different supervisory structure and specialist roles 229 Engagement of external personnel 230 Supervision for supervisors . 232 Maintaining role differentiation and clarity in different contexts . 233 Clarity of role priority . 233 Role contextualisation: setting physical and time boundary . 235 Managing power in the appraisal role 236 Developing a trusting relationship 237 Develop a culture of learning and support, and regard appraisal as an opportunity for professional development . 237 Informed knowledge about dual-role of supervisors . 240 PROCESSES OF MANAGING CHALLENGES IN THE SUPERVISORY RELATIONSHIP . 242 242 Making Oneself Available and Approachable 243 Maintaining Personal and Professional Boundaries 244 Utilising understanding as a friend and being fair as a boss . 244 Not friends but a friendly working relationship . 245 Referring supervisees for personal therapy when the need arises 247 MANAGING CHALLENGES IN ORGANISATIONAL MANAGEMENT 248 Exercising Leadership 249 vi Leadership by example: role modelling . 249 Leadership by collaboration . 250 Alignment of faith with leadership . 251 Managing Team Dynamics . 252 Purpose-driven: shared organisational vision, values and culture 252 Principles of fairness and equitability 256 Personnel Management: Recruitment and Retention . 257 Responding by Managing Internal and External Expectations . 261 Adopting the role of a mediator and utilising a collaborative stance 261 Managing funding requirements 264 Discussion . 266 FACTORS THAT INFLUENCED THE EXPERIENCES OF CHALLENGES AND RESPONSES OF SOCIAL WORK SUPERVISORS . 267 Supervisor’s Factors: The Fusion of Personal and Professional Self 267 Organisational Factor: Single versus Multi-Centre Agencies 273 Time factor 275 SUMMARY 277 CHAPTER EIGHT 280 DISCUSSION, IMPLICATIONS & RECOMMENDATIONS 280 SUMMARY OF THE STUDY 280 THEORETICAL DISCUSSION OF THE FINDINGS . 283 Key Finding One: Role Strain, Role Management Strategies and Role Balance/Ease . 284 Role strain and role management strategies . 284 Role balance and role ease . 286 Key Finding Two: Possible Strain and Strengths of Having Dual-roles 289 Key Finding Three: Utilisation of Faith and Spirituality . 290 Organisational management . 291 IMPLICATIONS FOR THEORY: DEVELOPMENT OF A . 293 SOCIAL WORK PROCESS-IN-CONTEXT SUPERVISION MODEL . 293 Contextual Map of Social Work Casework Supervision . 293 Focus on client (C1) . 294 Focus on supervisee (C2) . 295 Focus on client-supervisee context (C3) 296 Focus on supervisor (C4) . 296 Focus on supervisee-supervisor context (C5) . 297 Focus on client-supervisor context (C6) . 299 Focus on client-supervisee-supervisor context (C7) . 300 Focus on organisational context (C8) . 300 Focus on other contexts (C9) 301 PEACE Supervision Process (C7) 302 Kolb’s cycle of experiential learning . 303 Integration of Theory and Practice (ITP) loop . 304 The PEACE supervision process across contexts. 306 PEACE supervision process: Place & Priority 306 PEACE supervision process: Event Recounting . 306 PEACE supervision process: Appreciative Analysis 306 PEACE supervision process: Collaborative Planning . 308 PEACE supervision process: Experimentation and Evaluation 310 Clinical supervision process mirroring the casework process . 311 Supervisory functions of supervisors 312 The PEACE supervision process across the time dimension 313 Process-in-Context Social Work Supervision Model 314 Systems theory . 315 Strengths-based orientation 316 Assumptions of the PEACE process-in-context supervision model . 316 Taking a reflexive stance in using the model . 317 Fluidity of the different phases . 318 Movement between contexts in the PEACE supervision process . 318 Usefulness of the PEACE process-in-context supervision model 319 Critique of the PEACE process-in-context supervision model . 321 IMPLICATIONS FOR PRACTICE . 322 vii Implications on the Supervisory Relationship 322 Maintaining goodness-of-fit in supervisory relationships and organisational management . 322 Professional and self-development without engaging in therapy . 324 Reflection in practice and reflexivity . 324 Implications on the Profession 325 Social work supervision: Organisational and professional responsibility 325 Development of professional supervision path . 326 Development of best practice standards in social work supervision . 327 Implications on Social Work/Social Service Organisations . 328 Adopting a culturally sensitive and professionally relevant work environment . 328 Better support for social work supervisors . 329 Good supervisory practice as a strategy for staff retention . 330 Beyond good supervisory practice: Organisational structure and processes 331 Maintaining role clarity through the use of supervision contract . 331 LIMITATIONS OF THE STUDY AND FUTURE RESEARCH POSSIBILITIES 332 CONCLUSION 333 REFERENCES . 336 APPENDIX A . 356 APPENDIX B 357 APPENDIX C . 361 APPENDIX D . 362 APPENDIX E 363 APPENDIX F 364 APPENDIX G . 365 viii Summary A grounded understanding of challenges and responses of social work supervisors with managerial and clinical roles Background This study is conceptualized in response to the academic concern for the lack of in-depth understanding of social work supervision, as well as a professional concern that stems from being a social work supervisor in Singapore. Objectives The study aims to explore the challenges experienced by social work supervisors with clinical and managerial roles. In addition, it seeks to examine the responses of social work supervisors in managing the dual-roles challenges by looking at the ‘person’ of social work supervisors, as well as the ‘process’ in both the clinical and managerial roles. Methods Since the study is exploratory in nature, it has utilised a qualitative research methodology through constructivist grounded theory. Purposive sampling was first used, followed by theoretical sampling. A total of 27 respondents with managerial and clinical roles in community-based agencies with different years of supervisory experience, gender, single and multi-centre agencies were involved in the study. I have also observed 13 supervisory sessions conducted by these respondents. A rich set of data was collected from the interviews and observation sessions. The data software (NVivo 10) was ix Payne, M. (2009). Management and managerialism. In Adame R., Dominelli L. and Payne M. (Eds.), Practising social work in a complex world (pp.142-157). Basingstoke: Palgrave Macmillan. Patti R. (2003). Reflections on the state of management in social work. Administration in Social Work, 27(2), 1-11. Pelling N. (2008). The Relationship of Supervisory Experience, Counseling Experience, and Training in Supervision to Supervisory Identity Development. International Journal of Advance Counselling, 30, 235 – 248. Perlmutter, F.D. (2006). Ensuring social work administration. Administration in social work, 30(2), — 10. Phillipson, J. (2009). Supervision and being supervised. In Adame R., Dominelli L. and Payne M. (Eds.), Practising social work in a complex world (pp.188-195). Basingstoke: Palgrave Macmillan. Pilcher, A.J. (1984). The state of social work supervision in Victoria according to the practitioners. Australian Social Work, 37 (3/4), 33-43. Punch K. F. (1998). Introduction to social research: quantitative and qualitative approaches. London: Sage Publications ltd. Reid H.L., (2006). A cautionary note on support and supervision. In Reid H.L. & Westergaard J. (Ed.) Providing support and supervision: an introduction for professionals working with young people (pp. 163175). London & New York: Routledge. Reamer F.G. (2001). Ethical issues. In Thyer B.A (Ed.), The handbook of social work research methods (pp.429-444). United States of America: Sage Publications, Inc. 350 Reamer F.G. (2012) Boundary issues and dual relationships in the human services. New York: Columbia University Press. Rodwell, M.K. (1998). Social work constructivist research. New York & London: Garland Publishing, Inc. Rowan J. (2010). Personification: using the dialogical self in psychotherapy and counselling. London: Routledge. Rubin A. & Babbie E. (2001). Research methods for social work. USA: Wadsworth. Ryen, A. (2004). Ethical issues. In Seale C., Gobo,G., Gubrium J.F., Silverman, D. (Eds.), Qualitative research practice (pp. 230-247). London: SAGE publications. Scaife J. (2010). Supervising the reflective practitioner: an essential guide to theory and practice. USA: Routledge. Schon, D.A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books. Schmidt, G. (2008) Geographic location and social work supervision. Journal of Public Child Welfare, 2(1), 91-108. Scott. D. & Farrow J. (1993) Evaluating standards of social work supervision in child welfare and hospital social work. Australian Social Work, 46(2), 33-41. Senge, P. (1990). The fifth discipline: the art and practice of the learning organisation. New York: Doubleday Currency. Sheafor, B.W; Horejsi, C.R., (2006). Techniques and guidelines for social work practice. Boston: Allyn and Bacon. 351 Suddaby R. (2006). From the editors: What grounded theory is not. Academy of Management Journal, 49(4), 633-642. Stalker, C.A., Mandell, D., Frensch, K.M., Harvey, C. & Wright, M. (2007). Child welfare workers who are exhausted yet satisfied with their jobs: How they it? Child and Family Social Work, 12, 182-191. Stevens D.T, Goodyear R.K. & Robertson P. (1997). Supervisory developmental: an exploratory study in changes in stances and emphasis. The Clinical Supervisor, 16(2), 73-88. Strauss, A.L. & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: SAGE. Stoltenberg, C. and Delworth, U. (1987). Supervising counselor and therapists: a developmental approach. San Francisco: Jossey-Bass Wiley. Storm C.L. and Haug, I.E. (2002) Ethical issues: Where you draw the line?. In Todd T. C. & Storm C. L. The complete systemic supervisor: context, philosophy & pragmatics (pp.26-40). USA: Allyn & Bacon. Shulman L., (2009). The skills of helping individuals, families, groups and communities. USA: Brooks/Cole. Shulman L., (2010). Interactional supervision (3rd ed.). Washington: NASW Press. Tabitha L. Young, Lambie G.W., Hutchinson T. & Thurston-Dyer, J. (2011). The integration of reflectivity in developmental supervision: Implications for clinical supervisors. The Clinical Supervisor, 30(1), 1-18. 352 Tan, J. (2011). ‘Make licensing of social workers ‘a must’, The Straits Times, 22 July [online]. Retrieved September 9, 2011, from http://global.factiva.com. Tham, P. (2007). Why are they leaving? Factors affecting intention to leave among social workers in child welfare. British Journal of Social Work, 37(3), 1225-1246. Thomas G., & James D. (2006). Reinventing grounded theory: some questions about theory, ground and discovery. British Educational Research Journal, 32(6), 767-795. Thorne, B. (2012). The use of self in counselling and spiritual accompaniment: Bridging faith and person-centred therapy. UK: John Wiley & Sons, Ltd. Tomm K. (1988). Interventive Interviewing: Part II. Reflexive Questioning as a means to enable self-healing, Family Process, 26, 167-183. Tomm K. (1989) Interventive Interviewing: Part III. Intending to ask lineal, circular, strategic, or reflexive questions?, Family Process, 27, 1-15 Tromski-Klingshirn D. (2007). Should the clinical supervisor be the administrative supervisor? The Clinical Supervisor, 25(1-2), 53-67. Tsui, M. S. (2003). The supervisory relationship of Chinese social workers in Hong Kong. The Clinical Supervisor, 22(2), 99–120. Tsui, M. S. (2004). Supervision models in social work: From nature to culture. Asian Journal of Counselling, 11(1 & 2), - 55. Tsui, M.S. (2005). Functions of social work supervision in Hong Kong. International Social Work, 48(4), 485-493. 353 Tsui, M. S. (2005). Social work supervision: contexts and concepts. USA: SAGE Publications. Tsui, M. S. (2006). Hopes and dreams: Ideal supervision for social workers in Hong Kong. Asia Pacific Journal of Social Work and Development, 16(1), 33 - 42. Tsui, M. S. (2008). Adventures in re-searching the features of social work supervision in Hong Kong, Qualitative Social Work, 7(3), 351-362. Tsui, M. S., Ho, W. S. and Lam, C. M. (2005). Use of supervisory authority in Chinese cultural context. Administration in Social Work, 29(4), 51–68. Uschi B. & Macfarlane, S. (2011). Teaching Critical Reflection: A Tool for Transformative Learning in Social Work?, Social Work Education: The International Journal, 30(7), 745-758. Walsh, J. (2007). Direct Social Work Practice. USA: Brooks/ Cole. Warren C.A & Karner (2005). Discovering qualitative methods: Field research, interviews and analysis. Los Angeles, California: Roxbury Publishing Company. Wimpfheimer, S. (2004). Leadership and management competencies defined by practicing social work managers. Administration in social work, 28(1), 45 - 56. Worthington, E.L. Jr. and Stern, A. (1985). The effects of supervisor and supervisee degree level and gender on the supervisory relationship. Journal of Counselling Psychology, 32(3), 252-262. 354 _______ (2005, July 14) The aftermath - NKF, a charity under siege. Today Online Retrieved December 30, 2013, http://www.geraldtan.com/medaffairs/misc-nkf.html#C3 355 from Appendix A: C5P5A5 Model The C5P5A5 model is illustrated below: What is the content? How clear is the contract? How well are we in contact? C5 Is the content appropriate? How are we using our contrasts? Whose paradigms are in effect? How are we at the personal level? P5 How are we at the professional level? What is happening at the psychological level? Are there any parallel processes? Are we being autonomous? Are we being authentic? Are alternatives being generated? A5 Whose aims are being worked on? Are actions being committed to? 356 Appendix B: Research Studies From 2002–2011 on Social Work Supervision • Baglow, L. (2009). Social work supervision and its role in enabling a community visitor program that promotes and protects the rights of children. Australian Social Work, 62(3), 353-368. • Belardi, N. (2002). Social work supervision in Germany. European Journal of Social Work, 5(3), 313-318. • Bennett, S., Deal, K.H. (2009). Beginnings and endings in social work supervision: the interaction between attachment and developmental processes. Journal of Teaching in Social Work, 29(1), 101-117. • Bogo, M. and McKnight, K. (2005). Clinical supervision in social work. The Clinical Supervisor, 24(1/2), 49–67. • Bradley G. and Hojer, S. (2009). Supervision reviewed: Reflections on two different social work models in England and Sweden. European Journal of Social Work, 12(1), 71-85. • Bradley G., Engelbrecht L. & Hoger S. (2010). Supervision for change? Three stories told. International Social Work, 52, 773-790. • Collins-Camargo, C. and Kelly, M. (2006). Supervisor as informal mentor: Promoting professional development in public child welfare. The Clinical Supervisor, 2(1/2), 127–146. • Collins-Camargo, C. and Millar, K. (2010). The potential for a more clinical approach to child welfare supervision to promote practice and case outcomes: A qualitative study in four states. The Clinical Supervisor, 29(2), 164–87. 357 • Davis, R.T. (2010). Constructing a profession of social work: The role of social work supervision. Social Work Review. 9(1), 20-30. • Dill, K. & Bogo, M. (2009) Moving beyond administrative: Supervisors’ perspectives on clinical supervision in child welfare. Journal of Child Welfare. 3(1), 87-105. • Engelbrecht, L. (2010). A strengths perspective on supervision of social workers: An alternative management paradigm within a social development context. Social Work & Social Sciences Review, 14(1) 2010, 47-58. • Engelbrecht, L. (2010) Yesterday, today and tomorrow: Is social work supervision in South Africa keeping up? Social Work, 46(3), 324-342. • Ganzer, C., Ornstein, E.D. (2004). Regression, self-disclosure, and the teach or treat dilemma: implications of a relational approach for social work supervision. Clinical Social Work Journal, 32(4), 431-449. • Greene, K.R. (2002). Paternalism in supervisory relationships. Social Thought, 21(2), 17-31. • Hair H.J & O’Donoghue, K. (2009). Culturally relevant, socially just social work supervision: becoming visible through a social constructionist lens. Journal of ethnic and cultural diversity in social work, 18 (1), 70-88. • Hensley, P. (2002). The value of supervision. The Clinical Supervisor. 21(1), 97–111. • Hogan, F. (2002). The creative possibilities of supervision. The Journal of Practice Teaching in Health and Social Work, 4(1), 44-60. 358 • Kadushin, G., Berger, C., Gilbert, C. and St Aubin, M. (2009). Models and methods in hospital social work supervision. The Clinical Supervisor, 28(2), 180-198. • Kaiser, T. L. and Kuechler, C. F. (2008). Training supervisors of practitioners: Analysis of Efficacy. The Clinical Supervisor, 27(1), 7696. • Kuechler, C. (2006). Practitioners’ voices group supervisors reflect on their practice. The Clinical Supervisor, 25(1/2), 83-103. • Lietz, C. A. and Rounds, T. (2009). Strengths-based supervision: A child welfare supervision training project. The Clinical Supervisor, 28(2), 124-140. • McCrea, K.T. and Bulanda J.J. (2008). The practice of compassion in supervision in residential treatment programs for clients with severe mental illness. The Clinical Supervisor, 27(2), 238-267. • Mena, K.C. and Bailey J.D. (2007). The effects of the supervisory alliance on worker outcomes. Journal of Social Service Research, 34(1), 55-65. • Mor Borak, M.E., Travis, D.H.,Pyun, H. and Xie B. (2009) The impact of supervision on worker outcomes: A meta-analysis. Social Service Review, 83(1), 3-32. • Tham, P. (2007). Why are they leaving? Factors affecting intention to leave among social workers in child welfare. British Journal of Social Work, 37(3), 1225-1246. • Schmidt, G. (2008). Geographic location and social work supervision. Journal of Public Child Welfare, 2(1), 91-108. 359 • Tsui, M. S. (2003). The supervisory relationship of Chinese social workers in Hong Kong. The Clinical Supervisor, 22(2), 99-120. • Tsui, M.S. (2005). Functions of social work supervision in Hong Kong. International Social Work, 48(4), 485-493. • Tsui, M.S. (2006) Hopes and dreams: Ideal supervision for social workers in Hong Kong. Asia Pacific Journal of Social Work and Development, 16(1), 33–42. • Tsui, M. S., Ho, W. S. and Lam, C. M. (2005). Use of supervisory authority in Chinese cultural context. Administration in Social Work, 29(4), 51–68. • Tsui, M. S. (2008). Adventures in re-searching the features of social work supervision in Hong Kong. Qualitative Social Work, 7, 349-362. 360 Appendix C: Content-in-Process of Social Work Casework Supervision Table 20 Content-in-Process of Casework Supervision Contexts Content 1. Client Presenting issue, case description Involvement of different organisations in service delivery Micro-systems (school, family, peers) and social support systems [Utilisation of genograms and ecomaps] 2. Supervisee - 3. Client-supervisee 4. Supervisor 5. Supervisee-supervisor 6. Client-supervisor 7. Client-superviseesupervisor 8. Organisation 9. Other contexts Supervisee profile (gender, age, years of work experience) Learning characteristics (learning attitude and style) Internal process (values, beliefs, feelings) Theoretical orientation 3a. Client-supervisee relationship Referral source and its impact on service utilisation Roles of worker (counselling, resource coordination, monitoring) 3b. Client-supervisee interaction Emotional reactions/thought processes during/after session with client(s) Interaction between client and supervisee during session - Supervisor’s profile (gender, age, years of working/ supervisory experience) Beliefs of supervision Past supervisory experience Theoretical orientation 5a. Supervisory relationship Supervision structure (format, frequency, ethics) Quality of relationship (Warmth and perceived safety) 5b. Supervision session Here-and-now thinking/feelings about the process (parallel process) Thinking behind the doing knowledge/skills in casework process, such as engagement, assessment & intervention - Here-and-now thinking/feelings about the client during supervision session PEACE supervision process - Place & Priority - Event Recounting - Appreciative Analysis - Collaborative Planning - Experimentation & Evaluation Agency mission, policies, guidelines Funding source (funded, non-funded programmes) Culture Professional values and ethics Socio-political and economic realities Spirituality 361 Appendix D: Overview of Event Recounting Phase Across Contexts Table 21 Overview of Event Recounting Phase Across Contexts Contexts to consider ClientEvent recounting Client supervisee √ √ Organisation Case narration Client’s profile, involvement with different organisations, referral source Nature of involvement with supervisee in the agency √ Nature of client’s involvement with supervisee and/ or agency 362 √ Appendix E: Overview of Appreciative Analysis Phase Across Contexts Table 22 Wider contextsa √ Organisation √ Supervisor Clientsupervisee Superviseesupervisor Clientsupervisor Supervisee Themes in Contexts Client Overview of the Appreciative Analysis Phase Across Contexts Expanding understanding of supervisee’s self (emotions, beliefs/issues) and its impact on clients Addressing supervisee’s anxiety √ Addressing supervisee’s transference issues √ √ Examining one’s thinking behind the doing √ √ Expanding understanding of knowledge/skills in casework process Furthering understanding of case management √ √ Furthering understanding of engagement √ Examine supervisee’s values about rapport building √ √ Pacing with clients √ Furthering understanding of assessment √ Looking for themes/ linkage with theories Highlight worker’s beliefs in impacting assessment √ √ √ √ Highlight religion as a possible influence on client’s worldview √ √ Enhancing understanding of professional values and ethics Furthering understanding of ethical responsibility to clients √ √ √ Furthering understanding of ethical responsibility to supervisees √ Supporting supervisees √ √ Encouragement/affirmation Utilisation of active listening √ √ Wider contexts: Culture, spirituality, professional values and ethics, socio-political/economic realities. a 363 √ Appendix F: Overview of Collaborative Planning Phase Across Contexts Table 23 √ √ √ Wider contextsa Organisation Clientsupervisor Superviseesupervisor Clientsupervisee Supervisor Client Themes in contexts Enhancing knowledge in intervention work Expanding knowledge base Examining taboo areas Tapping on client’s faith and view of spirituality Appreciating and utilising client’s strengths Making connections between theories and practice Supervisee Overview of Collaborative Planning Phase Across Contexts √ √ √ √ Linking theories with √ √ practice Concretising plan of √ action Developing plans for resource mobilisation and service coordination System linkage and √ √ √ √ service coordination Involvement in √ organisation’s preventive/ developmental programmes Mobilising resources from √ informal support systems a Wider contexts: Culture, spirituality, professional values and ethics, socio-political/economic realities. 364 √ √ Appendix G: Overview of Experimentation and Evaluation Phase Across Contexts Table 24 365 Wider contextsa Themes in contexts Experimentation Joint session/ visit √ √ √ Evaluation Examining ‘what √ √ √ √ works?’ Effectiveness of √ √ √ √ supervision structure/ session Accountability of work done Case closure/ √ √ √ √ update a Wider contexts: Culture, spirituality, professional values and ethics, socio-political/economic realities. Organisation Clientsupervisor Superviseesupervisor Clientsupervisee Supervisor Supervisee Client Overview of Experimentation and Evaluation Phase Across Contexts √ [...]... of social work supervision Why Focus on Social Work Supervisors with Managerial and Clinical Roles? The reasons to focus on social work supervisors with managerial and clinical roles relates to a) the need to take a critical approach to understand social work supervisors with managerial and clinical roles and b) a curiosity concerning the ethics of dual -roles supervisory practice Taking a critical approach... managerial and clinical roles 1 Why Focus on Social Work Supervision? This interest to focus on social work supervision is due to three main considerations, and these are related to a) an urgent need to recruit, develop and sustain social workers; b) a need to balance managerialism with supervision that is driven by professional values and c) lack of local understanding of social work supervision An... remained unanswered and it is my interest to examine the supervisory practice of social work supervisors with dual -roles Summary This chapter has presented the rationale for the study, suggesting the importance of conducting a social work supervision study that looks at the challenges of social work supervisors with managerial and clinical roles, as well as how they manage the challenges Organisation... times and context As discussed, social work supervisors are assumed to provide administrative, educative and supportive functions (Erera & Lazar, 1994, Shulman, 2010, Tsui, 2005) The simultaneous performance of these three functions is challenging for social work supervisors with managerial and clinical roles, due to the inherent role contradictions as both manager and clinical supervisor Social work supervisors. .. that are inherent in their work with clients and to feel supported as professionals Directing supervision with a focus on professional values and ethics is especially important in the local context, given the increasing influence of managerialism and the need to sustain and develop social workers The question is, in practice, how do social work supervisors manage the influences of managerialism, and. .. demarcates the roles of clinical and managerial supervision by developing an ‘Ethical Framework for Good Practice in Counselling & Psychotherapy’ (2010) There is a psychotherapists, general obligation supervisors supervision/consultative and support for all trainers counselors, to independently receive of any managerial relationships… Supervisors and managers may form a triangular relationship with a. .. relevant professional experience” As seen, the NASW Code of Ethics does not clearly separate the managerial and clinical roles of social work supervisor, and expects social work supervisors to evaluate supervisees’ performance fairly and respectfully However, is it valid to assume that social work supervisors could be fair and respectful towards supervisees, given their inadvertent more powerful hierarchical... initiative is the Professionalisation Package for Social Workers, which seeks to increase the competency of social workers in service delivery through leadership development courses and 2 sabbatical leave The call for accreditation and licensing of social workers by the Singapore Association of Social Workers (SASW) marks another important milestone for social work profession, as it seeks to improve accountability... training and approaches between social workers, counsellors, psychotherapists and marital and family therapists, the similarity lies with our shared interests towards clients’ welfare and supervisees’ professional development Hence, reviewing the ethical framework by BACP and the standards and responsibilities set by AAMFT makes one wonder if social work supervisors have unintentionally been unethical in... Figure 15 Responses of Social Work Supervisors: The 'Process' to manage challenges 219 Figure 16 Challenges with juggling dual -roles and social work supervisors responses towards challenges …………………………………………………… 229 Figure 17 Supervisory relationship challenges and social work supervisors responses towards challenges ………………… …………………………………………….242 Figure 18 Organisational management challenges . driven by professional values 3 Lack of local understanding of social work supervision 6 Why Focus on Social Work Supervisors with Managerial and Clinical Roles? 7 Taking a critical approach to. A GROUNDED UNDERSTANDING OF CHALLENGES AND RESPONSES OF SOCIAL WORK SUPERVISORS WITH MANAGERIAL AND CLINICAL ROLES PEACE WONG YUH JU B. Soc. Science (Hons.), M.Soc. Sc (Social Work) ,. APPENDIX D 362 APPENDIX E 363 APPENDIX F 364 APPENDIX G 365 ix Summary A grounded understanding of challenges and responses of social work supervisors with managerial and clinical