These guidelines are designed to further assist the development of supervisors since consistency of language, clear definitions, standards, and sector-specific supervision functions are important contributors to learning. It makes sense that if supervisors are clear on their role and the process of supervision, this will influence the supervisee’s understanding.
Developing supervisors who can adopt an authoritative style is important. This is characterised by a ‘come with me’ approach. It provides clear structures, focus and expectations for supervisees, combined with high emotional intelligence (empathy and containment). It features reflection, ongoing learning and joint problem solving. The balance between high expectations for practice and responsiveness to the supervisee’s needs is the crucial aspect of this style.[1] An authoritative style of supervision promotes authoritative practice with clients.
Compare this to slipping into authoritarian, permissive or neglectful supervisory styles, which can create conflict and practice issues.
For instance, an authoritarian style is likely to result in the supervisor focusing on demands and outputs. There is a lack of interest in the supervisee’s opinion. The emotional impact of the work is rarely explored.[2] This risks the supervisee lacking confidence in their own skills and judgement and becoming dependent upon the supervisor.
The authoritative supervisor is more likely to:
- strike a healthy balance between support and challenge
- minimise focusing on quality control and monitoring, thereby creating a culture where trust develops, and mistakes are discussed[3]
- be open to hearing how the work is impacting emotionally on the supervisee
- talk about supervisee signs of enmeshment with or disconnection from their clients[4]
- use their own supervision to reflect on the supervisory relationship dynamics
- be honest about the limitations of their influence, which helps build trust[5]
- develop practitioners who show a healthy balance between autonomy and dependency[6]
- develop practitioners who are confident and able to positively engage and empower clients.[7]
‘The capacity to supervise in a challenging yet caring way must be acknowledged as a highly skilled job.’
– Judith Gibbs, 2001[8]
Like all aspects of supervision and supervisory relationships, the behaviour and style of supervisors is influenced by the broader organisational culture, system demands and stress levels.
Refer to the section on ‘Supervisor training and capability’ for further details on standards for supervisor training and development.
References
[1] Department of Human Services, Leading practice: a resource guide for child protection leaders.
[2] Wonnacott, Mastering social work supervision.
[3] Egan et al., ‘Trust, power and safety in the social work supervisory relationship: results from Australian research’.
[4] V Reynolds, ‘The zone of fabulousness: resisting vicarious trauma with connection, collective care and justice-doing in ways that centre the people we work alongside’, Context, 2019, 164:36–39.
[5] Egan et al., ‘Who is watching whom? Surveillance in Australian social work supervision’.
[6] Wonnacott, Mastering social work supervision.
[7] Wonnacott, Mastering social work supervision.
[8] J Gibbs, ‘Maintaining front-line workers in child protection: a case for refocusing supervision’, Child Abuse Review, 2001, 10(5):323–335, doi: 10.1002/car.707.
Updated