To understand and sustain practitioners, it is recommended:
- supervisors communicate that they will and do invest in the supervisee’s wellbeing and professional growth[1]
- supervisors strike a balance between support and challenge, with the latter requiring trust between supervisor and supervisee
- supervisors provide a ‘container’ for emotions that may arise
- supervisors use a strengths-based approach and explore how best to leverage supervisees’ strengths
- supervisors show that they value the supervisee and the team
- both parties are mindful of signs of transgressing boundaries of enmeshment or disconnection as a way of coping with the work and openly discuss this possibility
- supervision regularly includes discussion about practice, knowledge and skill levels. The supervisor and supervisee need to communicate when a mentoring (more directive), teaching or coaching (involves the supervisor stepping back and asking open reflective questions) style is required
- supervision attends to all four functions of supervision and prioritises reflection, including deeper reflection
- supervision involves feedback and feedforward (focusing on future behaviour) occurring between supervisor and supervisee and vice versa
- negotiating a supervision agreement at the start of the supervisory relationship and reviewing this agreement every six to 12 months.
‘Stay close to the twin priorities of imparting knowledge and building supervisees skills with boosting their confidence, morale and sense of hope.’
– Livni, Crowe and Gonsalvez, 2012[2]
References
[1] K O’Donohue, ‘Social work supervision research (1970–2010): the way we were and the way ahead’, The British Journal of Social Work, 2015, 45(2):616–633.
[2] Livni et al., ‘Effects of supervision modality and intensity on alliance and outcomes for the supervisee’.
[3] Questions adapted from Department of Human Services, Leading practice: a resource guide for child protection leaders.
Updated