Social Constructionist Supervision or Supervision as Social Construction? Some Dilemmas

Core competencies in social constructionist supervision?

Family therapy is moving increasingly toward evidence-based practice and competency-based training. This article explores what might seem to be an unlikely link between social constructionist supervision, which is based on dialogic and fluid processes of meaning-making, and the increasing reliance on discrete core competencies in the education and training of family therapists. We propose an al...

Effective supervision in social work and social care

• Research has demonstrated that good supervision is associated with job satisfaction, commitment to the organisation and retention. • Supervision appears to help reduce staff turnover and is significantly linked to employees' perceptions of the support they receive from the organisation. • Good supervision is correlated with perceived worker effectiveness. There is some evidence that group sup...

The Reflective Learning Model: Supervision of Social Work Students

A key task for the field education supervisor is to facilitate reflection in beginning practice, and to promote in the student a sense of ownership, mastery and understanding of his or her clinical process. At the same time the supervisor is charged to instruct and guide the student. A major challenge for the supervisor is to balance these two dimensions of supervision and maintain a focus on t...

A Social Constructionist Epistemology

Emotions, Social Work Practice and Supervision: An Uneasy Alliance?

This paper examines the place of emotions within social work practice. The perceived tensions between emotions and rational decision making are explored and it is argued that their relationship is compatible and necessary. A model for the co-creation of emotionally intelligent supervision is developed to support this vision of practice.