Framework Final Flow

FRAMEWORK
The theoretical framework considered in this research will be presented next. These
perspectives provided the researchers with the framework that will help scrutinize the area of
supervision and the implication of the academic supervisor’s performance during field
placement at the time of pandemic. These may also explain what possible biases are involved
among the researchers involved in this study.
Theoretical Framework
Supervision is one instrument that is vital to the learning process among social work
practitioners and students aspiring to make a change in the future using the different methods
and by observing different functions amongst their supervisees. It has also provided an
opportunity for the practitioners and students to realize what can be improved among
themselves amidst the rapid changes and challenges the society has to deal with. In this dyad,
the relationship is therefore instrumental in order to bring about the desired objectives.
According to Munson (2002) as cited by Hughes (2010), supervision “is an interactional process
in which a supervisor has been assigned or designated to assist in and direct the practice of
supervisees in the areas of teaching, administration and helping.” On the other hand, Morrison
(2003) as cited by Hughes (2010) posits that the purpose of the method is to promote growth,
development, and improved outcomes. Yet to this reality the central on the benefits of this
dynamic relationship focuses on the supervisee as this primarily aim to provide an experience
with an “atmosphere of support and encouragement” (Munro et al, 1989 as cited by Hughes,
2010).
References:
Hughes, J. M. (2010). The Role of Supervision in Social Work: A critical analysis [PDF]. Ireland:
University College Cork.
Managers supervise and manage their teams in various ways, depending on their

management style. Many executives are very hands-on. This can be a very successful
technique of passing on knowledge and abilities, as well as allowing for ongoing, continuous
evaluation of job performance, which can be advantageous to both the employee and
management.
Field placements for many interns shifted to remote work or in some cases were
cancelled entirely. Due to concerns about privacy and security of personal health information in
a non-clinical setting (Department of Health and Human Services 2020), supervision in a
modified virtual/remote capacity. In addition, some have implemented technical assistance
such as mouse tracking software and video recording.
Interns were invited to process their growth and development over the course of their
time together. Supervision also focused on processing the emotion associated with the end of
their field placement. Again, interns demonstrated the self-awareness that was cultivated
throughout the internship to reflect on the resolution of their internship experience.
References:
Pomponio, E. M. (2020). Post Pandemic Changes in Clinical Supervision. Reston :
American Academy of Audiology
Berkowitz, P. (2020). EACCNY “Post-Pandemic Labor Law” Series | Working from Home and the
Challenges of Remote Supervision. New York: European American Chamber of Commerce
The 4x4x4 model of Supervision (Morrison 2005)

The 4x4x4 model of Supervision (Morrison 2005) has relevance in explaining the beauty
of supervision in the midst of pandemic. This model has four functions in which it has unique
functions in supervision. The first function is the support function wherein the supervisor’s role
is to help supervisees or practitioners to manage stress, anxiety, and uncertainty. This is also
interconnected to the ideas of other theorist such as, Page and Wosket (1994) who illustrate
that the purpose of supervision in social work to be an activity of ‘teaching, guiding, counseling
and directing’ (ibid: 16). Brearer (1995: 93) who also sheds light on this notion stating: ‘One of
the major functions of supervision involves containing or managing anxiety and helping to cope
with the demands that the work entails’. Hawkins and Shohet (2006) comment that supervision
is very important in a profession where the role is to pay attention to someone else’s needs and
where stress, feelings of inadequacy and being emotionally drained are commonplace. They
observe the purpose of supervision as: …not just about preventing stress and burn-out but also
enabling supervisees to continually learn and flourish, so they spend more time working at their
best than would otherwise be possible (ibid: 5). The performance of the academic supervisors
in this crisis in the field placement of the Social Work Student is very significant in helping these
future professionals in guiding and supporting them to obtain emotional support and assessing
training needs.
The mediation function, it is evident that the presence of immediate attention is

significant to the ongoing collaboration and mutual support between health and social care
services and wider community support services, alongside mediation between the profession
and the government in the light of new directives presenting new challenges to the value base
of social work. One of its roles is to help supervisees resolve difficulties in workplace or partner
relationships and act as an advocator between supervisee or team and other parts of the
organization.
Third function is the management function wherein during the immediate response, with
supervision it evident to provide supervisees a safe place for reflection on the ethics of current
guidance such as ensuring that the supervisees understands his/her role through the crisis,
analysis and recording of professional judgments, and allocation of an appropriate workload.
The supervisor is able to manage the supervisee understands their role and responsibilities at
the current time. It is also crucial to help the supervisee understands the functions of partner
agencies, and their role and responsibilities in working with them.
Fourth function is the development function wherein the role of supervisor is to take
more of a lead in the medium term response which will in turn inform longer term adjustments
in the recovery phase. Some roles that the supervisor shall consider such as the supervisor have
to provide access to professional consultation in areas outside of the supervisor’s knowledge
and expertise, to provide regular and constructive feedback to the supervisee on all aspects of
their performance, and seek feedback from the supervisee and encourage learning from each
other.
This model elaborates the significance of the four main functions of supervision that
indeed, crucial to incorporate these functions in supervising a student practitioner to achieve
positive relationship with them in the midst of pandemic were they deployed in different areas
that is unique in nature. According to (Morrison and Wonnacott, 20011:37), “An individual
supervisor cannot hope to meet all the needs of a supervisee, not just in terms of time, but also
in terms of the range of skills, role models, styles and knowledge that supervisees may need.”
This model can also help the supervisee or students in assessing the performance of academic
supervisors during their field placement in the midst of pandemic. This model also shows that
the supervisory relationship is crucial to the overall experience of positive supervision
REFERENCES:
Hawkings, P. & Shohet, R. (2006) 3rd Edition. Supervision in the Helping Professions. England:
Open University Press.
Brearley, J. (1995) Counselling and Social Work. Buckingham: Open University Press
Wosket, V. (1999) The Therapeutic Use of Self: Counseling Practice, Research and Supervision.
London: Rout ledge.
Functional Approach to Supervision
In field instruction, quality and effective supervision are vital for social work students in
practice for them to exhibit acceptable performance in any social work program's
competencies. Thus, a positive supervisor-supervisee relationship is essential for effective
supervision outcomes. Pehrson, Panos, Larsen, & Cox (2009), conceives that supervisory
relationship influences how students and supervisors approach the total field experience,
learning quality, and skill development, all of which in effect, has an impact on clients. This
study draws heavily upon the Functional Approach to Supervision by Alfred Kadushin which
discusses the significance of having a positive supervisor and supervisee relationship in ensuring
optimum effective supervision outcomes. It describes the core functions of social work
supervision, arguing that there are three primary domains of functional roles in supervision,
which are equally significant. Some functions, however, are better understood in the context of
managerial supervision or supervision within the workplace.
Administrative supervision, instructional supervision, and supporting supervision are the

three functions outlined in this approach. These domains are presented in terms of the
fundamental problem and the primary goal, with two forms of supervision focusing on
instrumental needs whereas supporting supervision is concerned with expressive needs,
respectively (Kadushin, 1992). The educational or development function is concerned with the
growth of knowledge, skills, and, most importantly, a positive attitude toward the worker's role.
As viewed in this function, workers' ignorance and/or ineptitude regarding the information,
attitude, and abilities required to accomplish is the job is the fundamental issue. The goal is to
foster reflection and exploration of the work, as well as the development of new insights,
perspectives, and ways of working. Supervisees may be helped in gaining a better
understanding of the client; becoming more aware of their own reactions and responses to the
client; understanding the dynamics of how they and their client interact; looking at how they
intervened and the consequences of their interventions; and, exploring other ways of working
with this and other similar client situations (Hawkins and Shohet 1989).
Supervisors provide support for both the practical and psychological aspects of a
practitioner's job in the supporting function. Hughes and Pengelly (1997) suggest that
paying attention to the emotional reaction to the work is more essential than simply
providing support. The fundamental issue in this function can be understood as the
emotional impact of practice and its potential to compromise safe practice, as well as the
impact on the practitioner's health and wellness. Furthermore, the administrative or
management function is responsible for promoting and maintaining high work standards while
at the same time adhering to organizational regulations along with those of other essential
stakeholders. In supervision, this can be regarded as the quality assurance dimension where the
supervisor has the authority to supervise the supervisee's work. This entails both the
responsibility of ensuring that agency policy is followed – which implies a controlling function –
and the responsibility of enabling supervisees to work to their full potential (Brown and Bourne,
1995). Mark K Smith (1996-2011) viewed these three elements as inter linked or as overlapping
which means that they flow one into another. The absence of one element would bring the
process to become potentially less satisfying to both the immediate parties – and less effective.
References:
Smith, M. K. (1996 – 2011) ‘The functions of supervision’, The encyclopedia of pedagogy and

informal education. Retrieved January 29, 2021
https://infed.org/mobi/the-functions-of-supervision
Martin Kettle. (2015) Achieving effective supervision. Retrieved January 29, 2021
https://www.iriss.org.uk/resources/insights/achieving-effective-supervision
Ketner, M. et al., (2017) The meaning and value of supervision in social work field education.
Volume 7.2 Retrieved January 28, 2021
https://fieldeducator.simmons.edu/article/the-meaning-and-value-of-supervision-in-social-
work-field-education/

Framework Final Flow

Uploaded by

Copyright:

Available Formats

Framework Final Flow

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Framework Final Flow

Uploaded by

Copyright:

Available Formats

FRAMEWORK

Managers supervise and manage their teams in various ways, depending on their

Pomponio, E. M. (2020). Post Pandemic Changes in Clinical Supervision. Reston :

American Academy of Audiology

The 4x4x4 model of Supervision (Morrison 2005)

The mediation function, it is evident that the presence of immediate attention is

Functional Approach to Supervision

Administrative supervision, instructional supervision, and supporting supervision are the

Smith, M. K. (1996 – 2011) ‘The functions of supervision’, The encyclopedia of pedagogy and

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.