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Reflective Essay on Supervision: Weekly Learning and Future Applications

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Reflective Essay on Supervision: Weekly Learning and Future Applications

In this trimester, I reflected more on the topic of supervision in community work based

on weekly journaling. This paper is a reflective essay to capture the learning process and

demonstrate how these learnings would benefit my future practice. Every week provided a fresh

angle on supervision, its implementation, the theories that back it, and the perspective, which I

have recorded and analyzed.

The first week was focused on defining what supervision entails distinguishing between

line management and clinical supervision. By the Australian Association of Social Workers

AASW Supervision Standards (2023), clinical supervision is a two-way discussion process

focused on developing professional practice. Clinical supervision differs from line management

since it concentrates on thinking, new skills, and ethical conduct. Appreciating this distinction is

critical when devising conditions allowing supervisees to freely analyse their cases without fear

of being penalized administratively. Acquiring this knowledge will help me form a supervisory

relationship wherein I will work towards establishing transparency and building trust. According

to Bernard and Goodyear (2019), goals must be well-defined, and confidentiality is crucial to

supervision. This coincides with the AASW's focus on interpersonal communication and

professional sustenance.

During the second week, four supervision models were introduced: Solution-focused,

cognitive behaviour supervision, the 5P's case formulation method, and the seven-eyed process

model. There are differences in how each model ensures a supportive supervision environment. I

have been interested in the solution-focused supervision model because it uses positive goals and

hypotheses in actual-life situations (Hsu, 2009). Supervision can be beneficial when considered

not as a single rigid model but as a way of working with the supervisee. The solution-focused
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supervision model also supports my goal of a constructive and growth-supervisory relationship

because the approach does not focus on the problems but on solutions. Hawkins and Shohet

(2012) present the Seven-Eyed Process Model, where a worker has to look at the multitudes of

systems surrounding clients; hence, it is useful for supervising community work.

In the third week, the course covered contracting, supervisee needs assessment,

supervision effectiveness, and record-keeping, among other topics. Good contracting and

especially the implementation of realistic expectations are crucial for a positive supervisory

mentor relationship (Lonne & Cheers, 2004). Implementing the structured agreements and

feedback in my method of supervision will assist in avoiding complacency. This method helps

ensure that the supervisor and the supervisee share the vision, focus and goals, hence working

according to previously set standards. Morton-Cooper and Palmer (2000) agree that it is

necessary to organize mentoring and supervision contracts to help in professional growth and

create the basis for understanding.

Continuous learning is a crucial aspect that must be fostered in supervision, and this week

four, we focused on the need to debrief and give feedback that will help the learner or

professional improve. According to the VARK model used to define learning styles, supervisors

require essential knowledge about learners as they supervise them (Folland, 2009). Supervisees

can use supervision sessions to reflect on experiences, challenge current situations, and celebrate

achievements. Addressing feedback according to the learning preferences of the learners

increases the interaction rate; thus, the feedback received is of more value. Varying feedback

methods increase the effectiveness of feedback delivery since some students prefer to have a

conversation or receive instant written feedback or even illustrations. This works well to foster a

positive organizational culture focused on learning and development throughout the employees'
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careers. According to Huggard (2013), supervisors are primarily responsible for professional

learning, which requires learner-focused feedback and promoting a learning culture. From the

result, it can be postulated that when supervisors create a culture that supports lifelong learning,

supervisees can acquire the value of critical thinking, flexibility, and a desire to learn throughout

their careers.

Week five focused on individual supervision. Supervision one-on-one is helpful because

it is organized around the individual needs of the professional and enables the practitioner and

supervisor to have an open, constructive conversation about the client's work and the individual

practitioner's learning. This week reaffirmed that daily conference calls should be conducted as

direct interaction to offer specific coaching and encouragement (Tebes et al., 2011).

Emphasizing frequent, separate, one-on-one supervision will contribute to positive, trust-based

working relationships with supervisees despite their perceived status. In as much as this approach

aligns itself with developmental goals and objectives, it makes it possible for supervisees to get

individual feedback and support with their professional and emotional development. In this

respect, having discussed specific needs and difficulties that supervisees may face, supervisors

are in a position to strengthen supervisee's competence and, consequently, their confidence.

Bernard and Goodyear (2013) highlight specific and non-judgmental support during supervision

privacy as critical to professional growth. This method ensures that supervisees can voice their

concerns and have the opportunity to self-reflect on their practice while simultaneously availing

themselves of constructive critique for their development and enhancing efficiency in their

positions.

As stated in week six, supervision techniques involving supervisors and peers help

harness group practice and the relative expertise of the peers. Supervised group practice, where a
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supervisor organizes a few other supervisees, and peer supervision, in which people supervise

each other, are both forms of reflective supervision, which is very beneficial to students (Bernard

& Goodyear, 2019). Adopting the strategies of group and peer supervision will increase my

factor of learning with the help of peers and respect between the group members. These models

allow for the exchange of multiple opinions, enhancing the supervision process and the

knowledge of all parties. Group discussion, as such, allows supervisees to consider various

management strategies about clients and issues while at the same time learning from their peer's

experiences. As Saarikosi et al. (2006) noted, group supervision is adequate in learning and

teaching as the environment fosters ideas, discussion, use of reason, and teaching and learning. It

does not only help with individual professional growth and provides a support network, which

collectively strengthens the practice's overall cohesiveness and knowledge base.

Cultural competence was the central theme of discussion throughout week seven.

Cultural sensitivity is a critical aspect that needs to be embraced to ensure that every employee

feels embraced to work under the supervision of multicultural managers. Cultural competence

embraces a supervisor's ability to address cultural features and issues for both the supervisee and

the clients (Tsui, 2004). Cultural competence, in my case, will help me supervise the staff more

effectively and in a manner that is sensitive to cultural differences as well as recognizes other

diversities. The consideration of cultural relativity in my supervisory practice will lead to

developing strategies aimed at improving the supervisory relationship and subsequent positive

results for my supervisees and clients. This means that the approach facilitates the opportunity to

discuss cultural problems, increases satisfaction among the supervisees, and supports the

development of the professionals. Thus, Tsui (2004) underlines that cultural perspective should

be considered in the supervisor's and supervisees' relationships and interactions and in supervisor
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and supervisee behaviour to avoid conflicts or misconceptions. Such a culturally appropriate

strategy is vital in creating a favourable supervisory climate that embraces diversity.

Ethical issues are an essential part of the supervision process. Week eight emphasised the

concepts of ethical practice for supervisory work, including the requirement for confidentially,

informed consent and considerations of the power dynamic in the supervisory relationship as

outlined by Gottlieb (2016). Maintaining ethical standards means that my supervisees feel safe

and respected in the environment. Evaluating and acknowledging one's ethical principles or

practices is the basis in creating legitimate and integrity-centred supervision. This commitment

not only protects the best interest of the supervisees but is also a similar practice in the

profession's ethical principles. Potential ethical dilemmas in supervision include conflict of

interest, oversight, and use of professional language. According to Gottlieb (2016), these ethical

considerations should not be taken flippantly, meaning that the supervisors should strictly adhere

to all the ethical standards to ensure that the supervision is professional and respects the clients.

Promoting ethical standards within the supervision process is crucial, as the suggested ethical

framework will demonstrate.

Week nine was focused on using technology in supervision and, more specifically, the

use of technology in conducting remote supervision meetings. Technology has the potential to

significantly improve the convenience and versatility of supervision to facilitate creative

approaches for supervising social workers (Reamer, 2013). Implementing technology in the

supervision process will allow me to conveniently deliver supervision services to supervisees in

rural or any other hard-to-reach centres. The live exchange of essentials through technological

tools has made communication frequent, shared resources more efficient, and enhanced

supervision's creativity. However, fostering these technological innovations within an ethical

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perspective that preserves privacy and information safety is crucial. Reamer (2013) identifies the

advantages and limitations of using technology in supervision and notes that potential ethical

issues should be considered, including privacy concerns and the boundaries of supervision

technology. In this way, an intentional inclusion of technology can improve supervision while

maintaining the ethical approaches to these activities as a way of improving the supervisory

experience.

Reflective practice is essential to good supervisory practice, as it promotes development

and learning. Week ten focused on reflection and critical scrutiny of experiences in supervision

and urged supervisors to be reflective in their practices (Schön, 1983). Introducing the concept of

reflection within supervision means that the process will be elevated to a new level of

effectiveness to develop better supervisors. I will ensure that when dealing with any clients, I

reflect on my practices and focus on critical self-evaluation to ensure I can recognize where I

have gone wrong and how to improve in the next session. Reflective practice also enables an

improved understanding of the supervisory process: supervisors are better placed to employ the

most effective strategies in helping the supervisees. Schön (1983) define reflection on practice as

a core concept in the development of the professions, asserting that, learning from experience

involves reflection. Incorporation of reflection into my supervisory practice will foster more

versatile, effective, and progressive supervision strategies.

In this trimester, I have met specifics in regards to supervision that enhanced my

comprehension. Each week of the unit has provided me with knowledge and skills as a future

supervisor, starting from the core elements of supervision to the incorporation of cultural and

ethical sensitive elements. All these reflections and learnings will help me in my supervisory

practices in order to give effective, supportive, and ethical supervision in my professional life.
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Hence, being flexible, culturally sensitive, meeting the ethical code of practice, and engaging in

reflective practice will be foundational elements of my practice when relating to supervisees to

promote their professional growth.

References

Australian Association of Social Workers. (2023). Supervision. Australian Association of Social

Workers. https://www.aasw.asn.au/support-and-resources/supervision/

Bernard, J.M., & Goodyear, R.K. (2013). Fundamentals of clinical supervision (5th ed.).

Pearson.

Folland, S. (2009). Learning styles and supervisory effectiveness. Journal of Clinical

Supervision, 28, 45–63.

Gottlieb, M.C. (2016). Ethical considerations in supervision. Journal of Clinical Psychology,

72(3), 294-302.

Hawkins, P., & Shohet, R. (2012). Supervision in the Helping Professions (4th ed.). Open

University Press.

Hsu, W. (2009). The components of solution-focused supervision. Bulletin of Educational

Psychology, 41, 475-496.

Huggard, P. (2013). Creating a culture of learning in supervision. Clinical Supervision Review,

15(2), 234–245.

Lonne, B., & Cheers, B. (2004). Retaining rural social workers: An Australian study. Rural

Society, 14(2), 163-177.

Morton-Cooper, A., & Palmer, A. (2000). Mentoring, preceptorship and clinical supervision

(2nd ed.). Blackwell Science Ltd.

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Reamer, F.G. (2013). The challenges of integrating technology in supervision. Social Work

Today, 13(2), 18–20.

Saarikosi, M., Lehtomäki, K., & Tirri, H. (2006). Group supervision is used to facilitate learning

and teaching in mental health clinical placements. Issues in Mental Health Nursing, 27,

273-285.

Schön, D.A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic

Books.

Tebes, J.K., Thai, N.D., & Matlin, S.L. (2011). Individual supervision and its impact on

supervisee development. Clinical Supervisor, 30(1), 22-38.

Tsui, M.S. (2004). Supervision models in social work: From nature to culture. Asian Journal of

Counselling, 11(1&2), 7–55.