Content uploaded by Mpumelelo Ennocent Ncube
Author content
All content in this area was uploaded by Mpumelelo Ennocent Ncube on Nov 28, 2024
Content may be subject to copyright.
Content uploaded by Mpumelelo Ennocent Ncube
Author content
All content in this area was uploaded by Mpumelelo Ennocent Ncube on Mar 28, 2019
Content may be subject to copyright.
IJSW, 80 (1), 31–46, January 2019
Tata Institute
of
Social Sciences
THE INDIAN JOURNAL
OF
SOCIAL WORK
Volume 80, Issue 1
January 2019
DOI: 10.32444/IJSW.2018.80.1.31-46
https://journals.tiss.edu/ijsw/index.php/ijsw
Conceptualising Social Development
Supervision in Social Work
MPUMELELO NCUBE
Social work supervision is primarily based on the application of practice and is focused
on providing educational, supportive and administrative guidance to supervisees. Social
development underpinnings, which form the basis for social welfare interventions in
South Africa, are not reected in social work supervision and practice. The researcher
uses phenomenology to understand how social work supervision models could be
enhanced to incorporate elements of social development. Through thematic analysis,
the author conceptualises a framework for social work supervision that is informed by
a social development practice approach. The article ends with a conceptual model of
social development supervision in social work.
Mpumelelo Ncube is Lecturer, Department of Social Work, Johannesburg University,
South Africa.
INTRODUCTION
South Africa adopted the developmental social welfare model espoused in
the White Paper for Social Welfare (1997). As social work supervision plays
a critical role in guiding social workers to provide quality social welfare
services (Ross and Ncube, 2018), the social work profession plays an
important role in the implementation of the White Paper for Social Welfare
(1997). Although South Africa has made signicant strides to address
some of the challenges through the adoption of an Integrated Service
Delivery Model (ISDM) (RSA, 2006), little attention is given to the nature
of social work supervision. Social work supervision has largely remained
alienated from the developmental approach mandated in the White Paper
for Social Welfare (1997); which have compounded problems for effective
implementation of social welfare services (Noyoo, 2000; Van Breda, 2007).
32 Mpumelelo Ncube
IJSW, 80 (1), 31–46, January 2019
As such, this study focuses on the social work supervision models that
could enhance social welfare service delivery. The ndings indicate that
existing social work supervision does not incorporate elements of social
development. Further, social work practitioners are not clear about the
merits of the social development approach in supervision. Carpenter and
others (2012) state that lack of congruency in supervision and expected
outcomes limits the benets of supervision for workers. Brashears (1995)
posits that the separation of supervision from practice has created a false
dichotomy between the two. As such, social work supervision and social
work practice have a symbiotic relationship.
This article advocates linking social work supervision with components
of social development in social work practice. Consequently, this article
conceptualises a framework for social work supervision that incorporates the
fundamental elements of social development. The study culminates into a
conceptual model of social development supervision in social work (SDSSW).
The study population comprised social work educators, supervisors
and eld practitioners. The sample for eld practitioners and supervisors
was drawn from both government and non-governmental organisations
(NGOs). Social work educators were selected from schools of social work
across various South African universities. While eld practitioners and
supervisors provided the primary data, the Delphi technique was used to
collect information from social work educators.
METHODOLOGY
Research Design
Taylor, Bogdan and DeVault (2015) loosely describe ‘design’ and
‘methodology’ as pre-eld work. Babbie and Mouton (1998) describe
social action as that experienced by the research subjects. Bless, Higson-
Smith and Kagee (2000) dene population as a set of elements/people
from which the researcher extracts data. The sample for this study was
purposively selected from government and NGOs, as they employ the
maximum number of social workers. The government sites included the
Ekurhuleni Region, Johannesburg Metro Region and Midrand ofces of
the Gauteng Department of Social Development. The NGOs for the study
comprised Afrka Tikkun (Orange Farm), Johannesburg Child Welfare and
Philani Development Centre (Zuurbekom).
The researcher used a semi-structured interview schedule for individual
interviews as semi-structured interview schedules allow for exibility
Conceptualising Social Development Supervision in Social Work 33
IJSW, 80 (1), 31–46, January 2019
within discussions (Remler and Van Ryzin, 2015). The participants were
expected to reect on how social work supervision could incorporate
elements of the social development approach. This was followed by focus
group discussions, where participants of the individual interviews were
given summaries of data for discussions. The researcher used a moderator’s
guide (Appendix) to facilitate further discussion on selected topics. Remler
and Van Ryzin (2015) assert that a moderator’s guide is designed like
a semi-structured interview schedule to enable group discussions. Data
collected from individual interviews and focused group discussions was
collated and iterated thrice. This was shared with key-informants using
semi-structured interview schedules.
Data Analysis
Generative themes that paved the way for thematic content analysis from
open-ended questions were identied from data generated from individual
interviews and focus group discussions. This combination of content
and thematic analysis entails identifying recurrent themes during data
collection (Neuendorf, 2002).
A number of themes were identied that resonated with the aims and
objectives of the broader study; however, a few that relate to the purpose of
this article are mentioned. These are: (i) participants’ understanding of the
social development approach; (ii) the practice of social work supervision in
social work agencies; and (iii) the relationship between practice approach
and orientation of supervision.
Hsu and Sandford (2007) have stated that measuring the stability of
participants’ responses in successive iterations is an appropriate way
to analyse data collected through the Delphi technique. The researcher
applied the same principle in the data collected from key-informants
through this technique.
Although the analysis of data in this article is largely guided by
Patel’s (2015) conceptualisation of the social development approach,
the conceptualised supervision model emanating from the collected data
varies somewhat from her framework. While the social development
approach conceptualised by Patel (2015) is employed by practitioners in
the eld, the supervision model presented in this article draws on social
development principles to inuence the content and process of social work
supervision. The model below (Figure 1) illustrates a conceptual mind map
of the intersections between social development approach, supervision in
social work and social work practice.
34 Mpumelelo Ncube
IJSW, 80 (1), 31–46, January 2019
Figure 1: Conceptual Mind Map of Social Development Approach and
Supervision in Social Work
CONCEPTUALISING SOCIAL DEVELOPMENT SUPERVISION
IN SOCIAL WORK
In this section the researcher presents a conceptual model that is an
outcome of the analysed data. This conceptual model of social development
supervision in social work is premised on Patel’s (2015) conceptualisation
of the social development practice approach. While the model is developed
in the South African context, it can be adapted in any other practice setting
or contexts.
Mandate
At a national level, there are various pieces of legislation that provide
direction to welfare agencies on how social welfare services need to be
approached from a developmental welfare perspective (Ross and Ncube,
2018). Different agencies develop their own missions in response to these
legislations, for example, child welfare, schools, hospitals and prisons
among others. Thus, social work practitioners draw their mandate from
the mission of the agency. The supervisor and supervisee, therefore, need
Social work
supervision embraces
social development
approach
Social
development
approach
Social work
supervision
Social work
practice
Social development
approach and social work
supervision influence social
work interventions
Social development
approach informs social
work supervision
Social development
approach and social work
supervision influence
social work interventions
Conceptualising Social Development Supervision in Social Work 35
IJSW, 80 (1), 31–46, January 2019
to know and understand the legislative frameworks that guide the agency.
Understanding the mandate sets the tone for a substantive supervisory
relationship. A formal mandate refers to those derived from laws and
policies whereas informal mandates are framed by the agency, community
and service user groups (Patel, 2015).
Mandates also dene the population or service user groups that social
workers may work with, such as children and families, substance abuse
users, organisations and communities. This can at times fragment service
delivery between different client groups. Thus, the supervisor may guide
the social worker to maintain key focus on a particular service user group
and simultaneously provide services to other members of the family,
household or community groups, who are at risk or are vulnerable, such
as children, older persons, people with disabilities and those affected by
chronic illnesses. This is critical to overcome fragmentation of service
provision to the client system as a whole.
Accordingly, the supervisor at a managerial level needs to ensure that
the agency mandate operates within the social development approach and
is non-constraining to practitioners. This can be ensured through regular
evaluation of work undertaken by supervisees.
Values and Ethics
Social work is a value-driven profession. Beyond the generic values of the
profession, the presenting conceptual model incorporates developmental
social work values that are largely underpinned by the Constitution of the
Republic of South Africa and the South African Council of Social Service
Professions Code of Ethics (SACSSP, 2007). Midgley (2014) posits that
social development strategies are based on various ideological approaches
that emphasise different beliefs and values. This conceptualisation expects
the supervisors and supervisees to observe the following values: social
justice, ubuntu (humanness), democracy and participation, equality, non-
discrimination and reconciliation.
Social justice as a value in supervision requires that the supervisor and
supervisee remain committed to respecting and upholding each other’s
rights. This commitment towards upholding human dignity should reect
in the supervisee’s practice with service users.
Related to this value is ubuntu, democracy and participation which are
also social development values. These values encourage open discussions,
debates, understanding, active listening and tolerance between the
36 Mpumelelo Ncube
IJSW, 80 (1), 31–46, January 2019
supervisor and supervisee. The principle of equality requires the supervisor
and supervisee to consciously create an atmosphere of collegiality and
openness. The supervisor and supervisee should constantly acknowledge
the impact of supervision on service delivery especially towards fostering
a reciprocal relationship between supervisees and service users. For
example, an agency may unjustiably deny services to some groups. The
service users should be empowered to report this to monitoring institutions
such as the Human Rights Commission or the Ofce of the Ombudsman.
Service user empowerment includes educating them about their rights and
responsibilities. The supervisor and supervisee can forward the complaints
and dilemmas of the service users to the agency and external monitoring
institutions such as the Public Protector.
The principle of non-discrimination purports to foster equal and fair
relationship between the supervisor and the supervisee irrespective of
gender, social class, sexual preference, age, disability, religion or any
other social divisions in the society. Further, both the supervisor and
supervisee should be mindful of their language and attitude, which
may stereotype or stigmatise other people. Service users should be
empowered to discern discriminatory practices and seek redress from
appropriate authorities; even if it means taking action against the
concerned practitioner. Lastly, the value of reconciliation requires that the
supervisor and supervisee address power and socioeconomic inequalities
in their relationship. The supervisor must help the supervisee to sort out
values and ethical dilemmas.
Knowledge Base of the Supervision Model
The theoretical knowledge base that informs the supervisor and supervisee
relationship is based on an interdisciplinary body of knowledge that
encompasses the social sciences including economics, development
studies and management among others. As education is a critical function
of supervision, the supervisor’s choice of theories to impart skills
and knowledge to the supervisee largely determines the outcomes for
professional relationships and service users.
Theory
Knowledge of social development theories is crucial for application in
practice (Patel, 2015). The supervisor should be able to discern the
application of appropriate theories to meet the goals and objectives of the
organisation. An understanding of the various theories and perspectives
Conceptualising Social Development Supervision in Social Work 37
IJSW, 80 (1), 31–46, January 2019
is crucial for determining social work intervention strategies within the
social development perspective.
Without an understanding of the social developmental practice model,
the application of this conceptual model of social work supervision will
be difcult. For example, supervisees working in the area of foster care
need to be well versed with person and environment focused theories
concerning the well-being of children. They also have to keep themselves
abreast on issues impacting children in developing countries.
Fundamentally, adequate interdisciplinary knowledge pertaining to a
child’s well-being such as health, nutrition, education and parenting would
enable the agency to complete assessments of children considered to be
‘in need’ or ‘at risk’. This would aid the implementation of intervention
strategies to improve social work practice and outcomes for children and
their families.
Social Development Themes
The themes around which the social development practice approach
is based on include: (i) rights based approach; (ii) economic and social
development; (iii) democracy and participation; (iv) social development
partnerships; and (v) bridging the micro/macro divide (Midgley, 1995).
The supervisor plays a critical role in aiding the supervisee to understand,
interpret and apply the organising themes to meet the needs of the service
user system. Below are the ve themes of social development (Patel, 2015;
Midgley, 2010) and examples to aid the supervisor and supervisee in their
understanding, interpretation and application thereof.
Rights Based Approach
This is an approach that undergirds the developmental perspective. It
purports to achieve social justice, minimum standards of living, equitable
access and equal opportunity to services and benets as well as commitment
to meeting the needs of all citizens (Patel, 2015).
Every intervention should be assessed against its ability to promote
social justice of the service user system. For example, the service user
is entitled to receive quality service not only from the social workers but
also from other government agencies. The social worker may assume an
educator role to inform the service user/s of their rights and the quality of
services they are entitled to. The educator role may overlap with a number
of other roles that a social worker may play, such as advocacy for the rights
of service users and linking service user/s with resources. These roles are
38 Mpumelelo Ncube
IJSW, 80 (1), 31–46, January 2019
applicable at all levels of practice (micro, mezzo and macro). On the other
hand, the supervisor needs to conscientise the supervisee on his/her rights
in their supervisory relationship session within the agency context and link
the supervisee with the resources necessary for service delivery.
Economic and Social Development
This theme is concerned with the economic and social development
aspects of the service users (Midgley, 2014). Economic growth must be
facilitated through social investments in sectors that can make a signicant
contribution to human and social capital.
The supervisor and supervisee can initiate intervention services
designed to equip service user/s with livelihood skills development,
such as, entrepreneurship, brick laying, baking, sewing or soft
skills. At a macro level, some interventions can assist service users
to establish links with corporate social investment initiatives of
the private sector. The supervisor identies relevant roles for the
supervisee in the continuum of service delivery. In group work, the
supervisor may facilitate discussions where various scenarios and
possible interventions are debated. Supervisees may bring samples
from their practice as case studies. While this theme may not enhance
the supervisory relationship, it is important as a subject for discussion
in a supervision session.
Democracy and Participation
Citizen participation in social and economic development promotes
change through advocacy for policy change. Participation of citizens
should be coupled with education on political, social and economic issues
concerning their lives. In this way, their participation will be informed and
meaningful (Patel, 2015).
The interpretation and application of this theme is contextual and as per
the needs of the service user system. The role of the social worker may
be that of a facilitator and educator where service users are capacitated to
embark on processes that would fulll their developmental objectives. At
a community level, the social worker may assist in educating service users
on the importance of participating in processes of developing integrated
development plans. Service users should be actively involved in the
design and evaluation of programmes impacting their lives. The agency
staff should be responsive to feedback from service users regarding
programmes and services offered.
Conceptualising Social Development Supervision in Social Work 39
IJSW, 80 (1), 31–46, January 2019
Similarly, transparency in communication should underpin all sessions.
This involves setting realistic goals and communicating work related
expectations to the supervisees. For example, the supervisor may identify
gaps in the supervisee’s knowledge base and suggest suitable courses/
workshops to learn additional skills. Open reective discussions support
task assistance and positive supervisory relationships, besides increasing
the supervisee’s effectiveness leading to improved service delivery and
client outcomes.
Social Development Partnerships
The state plays a leading role in promoting social development in
collaborative partnership with non-governmental agencies and civil
society (Noyoo, 2015).
In the case of the foster family and the child – the service may be
delivered by an NGO. The social worker should be able to access
appropriate government resources to support foster children, such as free
school uniforms, nutrition programmes at school, health care services to
establish better links between caregivers and schools.
Service users may be linked to Extended Public Work Programmes for
economic sustainability purposes. The social worker must tap into existing
government initiatives such as building capacity for entrepreneurship,
cooperatives, and educational programmes that bring stakeholders
together. For example, nancial education can alleviate poverty of service
users, as lack thereof usually compounds their poverty related problems.
In a supervisory relationship, the supervisor helps the supervisee
to navigate the various systems by essaying the different roles of an
educator, mediator and networker among others. The supervisor may also
recommend that the supervisee/s attend conferences and symposiums
related to their line of work.
Bridging the Micro/Macro Divide
While micro and mezzo interventions are aimed at individuals, families,
groups and organisations, macro interventions aim at changing structures
and institutions that cause social economic injustices (Noyoo, 2015).
A broader understanding of the service user system (individuals,
families, sub-groups and communities) as well as the stakeholders
(institutions) would strategically position the supervisor and supervisee
as change agents for bringing about structural changes in the social
40 Mpumelelo Ncube
IJSW, 80 (1), 31–46, January 2019
and economic institutions. For example, a social work practitioner may
identify policy blockages in service delivery aligned to his or her agency
mandate.
Sometimes, service delivery is delayed because of unnecessary and
tedious policy related work at the micro-level. For example, as per
statutory requirements, social workers are obligated to publish names of
parents of children being prepared for foster care. While the intention of
the policy is to explore all avenues for possible reconciliation, this process
hinders speedy service delivery. Thus, social workers can advocate for a
review of the policy and focus on macro level reforms.
Supervisory relationships should focus on the capacity building of
social workers to address structural barriers to employment and poverty
reduction. For example, previous studies have shown that school
performance and completion of matriculation is associated with higher
rates of employment and income in adulthood (Graham and others, 2016).
Multi Modal Approach
The multi modal approach as presented by Patel (2015) is a basket of
services within developmental welfare. The social work supervisor and
supervisee ought to have an understanding of a range of services that may
be offered. The approach has ve interrelated modes with services that
range from the micro to the macro. These modes are: (i) poverty reduction
and sustainable livelihood strategies; (ii) family-centred and community
based development strategies; (iii) community information, education and
communication strategies; (iv) social policy and planning strategies; and
(v) advocacy strategies.
The role of the supervisor is to guide the social worker in the application
of the generalist practice skills. For example, case workers may struggle
with appropriate intervention strategies when working with groups and
communities. The supervisor can guide the social worker to deploy a
wider range of methods and strategies to meet needs.
Foundational Supervision Skills and Roles
The supervisor needs to be empowered with a wide range of supervision
skills and roles pertinent to the social development practice model. The
supervisor’s skills in supervision needs to be in line with service user
groups who present a wide range of problems or challenges. Foundational
skills at a micro level may include skills in accessing and utilising
material and non-material resources, assessing, group work, advocacy and
Conceptualising Social Development Supervision in Social Work 41
IJSW, 80 (1), 31–46, January 2019
planning. Foundational skills at the mezzo level may include facilitation,
relationship building, communication and interviewing skills. At the
macro level of practice, the foundational skills may include research skills
(especially participatory action research), mobilisation of resources and
people, facilitation and planning.
The supervisor plays various roles in the process of supervision to
capacitate the supervisee to be more effective in his/her mandate. This
enables the supervisee to become an independent thinker and make the
right choices. The supervisor and supervisee can determine tangible and
intangible resources in a given situation that can benet the social worker’s
occupational functioning. The supervisor may play the role of an enabler
and networker by linking the supervisee with the required resources and
stakeholders for the execution of an identied mandate.
Assessment and Intervention
From a generalist practice perspective, which in essence augments
the social development practice approach (Patel, 2015), the social
work practitioner and supervisor should be able to conduct multi-level
assessments and interventions. These levels of interventions, as discussed
widely in the generalist social work practice and social development
approach, refer to micro, mezzo and macro level interventions. They dene
professional relationships with social work and other interdisciplinary
colleagues such as teachers, doctors, child and youth care workers (Landon,
1999). Thus, this conceptualisation of social development supervision in
social work enables the supervisor and supervisee to continuously assess
whether interventions and services delivered are aligned with the social
development model.
The Parallel Process of Supervision
Parallelism is about promoting critical reection between the supervisee and
the supervisor where one inuences the other (Morrissey and Tribe, 2001).
In other words, in the parallel process, the supervisor models appropriate
behaviour, which the supervisee can enact or exhibit with service users. This
helps supervisees to establish boundaries with service users. The supervisor’s
ability to create an environment that encourages honest sharing of feelings
and shortcomings is critical to the supervisor-supervisee interactions.
The parallel process means that if the supervisor wants the supervisee to
implement the social development approach, he/she also needs to embody
social development principles as depicted in this model.
42 Mpumelelo Ncube
IJSW, 80 (1), 31–46, January 2019
CONCLUSION
Patel (2015) posits that while theory is important, the social development
approach is primarily for practice purposes with tangible programmes
targetted at achieving specic goals. However, attainment of these
goals is incumbent upon an understanding of the tenets of the social
development approach by practitioners. Midgley (2001) avers that
the reliance on social work practitioners to implement the social
development approach in South Africa, created difculties; as social
workers were trained in remedial social welfare and had little experience
in developmental practice (Midgley, 2001). As such, to this day, limited
knowledge and ignorance of the social development approach still
compounds its application (Ncube, Unpublished manuscript). Midgley
(2001) recommends that concerted efforts need to be channelled towards
removing such impediments in the application of a social development
approach.
This article provides a conceptual alignment of social work
supervision within a social development practice approach. Brashears
(1995) contends that the approach to supervision cannot be isolated
from the approach to service delivery. The article reects the extent to
which the social development approach to service delivery may inform
supervision. One of the limitations of this study is that the presentation is
only conceptual. This may pose limitations in practice. Subsequent work
emanating from this paper will seek to provide a process model that will
facilitate practical application of the social development principles in
social work supervision.
REFERENCES
Babbie, E. and :
Mouton, J.
1998
The Practice of Social Research (Eighth Edition), London:
Oxford University Press.
Bless, C. and :
Higson-Smith, C.
and Kagee, A.
2000
Fundamentals of Social Research Methods: An African
Perspective (Fourth Edition), Cape Town: Juta and Company
Ltd.
Brashears, F. :
1995
Supervision as Social Work Practice: A Reconceptualization,
Social Work, 40 (5), 692–699.
Conceptualising Social Development Supervision in Social Work 43
IJSW, 80 (1), 31–46, January 2019
Carpenter, J., :
Webb, C.,
Bostock, L. and
Coomber, C.
2012
Effective Supervision in Social Work and Social Care, SCIE
Research Brieng 43, London: Social Care Institute for
Excellence. Available online at https://www.drugsandalcohol.
ie/18661/1/SCIE_briefing43_Effective_supervision.pdf
(Accessed on 25 July 2018).
Graham, L., :
Patel, L., Chowa, G.,
de Vera R.M.,
Khan, Z., Williams, L.
and Mthembu, S.
2016
Youth Assets for Employability: An Evaluation of Youth
Employability Interventions, Johannesburg: Centre for Social
Development in Africa, University of Johannesburg. Available
online at https://gsdi2.sites.unc.edu/les/2017/03/Graham_
Patel_2016.pdf (Accessed on 1 November 2018).
Hsu, C.C. and :
Sandford, B.A.
2007
The Delphi Technique: Making Sense of Consensus, Practical
Assessment, Research & Evaluation, 12 (10), 1–8.
Landon, P.S. :
1999
Generalist Social Work Practice, London: Eddie Bowers
Publishing.
Midgley, J. :
1995
Social Development: The Developmental Perspective in Social
Welfare, London, GBR: SAGE Publications.
2001 : South Africa: The Challenge of Social Development,
International Journal of Social Welfare, 10, 267–275.
2010 : The Theory and Practice of Developmental Social Work.
In J. Midgley and A. Conley (Eds.), Social Work and Social
Development: Theories and Skills for Developmental Social
Work, New York: Oxford University Press, 3–28.
2014 : Social Development: Theory & Practice, London: SAGE
Publications Ltd.
Morrissey, J. and :
Tribe, R.
2001
Parallel Process in Supervision, Counselling Psychology
Quarterly, 14 (2), 103–110.
Ncube, M. :
no date
A Model of Social Work Supervision in a Social Development
Approach (Unpublished), Johannesburg: University of
Johannesburg.
Neuendorf, K.A. :
2002
The Content Analysis Guidebook (First Edition), Thousand
Oaks, California: Sage Publications, Inc.
Noyoo, N. :
2012
Preparing South African Social Workers for Social Development
Praxis, Social Development Issues, 22 (1), 35–41.
2015 : Introduction to the Concepts of Social Development. In L.
Calvelo, R. Lutz and A. Stauss (Eds.), Development and Social
Work: Social Work of the South (Volume VI), Oldenburg: Paulo
Freire Verlag, 27–41.
Patel, L. :
2015
Social Welfare and Social Development (Second Edition), Cape
Town, South Africa: Oxford University Press Southern Africa.
Remler, D.K. and :
Van Ryzin, G.G.
2015
Research Methods in Practice: Strategies for Description and
Causation (Second Edition), Thousand Oaks, California: Sage
Publications, Inc.
44 Mpumelelo Ncube
IJSW, 80 (1), 31–46, January 2019
Republic of South :
Africa
2006
Integrated Service Delivery Model Towards Improved Social
Services, Pretoria: Department of Social Development.
Ross, E. and :
Ncube, M.
2018
Student Social Workers’ Experiences of Supervision, The
Indian Journal of Social Work, 79 (1), 31–54.
South Africa :
1996
Constitution of the Republic of South Africa, Act No. 108 of
1996, Pretoria. Available online at https://www.gov.za/sites/
default/les/images/a108-96.pdf (Accessed on 1 November
2018).
South African :
Council for Social
Service Professions
(SACSSP)
2007
Policy Guidelines for Course of Conduct, Code of Ethics and
the Rules for Social Workers. Available online at https://www.
sacssp.co.za/Content/documents/EthicsCode.pdf (Accessed on
24 October 2018).
Taylor, S.J., :
Bogdan, R. and
DeVault, M.L.
2015
Introduction to Qualitative Research Methods: A Guidebook
and Resource (Fourth Edition), Hoboken, New Jersey: John
Wiley & Sons, Inc.
Van Breda, A.D. :
2007
Implications of Developmental Social Welfare for Occupational
Social Work. Paper Presented at the ASASWEI Annual
Conference 2007, University of Johannesburg, South Africa.
Conceptualising Social Development Supervision in Social Work 45
IJSW, 80 (1), 31–46, January 2019
APPENDIX
Moderator’s Guide
(Below are questions based on key themes from initial data collections)
1. Participant’s Knowledge on social development approach.
1.1 How well is your knowledge of the SD approach? Expand
2. Supervision of social workers is an integral part of the profession given its role in
service provision.
2.1. How much emphasis do you place on supervision in your current employment?
3. Ways/types of supervision in social work.
3.1. How would you describe the type of supervision you render/receive in your
current employment?
4. Understanding of both the Social Development Approach and supervision in social
work.
4.1. To what extent do you think supervision contributes to your application of the
Social Development Approach in your current employment?
4.2. If the answer to the above question is ‘Yes’ to what extent does supervision
contribute to the attainment of the Social Development outcomes?
4.3. How best do you think supervision can be moulded to achieve the ideals of
Social Development Approach in particular?
