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Understanding Social Work Supervision in the Context of Social Development Practice: A Comprehensive Analysis
Abstract
Supervision is crucial in social work for enhancing service delivery standards. In South Africa, deficiencies in supervision practices and ineffective implementation of the social development approach have negatively impacted service quality. This study investigated the relationship between supervision and the adoption of the social development approach within the Department of Social Development in Mpumalanga’s Gert Sibande District. Using a qualitative case study design and semi-structured interviews, the findings revealed that supervision in the district does not effectively support the social development approach, raising concerns about service delivery quality. https://journals.sagepub.com/doi/10.1177/00208728251324411
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This study focused on social work supervision and its impact on the occupational development and service delivery of supervisees, specifically within the South African Department of Social Development (DSD). While previous research has often examined the views and experiences of supervisees and student social workers, the study uniquely explored the perspective of social work supervisors. Utilising the systems theory as a theoretical framework, qualitative research with semi-structured interviews and thematic analysis was employed. The findings revealed significant structural challenges that hindered the alignment of social work supervision with the DSD's established Supervision Framework. As the scope of the study was limited to the Mahikeng Service Point, North West, South Africa, generalisation is cautioned, necessitating further research in other welfare organisations for a broader understanding.
This research briefing provides an overview of the evidence concerning the value of supervision in supporting the practice of social care and social work.
This book is written by Southern African social welfare, social work, social development, social security and social policy academics, practitioners and advocates who have varying degrees of experience. The chapters are examined through different theoretical lenses and historical perspectives. The book focuses on the pre-colonial period – a golden thread running through the chapters. Furthermore, the authors provide a deep and critical reflection of social welfare, social work, and related disciplines during the colonial era when Western countries’ capture and oppression of Africa characterised the continent’s history, and the post-colonial era, characterised by a deliberate move by Africa’s political administrations to focus on nation-building and to attempt making Africa a global player.
Social work supervision has over time, been understood to be the spinal column of the social work profession. This assertion comes at the backdrop of an understanding that any unsupervised practice encumbers the practitioner’s clinical development with a ripple effect on the appropriateness and quality of interventions. Over the course of time, some scholars have engaged on a binary debate on whether or not supervision should be interminable. Notwithstanding justifications for either side of the binary, scholars are in unison that newly qualified social workers be subjected to some form of structured supervision. The chapter reflects on the transition from field instruction to employment and the necessity of supervision for newly qualified social workers. It also identifies characteristics of newly qualified social workers as well as the challenges of supervision that they are faced with. The chapter concludes with ways to mitigate challenges and identifies and discusses features of supervision pertinent for newly qualified social workers. A select few countries are used in the chapter as a point of reference for an overview of international literature on the phenomenon of social work supervision for newly qualified social workers.
Key words: social work supervision, newly qualified social workers, field instruction, transitional phase in supervision.
While social welfare policy forms a cornerstone of the social work profession, economic policy and its interactions often remain distant and of academic interest only. In this paper the authors argue that understanding how economic policy is impacting upon the profession is important for its day-to-day practice. This has become ever more apparent in the wake of the Covid-19 pandemic, which has affirmed social work as an essential service. In particular, the authors argue that the global impact of neoliberal economics on the day-to-day practices of social workers is fourfold in terms of the marketisation, consumerisation, managerialisation and deprofessionalisation of social work.
While social welfare policy forms a cornerstone of the social work profession, economic policy and its interactions often remain distant and of academic interest only. In this paper the authors argue that understanding how economic policy is impacting upon the profession is important for its day-to-day practice. This has become ever more apparent in the wake of the Covid-19 pandemic, which has affirmed social work as an essential service. In particular, the authors argue that the global impact of neoliberal economics on the day-to-day practices of social workers is fourfold in terms of the marketisation, consumerisation, managerialisation and deprofessionalisation of social work.
Social work supervision is primarily based on the enhancement 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 reflected in social work supervision and practice. The researcher uses principles of a phenomenological study 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.
The task of examining the origins and development of social work is fraught with competing narratives. In South Africa individualist, liberal, colonial, masculine and "white" discourses prevail. The dialectical-historical perspective, rather than chronological "progress", shows how socio-political and economic dynamics are formative of societal conditions and of social work, which in turn has a role in shaping these dynamics. The fiction of purely historical records of progress and freedom of choice is challenged, and hegemonic and counter-hegemonic discourses uncovered. Social workers are urged to be engaged with the full complexity of events emerging from the class and race-based antagonisms of South African society.
Given the managerial and austerity crisis in field practice education in South Africa and internationally, the study explored the perceptions of student social workers regarding their experiences of field practice supervision. A questionnaire-based survey was administered to third-year undergraduate social work students attending a South African university. While most students enjoyed positive supervision experiences a small proportion felt that their supervision was inadequate. Challenges included having supervisors not placed at field instruction agencies; differences between agency supervisors' expectations and those of the university; and poor quality supervision. Findings highlight the responsibility of universities for the screening, training and support of supervisors , and for university personnel to deal timeously with supervisor-supervisee issues.
One of the most prevailing issues in the craft of research is to develop a research agenda and build the research on the development of the research gap. Most research of any endeavor is attributed to the development of the research gap, which is a primary basis in the investigation of any problem, phenomenon or scientific question. Given this accepted tenet of engagement in research, surprising in the research fraternity, we do not train researchers on how to systematically identify research gaps as basis for the investigation. This is has continued to be a common problem with novice researchers. Unfailingly, very little theory and research has been developed on identifying research gaps as a basis for a line in inquiry. The purpose of this research is threefold. First, the proposed theoretical framework builds on the five-point theoretical model of Robinson, Saldanhea, and McKoy (2011) on research gaps. Second, this study builds on the six-point theoretical model of Müller-Bloch and Franz (2014) on research gaps. Lastly, the purpose of this research is to develop and propose a theoretical model that is an amalgamation of the two preceding models and re-conceptualizes the research gap concepts and their characteristics. Thus, this researcher proposes a seven-point theoretical model. This article discusses the characteristics of each research and the situation in which its application is warranted in the literature review The significance of this article is twofold. First, this research provides theoretical significance by developing a theoretical model on research gaps. Second, this research attempts to build a solid taxonomy on the different characteristics of research gaps and establish a foundation. The implication for researchers is that research gaps should be structured and characterized based on their functionality. Thus, this provides researchers with a basic framework for identifying them in the literature investigation.
The interchangeable and uncritical use of concepts such as coaching, mentoring and consultation without theoretical substantiation may be regarded as a neoliberal tendency, resulting in misinterpretation and detrimental role confusion. This article seeks to address the similarities and/or differences in coaching, mentoring and consultation as supervision activities. The core determinants of each concept are examined with a view to presenting a South African context-specific approach to social work supervision activities. The use of the activities should be developmental in nature and all the activities concerned should be seen as part of an overarching supervision process.
A dilution, and eventual denigration, of the social work profession, such as through the practice of social workers being managed by non-social workers, can increasingly be traced to neoliberal utterances and resultant managerial discourses. Social workers may unwittingly be contributing to the handover of management practices to non-social workers. This paper outlines the reasons for the tension between general management and social work management, presents a conceptualisation of social work management and supervision, and examines the impact of the global neoliberal discourse and resultant managerial tenets on social work in the South African context.
This paper reports on exploratory research drawing on an historical analysis of social work supervision in South Africa and a qualitative inquiry into supervision practices of supervisors in an NGO environment. The aim was to examine the interplay between the development, current practices and future challenges of social work supervision. The research findings indicate that the historical and existing theoretical foundation and practice of social work supervision do not meet the dynamics of the contemporary social work domain in South Africa. Consequently, a context-specific conceptual framework within a social development paradigm is recommended for future supervision practices in South Africa.
INTRODUCTION
Kadushin (1992:230-231) drew a parallel between the supervision of social workers and making music: is supervision just a random sounding of notes, serving to mask incompetence, or is it tuneful music, conducive to social workers’ best efforts? This analogy may be considered to reflect the emergence of new public management measures as an operationalisation of neoliberal ideas, with consequent changes in conditions of service delivery, control and accountability of social workers. These management mechanisms for bureaucratic standardisation in social work have resulted in, for example, the introduction of supervision policies and frameworks in various countries, such as those of the Australian Association of Social Workers (2010), British Association of Social Workers (2011), Aortearoa New Zealand Association of Social Workers (2012), and the supervision framework for the social work profession in South Africa (DSD & SACSSP, 2012), to name a few.
The adoption of a developmental approach to social welfare in South Africa in 1997 earmarked a
commitment by the South African government and the social welfare sector to transform social
welfare services within the context of the broader transformation agenda of South African society.
This article explores varied ideas describing the concept of international social work. Looking at international social work from the idea of glocalization, we explore how international social work is figuratively embodied in migrations. How we see ourselves in international social work not only forms a dialogue that problematizes power relations in the international social arena but also provides an instructive venture into considerations of borderless social work.
Drawing on research, we contextualize social work and describe the role of supervisors in child welfare settings in South Africa, England and Sweden. Exploratory frameworks and models of supervision illustrate how it has been influenced by principles of New Public Management and the concluding discussion proposes an agenda for change.
The progress of professional associations in South Africa is examined in order to provide an understanding of the dif.culties of forming one uni.ed body to represent social workers on international organizations. An overview of the development of the profession and the role of the professional organizations is provided. Some suggestions are made about the way forward if social workers wish to make more of a contribution to policy making.
• Summary: This article identifies important challenges facing social work supervision as a result of the social, political and economic changes that have characterized the last two decades in most Western countries. In response a re-positioning of the critical tradition in the scholarship and practice of social work has been proffered by several authors (for example, Allan et al., 2003; Dominelli, 2002) as a means of addressing and counteracting the more negative challenges facing social work emanating from these changes. We argue that this critical re-positioning can also be applied to similar challenges facing practice supervision.
• Findings: As the social work landscape has to contend with a more conservative and fiscally restrictive environment, so too has practice supervision become more focused on efficiency, accountability and worker performance often at the expense of professional and practice development. In addition, current research has identified a crisis in the probity of practice supervision where many practitioners cite disillusionment and despair, as well as lack of opportunity to stop and critically reflect on practice situations as another challenge in this changed climate.
• Application: As a significant site of practice, a critically informed supervision praxis has the potential to emerge as a site for modelling social change strategies associated with the critical social work tradition.
This paper integrates the theoretical models of the strengths perspective with narrative theory and reflective practice, while incorporating the concepts of parallel process and the Socratic method into the group supervision of social work students. With the strengths perspective as a unifying model in social work today, it is suggested that this model also can reflect the supervisory parallel process. Thus, just as we strive to work with clients in a cooperative partnership that emphasizes their strengths and abilities, empowerment, resilience, and diversity, so, too, we need to bring these concepts into the supervisee-supervisor relationship.
This chapter discusses how developmental social work practice and social welfare perspectives could facilitate the promotion of healthy human relationships in post-apartheid South Africa. After South Africa became a democracy in 1994, it adopted a developmental approach to social welfare, which called for the realignment and transformation of social work services, among others. Consequently, developmental social work, which is a type of social work that is informed by the social development approach, was adopted in the post-apartheid era. The former also aligns with calls for decolonised and indigenous practice approaches in social work. In this chapter, the author reflects on the role of social workers in fostering healthy human relationships through decolonised and indigenous practices.
The South African social work profession, which can be considered to still be in the early stages of rebirth post-apartheid, has been affected by neoliberal compromise. This paper reflects on the impact of neoliberalism on South African social work, particularly within the context of non-governmental organisations (NGOs), as perceived and experienced by front-line social workers and social work managers. The findings highlight some of the unseen struggles of South African social work practice, as the profession is caught between the demands of social development and neoliberalism. This study invites the voices of front-line social workers to join academic debate and offer on-the-ground insight which social work academics might not be able to identify. In doing so, the discussion around neoliberal impact on South African social work and NGOs is deepened, allowing for authentic reflection on the challenges for the profession within an environment of neoliberal and developmental conflict.
Although cash transfers primarily support recipients' consumption of goods for basic needs, there is a growing body of evidence showing that they can also promote livelihood activities. Yet there has been little theoretical or empirical analysis of the contribution of human agency in facilitating the conversion of cash transfers into livelihood strategies. This paper presents findings from a qualitative study conducted in a poor urban community in South Africa. Giddens’s structuration theory provides an analytical tool to understand how cash transfers enable agency through livelihood activities. The first finding is that beneficiaries conceptualized as “developmental agents”, were highly motivated to improve their lives; and that they were decision-makers who made different types of strategic and operational decisions to improve their livelihood activities. Agency expressed through a strong sense of self, ingenuity and resilience denoted participants as active rather than passive recipients of public assistance. Receipt of cash transfers activated agency, enabling recipients to start or diversify livelihood activities. Second, the challenges and constraints are identified that limited their livelihood outcomes, such as high levels of poverty in the community and unemployment. Finally, it shows how beneficiaries attempted to circumvent structural barriers to human development. The study contributes to understanding the interaction between citizens and the state in reducing poverty and in promoting social and economic development.
Social work and social care continue to face an unprecedented period of challenge and uncertainty, requiring the development of leadership capabilities at every level of the workforce as well as in the community. This critical and reflexive book looks closely at the pivotal but demanding role that leadership and management play in promoting social work and social care. It focuses particularly on the value that is potentially created when the human relationships between people delivering and people using public services are effective, and the conditions are present to nourish confidence, inspire self-esteem, unlock potential and erode inequality. Aimed at new, aspiring and experienced managers, and senior practitioners, it draws on a range of disciplines not typically found in social work and social care and encourages readers to broaden their examination of leadership in areas such as the design of organisations, the role of service users in leadership practice and the phenomena of dignity within the context of organisational culture and dignity.
A book on social work supervision is desperately needed to bridge the gap between the demands of the field and the absence of literature. Social Work Supervision: Contexts and Concepts aims to provide readers with basic knowledge of theories, research, and practice of supervision. The book addresses the needs of social work supervisors, frontline practitioners, students, and educators and contains a comprehensive literature review of the historical development, theories and models, and empirical research studies of the subject. Equally important, this is a book from practice experience in supervision that enhances the competence of supervisory practice. It will help social workers, supervisors, and administrators to realize and revitalize their “mission” in social work, that is, to benefit clients.
Describes formal mentoring program for junior female faculty implemented by Southern Illinois University at Carbondale because women face more career barriers than men and because mentoring shows promise as a contributor to career success. Describes Faculty Mentoring Program and includes section on program evaluation. (NB)
Field education is arguably the most significant component of the social work curriculum in preparing competent, effective, and ethical clinical social workers. Students and alumni characterize it as such, and national accrediting bodies, both in the United States and internationally, recognize its crucial impact on the quality of social work services delivered to the public. In addition, there is likely more scholarship and research conducted on field education than on any other component of the curriculum. And yet, field educators anecdotally describe a crisis in their ability to implement the best pedagogical practices for students. This paper will discuss the developing evidence-base highlighting best practices for field education, the changing context of field education, and analyze current challenges and potential responses.
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