Social work students’ perspective on group supervision

Evija ApineUniversity of Latvia

Director of Social Work Professional

Higher Education Study Program

NORDPLUS project partner

Content

1. The context of student group supervision

2. Organisation of group supervision at The University of

Latvia

3. Students’ perception of the supervision

4. Supervisor’s conclusions

Beginnings of social work education and practice in Latvia

1991 Training in social work (SW) began

1992 Local governments establish social assistance services

□ In 2002 58% of Local governments’ social workers did not have diploma in SW

□ Since the 1st of January of 2008 only practitioners with SW diploma can work in the field

Students' field practicePractice I

2. semester

Study excursions to different social service institutions, social action (project)

Practice II

5. Semester

Assistant's work in an institution, participant observation, report: analysis of institution’s functioning

Practice III

7. Semester

Casework; written and oral practice presentation (linking theory and practice)

Organization of group supervision I

The course in supervision in SW since 2004

In 2004 – 2005 offered in parallel to the Practice II (institutional focus)

Since 2006 in parallel to the Practice III (casework)

Organization of group supervision II

The aims of supervision study course:

1) to introduce students with supervision in SW and develop the understanding of the supervision’s role in social workers’ professional development and providing qualitative services to clients

2) to offer practical experience of supervision to students during their practical training and develop students’ self-reflection abilities.

Organization of group supervision III

The course is 6 ECTS The course includes:

1. theoretical part 4 weeks

2. practical part – group supervision meetings 12 weeks

Requirements for practical part: Participate in supervision sessions Write a letter of reflection on experience in supervision

after each session Write a final essay – analysis of experience

Organization of group supervision IV

Value of trust and openness in supervision Supervisor’s authority issue

Evaluation for practical part

Students receive fixed number of points:□ for each supervision session they have attended (50%)□ For each letter of reflection they have written after the session

(25%)

1-5 points for written final essay (25%)

Soren Kaltoft, 1995

Supervision can be used for ...

Clients protection

Learning process

Quality control

Creative space

Self-awareness

Supervision

Distribution of responsibilities

Use of supervision University’s practice teacher

Institution’s practice teacher

University’s

group supervisor

1. Leraning process x x x

2. Clients protection x

3. Quality control x x

4. Creative space ? x

5. Self- awareness

(reflection)

x x

Students' evaluation of group supervision

Questionaires:□ scales, where students are asked to evaluate different aspects

of experienced supervision from 1 (negative) to 5 (positive) □ open questions

The aim of the questionnaire is to give insight for the supervisor in order to be able to develop the course

Did you get the kind of supervision you wanted?

1= no, definitely not/ 2=More “no”, than yes/ 3=partly/ 4=more yes, than no/ 5=yes, definitely

How often the ideas and insights gained in supervision were practically applicable?

1= Almost never; 2=rarely; 3=sometimes 4=often; 5=almost always

Did supervision helped you to become more self aware?

1= no, definitely not; 2=More “no”, than yes 3=partly 4=more yes, than no; 5=yes, definitely

Did supervision help you to acquire new knowledge and/or skills?

1= no, definitely not; 2=no, not really; 3=sometimes; 4=yes, generally; 5=yes, definitely

What knowledge and skills?

2004, 2005, 2009

Communication and interviewing skills 51

Intervention (incl. situation analyzing) skills 21

Self-analysis and self-evaluation skills 12

Knowledge about possible interventions, methods in

specific situations 11

How would you rate the role of supervision in professional development?

1=unimportant; 2=of little importance; 3=somewhat important; 4=quite important; 5=important

What were the most important gains from supervision?

2004 Knowledge and ideas 18 Communication skills 11 (listening skills 6, skills of

expressiong one’e opinion 5) Self-reflection/awareness 9 Possibility of self-expression 7 Experience of supervision process 7 Exchange of experience 7

(in total 80 statements)

What were the most important gains from supervision?

2005 Communication skills (ability to express emotions and

thoughts 14; listening skills 6) Information, suggestions and ideas for action 13 Information about other institutions 8 Experience of supervision process 6 Exchange of experience 6

(in total 64 statements) 

What were the most important gains from supervision?

2009 Skills in self-analysis 8 Exchange of experience 6 Experience of supervision process 4

(in total 38 statements)

Supervisors’ conclusions

The course is meaningful in the development of professional skills, knowledge and attitudes

Supervision has to be in parallel with the casework practice III

Size of the group - not more than 10 persons Frequency – once a week 1,5 hours or once in two

weeks 3 hours Students with similar placements are in one group Supervisee (topic) for the next session has to be agreed

beforehand