Supervision and Professional Development in Social Work Practice aims to familiarize its readers with the current state of supervision in social work, provide them a common platform for reflection and action and thereby promote excellence in their respective learning, research and professional practice areas. It incorporates contributions by scholars, practitioners and students from various backgrounds, professional disciplines and countries. The ideas, concepts and practice frameworks discussed in this book are useful in any human service context. However, they need to be adapted with cultural sensitivity and appropriate levels of consultation and guidance to effectively challenge prevalent practice frameworks and support the embracing of new ideas to enhance professional and authentic engagement. The book utilizes several research studies, views, experiences and reflections, and includes numerous Voices from the Field, which provide diverse perspectives and viewpoints as well as practical help. This book will prove indispensable for academicians, practitioners, supervisors and supervisees as well as postgraduate and advanced undergraduate students of social work, counselling, psychology and education.
Chapter 4: Models of Supervision
The greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it.
In this chapter, we will discuss current trends in supervision in SW practice and highlight a number of modes and models of supervision. These discuss the historical face-to-face models, one-on-one supervision model, group supervision, peer supervision and peer group supervision. Several supervision process models are explored, giving options to supervisor practitioners and helping professionals.
Historically, supervision has been viewed as a dyadic arrangement and is usually conducted face to face. Alternative models of supervision have developed over the decades, including group supervision, peer supervision and peer group supervision. These alternative models are ...