1 / 79

Casework Supervision Version 2.0, 2011

Casework Supervision Version 2.0, 2011. Goals for the Training. In this training we will cover: Tools to help you better assess the needs of the social workers in your unit Tools for building the professional skills of the social workers in your unit

iphigenie
Télécharger la présentation

Casework Supervision Version 2.0, 2011

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Casework SupervisionVersion 2.0, 2011

  2. Goals for the Training In this training we will cover: • Tools to help you better assess the needs of the social workers in your unit • Tools for building the professional skills of the social workers in your unit • A format and process for group case conferences • A format and process for in individual case conferences

  3. Three Distinct Types of Supervision • Functional • Reflective • Developmental

  4. Supervision and Compliance • What are some key compliance issues to address in supervision?

  5. Positive Outcomes from Focusing on Professional Development • What positive outcomes can be influenced by the supervision interaction?

  6. Building Professional Skills in Supervision • What types of professional skills can be developed in supervision? Professional skills make the difference in whether families succeed or fail, whether children are protected, and whether the goals of our practice are achieved.

  7. Widening the Focus: Including Reflective and Developmental Supervision • Reduces turnover and develops skilled and autonomous social workers who provide the best possible services for families

  8. Role of Supervision in the Development of Professional Practice Skills • Adults retain only 10-15% of training unless it is reinforced with opportunities to practice new skills while receiving feedback from a supervisor • Adults learn by relating new information to what they already know • Adults learn by doing

  9. Mixing it Up: On the Job Learning • Formal Training • Experience • Supervision It is best to use a variety of methodologies coordinated by the supervisor as part of a development plan.

  10. Developmental Assessment of social worker’s professional development strengths and needs. Engagement. Increased professional skills. Discussion of bias, templates and triggers. Reflective Analysis of actions, decisions and outcomes. Discussion of the emotional element of social work practice. Positive feedback and praise. Reflective discussion. Developmental and Reflective Supervision

  11. Describe an experience you had with developmental supervision. Describe an experience you had with reflective supervision. Your experience

  12. Table Group Activity:Supervisor Impact • What area of professional development did the supervisor address with you? • How did this supervisor teach you? • What was it that you learned? • How have you carried that forward as a supervisor?

  13. Developing Staff Professionally • You do this every day! • You can make a huge difference in the professional development of your staff. • You pass down knowledge to the next generation of practitioners.

  14. Fairness and Equity • Social Work Survey on Disproportionality

  15. Dialog about the Impact of Race, Ethnicity and Bias on our Work can.. • Help build a community of mutual respect which leads to deeper exploration and greater growth. • Provide a model for social workers to engage in conversations about race and ethnicity.

  16. What should Supervisors be doing to address Fairness and Equity with Staff? • Ongoing self-examination for biases regarding workers’ performance • Development of strategies to address disparities in decision making • Advocacy for services to underserved populations • Discussions of fairness and equity issues in individual supervision and unit meetings • Participation of community members in unit meetings to build relationships with social workers and agency personnel (Becker, 2005).

  17. Check In • What are your feelings about conscious discussions of race, ethnicity and bias with individual social workers and in unit meetings?

  18. Templates • In order to process large amounts of information, we rely on preconceived models (templates) to sort out what is important and what isn’t .

  19. Examples of Templates • Supervisors need to help social workers do both of these tasks: • Become more aware of the unconscious assessments they are using to make decisions about families • Become better able to articulate the conscious assessments they use to make decisions about families. Assessment tools address bias and help social workers focus on specific pieces of information that have a relationship to child safety and assessment of risk. VS

  20. Templates • Where do Templates come from? • Templates: can help us organize all the information that comes at us during the course of a day. • Being aware of our templates helps us ensure they don’t impact our work.

  21. Recognizing Templates • Things to consider in order to recognize templates and potential for bias: • Why people’s frames of reference (templates) differ. • How templates affect fairness and equity in practice. • Strategies to better understand our own and others’ templates. • Social Worker Vignettes • Ann Smith and Bob Williams

  22. Tips for talking to Social Workers about Templates and Bias • Don’t wait for this issue to come up. • Begin the conversation by explaining the templates concept. • Be prepared to share some personal information as a way to move the conversation forward. • Ask the supervisee to help you develop a list of potential triggers that may affect the supervisee.

  23. How are these Templates likely to affect practice? • Physical Discipline • Alcohol • Poverty

  24. Discussing Templates with Staff • We can’t guess a person’s templates even if we know something about his/her experience. We all make different sense of things. • For supervisors, it is important to be able to discuss templates with your staff. • Templates are not good or bad, they are just what you have made of your experience.

  25. Read the vignette. Answer the worksheet questions individually. Discuss your answers as a group. Small Group Activity:Exploring the Concept of Templates

  26. Templates The best we can hope for is that we become aware of what our templates are, not be defensive about them, and understand they influence our practice significantly. frame our worldview

  27. Authority Scale • Exploring the impact of authority on the relationship between social workers and families.

  28. Authority Scale • Allows the supervisor and social worker to explore the concept of authority and use of authority. 1 10

  29. Authority Scale 10 1 3 7

  30. Authority ScaleFinding the Balance 1 10 1 10

  31. Use the table on the worksheet to estimate the authority style for the social workers in your unit. Read your assigned scenario and Authority Scale Worksheet

  32. Situational Leadership • A model that assists supervisors in adapting the case conference to best complement the readiness level of their staff.

  33. Four Supervisee Development Levels • Level 1: The Enthusiastic Beginner • Level 2: The Disillusioned Learner • Level 3: The Capable but Cautious Contributor • Level 4: The Self Reliant Achiever

  34. Skill and Commitment Matrix

  35. Leadership Styles • Style 1: The Director • Style 2: The Coach • Style 3: The Supporter • Style 4: The Delegator

  36. Support and Direction Matrix

  37. Matching Development Levels and Leadership Styles

  38. Implementing the Situational Leadership Model • Develop a list of the supervisee’s typical tasks  • Assess the supervisee’s development on each task • Determine the best leadership style for each task • Review your assessment with the supervisee and seek input • Revise your assessment as needed        • Include follow-up assessment and revision in the supervision plan

  39. Conscious Competence

  40. Genograms • Can be used in individual and group supervision to build a common understanding of the family system and dynamics.

  41. Review of Genograms • A Family Tree • Maps at least 3 generations • Shows the relationships of family members • Collect important information • An Assessment tool • Reveal family behavior and repetitive patterns

  42. Genogram Construction 1983 1982 m. 2000; d. 2005 2004 01-02 2001 2003 Fraternal Twins Identical Twins

  43. Create your own Genogram

  44. Minimum Sufficient Level of Care (MSLC) Strength-Based Practice Applying Federal, State, and Local Rules, Policies and Procedures Promising Practices Standardized Assessment Documentation Fairness and Equity Legal Permanency and Concurrent Planning Engagement Sensitivity to Cultural Differences Outcomes Professional Practice Issues

  45. Addressing Practice Issues with Staff

  46. Taking it Home…

  47. Good Morning! • Welcome Back! • Goals for Today

  48. Group Case Conferences • A process by which individual cases are presented by unit members, facilitated by the supervisor or an experienced unit member. • The overall goal of enhancing the professional skill level of the entire unit.

  49. Group Case Conference Format • Involved Parties • Safety and Risk Concerns • Strengths • Cultural Description and Considerations • Needs and Minimum Sufficient Level of Care • Prior Interventions • Plan for Reducing Risk of Future Maltreatment • Permanency Plan • Conference Issue

More Related