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Social work students’ perspective on group supervision

Social work students’ perspective on group supervision. Evija Apine University of Latvia Director of Social Work Professional Higher Education S tudy P rogram NORDPLUS project partner. Content. The context of student group supervision

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Social work students’ perspective on group supervision

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  1. Social work students’ perspective on group supervision Evija Apine UniversityofLatvia DirectorofSocial Work Professional HigherEducation StudyProgram NORDPLUS projectpartner

  2. Content • Thecontextof student groupsupervision • OrganisationofgroupsupervisionatTheUniversityofLatvia • Students’ perceptionofthesupervision • Supervisor’sconclusions

  3. Beginnings of socialworkeducationandpracticein Latvia • 1991 Training in social work (SW) began • 1992Local 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

  4. Students' field practice

  5. 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)

  6. Organization of group supervision II • Theaimsofsupervisionstudycourse: • 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.

  7. Organization of group supervision III • The course is 6 ECTS • The course includes: • theoretical part 4 weeks • 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 – analysisofexperience

  8. Organization of group supervision IV • Valueoftrustandopennessinsupervision • Supervisor’sauthorityissue Evaluation for practical part • Students receivefixednumberofpoints: • foreachsupervision sessiontheyhaveattended (50%) • Foreachletter of reflection theyhavewrittenafter thesession (25%) • 1-5 pointsfor written final essay (25%)

  9. Supervision can be used for ... Quality control Learning process Supervision Clients protection Creative space Self-awareness

  10. Distribution of responsibilities

  11. 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

  12. 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

  13. How often the ideas and insights gained in supervision were practically applicable? 1= Almost never; 2=rarely; 3=sometimes 4=often; 5=almost always

  14. 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

  15. 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

  16. What knowledge and skills? 2004, 2005, 2009 • Communication and interviewing skills 51 • Intervention (incl. situationanalyzing) skills 21 • Self-analysis and self-evaluationskills 12 • Knowledge about possible interventions, methods in specific situations 11

  17. 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

  18. 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)

  19. 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) 

  20. 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)

  21. 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

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