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Supervision in Social Work, 5e

Supervision in Social Work, 5e

ALFRED KADUSHIN
DANIEL HARKNESS
Copyright Date: 2014
Edition: 5
Pages: 432
Stable URL: http://www.jstor.org/stable/10.7312/kadu15176
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  • Book Info
    Supervision in Social Work, 5e
    Book Description:

    First published in 1976, Supervision in Social Work has become an essential text for social work educators and students, detailing the state of the field and the place, function, and challenges of supervision in social work practice. This fifth edition takes into account the sizable number of articles and books published on supervision since 2002. Changes in public health and social welfare policy have intensified concern about the social work supervision of licensed practitioners. Tax and spending limitations at all levels of government, combined with the unfolding effects of welfare reform and managed health care, have increasingly emphasized the need for efficient and accountable administration of health and social services in the private and public sectors. This fifth edition confronts issues raised by these developments, including budgetary allocation and staff management, the problems of worker burnout and safety, the changing demographics and growing diversity of the supervising workforce, evidence-based and licensure supervision, and performance appraisal.

    Praise for previous editions:

    "The continuation of a classic! As always, this book is a joy to read, replete with numerous case examples to illustrate the major principles." -- Cynthia D. Bisman, Bryn Mawr College

    "Excellent." --Social Work

    "A thought-provoking and comprehensive resource for students, faculty, and human services staff." -- Peter J. Pecora, senior director, research services, Casey Family Programs

    eISBN: 978-0-231-52539-8
    Subjects: Sociology
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Table of Contents

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  1. Front Matter (pp. i-iv)
  2. Table of Contents (pp. v-vi)
  3. PREFACE (pp. vii-x)
  4. ACKNOWLEDGMENTS (pp. xi-xiv)
    A.K. and D.H.
  5. CHAPTER 1 History, Definition, and Significance (pp. 1-26)

    There are few and scattered references to social work supervision before 1920. Many of the references listed undersupervisionin the index of theProceedings of Conferences on Charities and Correctionor in older social work journals refer, in fact, to quite a different process from the supervision of the past hundred years. Such references are usually concerned with the administrative supervision of agencies by some licensing authority or governmental board to which the agencies were accountable for public funds spent and for their service to the client. In this case, supervision referred to the control and coordinating function of...

  6. CHAPTER 2 ADMINISTRATIVE SUPERVISION (pp. 27-53)

    Supervision is a special aspect of organizational administration. Most social work supervisors work in organizational settings (NASW Center for Workforce Studies 2004), with the attendant obligations of a contract for employment (Malcomson 1999). “Contributing to achievement of the agency’s goals and adherence to its policies and rules” (Henderson 2009:3) is at the heart of those obligations, not unlike the duties of a service to his master (Hacket 1893). Moreover, because a license is required to practice social work (Bibus and Boutte-Queen 2011; Groshong 2009), the supervisor has an overarching duty to abide by the “codes of ethics and qualification requirements...

  7. CHAPTER 3 Administrative Supervision: Problems in Implementation (pp. 54-89)

    Having outlined the functions, tasks, and responsibilities of administrative supervision in chapter², we are concerned in this chapter with some of the principal problems encountered by social work supervisors in implementing administrative supervision.

    It was noted in the preceding chapter that the supervisor is ultimately responsible—and indeed, liable—for the work that is assigned and delegated.Liabilityis a legal term that means an obligation or duty of care owed a client (Black 1968), and any deviation from the duty of care that results in harm to the client may become a cause of malpractice (Kutchins and Kirk 1987)....

  8. CHAPTER 4 Educational Supervision: Definition, Differentiation, Content, and Process (pp. 90-126)

    Educational supervision is the second principal responsibility of the supervisor. Educational supervision is concerned with teaching workers what they need to know in order to do their jobs and helping them learn it (ASWB 2009; Hess, Kanack, and Atkins 2009). Every job description of the supervisor’s position includes a listing of this function, such as instructing workers in effective social work techniques; developing staff competence through individual and group conferences; and teaching, mentoring, and/or facilitating learning about specific job duties.

    Studies of functions that supervisors identified as those they performed included educational activities such as teaching, facilitating learning, training, sharing...

  9. CHAPTER 5 Principles and Problems in Implementing Educational Supervision (pp. 127-158)

    In implementing the responsibilities of administrative supervision, the supervisor acts as a manager. In implementing the responsibilities of educational supervision, the supervisor acts as a teacher. The previous chapter was concerned withwhatthe supervisor teaches. The present chapter is concerned withhowthe supervisor teaches to catalyze learning. It is further concerned with some of the problems in implementing the process of educational supervision.

    The supervisor’s principal responsibility in educational supervision is to teach the worker how to do the job. Our task here is to delineate what promotes effective teaching and learning. The teacher can organize content, provide...

  10. CHAPTER 6 Supportive Supervision (pp. 159-205)

    This chapter is concerned with the third major component of supervision—support. If the supervisor acts as a manager in implementing administrative supervision and acts as a teacher in implementing educational supervision, then the supervisor acts as an adjustment counselor in implementing supportive supervision. Social work supervisees and supervisors face a variety of job-related stresses (Arrington 2008; Light 2003)—significantly more so than other professions (Johnson et al. 2005). Unless some resource is available to help them deal with their stresses, their health (Kim, Ji, and Kao 2011; Siebert 2001, 2006) and their work (Mor Barak, Travis, Pyun, and Xie...

  11. CHAPTER 7 Problems and Stresses in Becoming and Being a Supervisor (pp. 206-245)

    The previous chapter detailed some of the strains and stresses encountered by direct service workers that require a supportive response on the part of the supervisor. In this chapter, we are concerned with the stresses and strains encountered by the supervisors themselves. In chapter 8, there is a fuller discussion of one of the more pervasive sources of stress and tension for supervisors, namely the function of worker evaluation.

    Selection of workers for the position of supervisor is most frequently made from direct service staff (Kaiser and Kuechler 2008). The rationale for this source of candidates is that supervision requires...

  12. CHAPTER 8 Evaluation (pp. 246-274)

    Evaluation in supervision is defined as the objective appraisal of the worker’s total functioning on the job over a specified period of time (Schmidt and Perry 1940). It is a process of applying systematic procedures to determine with reliability and validity the extent to which the worker is achieving the requirements of his or her position in the agency (Arvey and Murphy 1998). An evaluation should be a judgment based on clearly specified, realistic, and achievable criteria reflecting agency standards. It is job related and time limited. It is concerned with both the quality of performance and the quantity of...

  13. CHAPTER 9 Group Supervision (pp. 275-299)

    Although individual supervision is the most frequent context for supervision, it is not the only context. In some agencies, group supervision may be the preferred format for achieving the objectives of supervision. In many more agencies, however, group supervision is likely to be employed as a supplement to individual supervision (Newgent, Davis, and Farley 2004).

    Group supervision is distinguishable from other procedures that employ a group setting to achieve agency administrative purposes. Staff meetings, in-service training sessions, agency institutes, seminars, and workshops all use the group setting as context for conducting agency business and for the purpose of educating staff....

  14. CHAPTER 10 Problems and Innovations (pp. 300-350)

    At different points in the earlier chapters, we have alluded to persistent problems that confront supervisors in social work. Some problems are methodological, related to how supervisors observe and teach social work practice. Others, addressing supervisory goals and environments, are more basic. The first series of problems is primarily technical in nature. The second series deals with professional policy issues. The intent in this chapter is to pull together and make explicit the different sets of problems and to review the innovative methods and procedures that have been proposed to deal with them.

    The supervisor faces a technical problem related...

  15. BIBLIOGRAPHY (pp. 351-398)
  16. INDEX (pp. 399-414)