Department of

Department of
Social Work
Social Work

ADVANCED SOCIAL WORK

SUPERVISION AND MANAGEMENT
SCW408

s
APPROACHES TO STUDENT
SOCIAL WORK SUPERVISION

Prof Glynnis Dykes 02 APRIL 2024 1

Department of
Social Work

THOUGHT OF THE DAY

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Department of
Social Work

Review of Term 1 8
SCW40
U RE 7
LECT

Assignment Queries

Student Social Work Supervision

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Department of
Social Work

SCW408 1st TERM LEARNING OUTCOMES

Lecture 2 Lecture 3 Lecture 4 Lecture 5 Lecture 6

* Key * 4 historical * Supervision * 6 components
theories and
• World SW
concepts – periods in in Supervision
models cyclical
Day and
supervision, SA [the importance
* [Developmental process
coaching, evolving
mentoring, significance
theory of [Engaging, of
professional PDA, PDP,
consultation. of identity;
supervision
contract,
supervision] Relational Implement,
in society
cultural theory; evaluate] today
Reflective
* Functions
learning theory;
Strengths
[Admin,
perspective] support,
educational]
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Department of
Social Work

Ethical practice and

SCW408 TERM 2 PREVIEW
Legislative framework in 23 APRIL 2024
SW supervision
9 April 2024

ASSIGNMENT 1
(Individual written essay)
Due 16 APRIL 2024
Before 23:55 Ikamva

14 MAY 2024
16 APRIL 2024

30 APRIL 2024

7 MAY 2024
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Department of
Social Work

SCW408 ASSIGNMENT
Due date for submission will be the 16 April
2024.

Contribute 45% towards your CAM.

• 3000 words limit.

• Due date 16/4 before 23:55 Ikamva.
• Don’t forget Tii
• Two options choose ONE.
• Case study as basis
• 1. Reflective learning supervision
• 2. Approaches to supervision
• Total marks = 100
Readings for Student Social Work Supervision:
• Alschuler, M., Silver, T. & McArdle, L. 2015. Strengths-based group supervision
with social work students. Groupwork. Vol.25(1): 34-57.

• Klein, E. 2015. Supervision of social work interns as members of a

multidisciplinary team. Research on Social Work Practice. Vol.25(6):697-701.

• Ross, E. & Ncube,M.E.2018.Student Social Workers’ Experience of Supervision.

The Indian Journal of Social Work. Vol.79(1):31-54. (Do the Survey)

• Simpson, B. & Raniga, T. 2019. Student Supervision. In L. K. Engelbrecht (Ed.),

Management and Supervision of Social Workers. Issues and challenges within a
Social Development paradigm. (211-223). (primary source for this lecture)

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STUDENT SOCIAL WORK SUPERVISION
• Field or practice education is the backbone of social work education and training and
represents the World of Work to the social work student in training.
• Student supervision brings together two main areas - the educational context which
influences the experiences of students at university and their academic requirements,
and the welfare context which impacts on the types of placements available for
students and their experiences in the field.
• In student supervision, working under the supervision of an experienced SW, students
learn to apply in practice the knowledge, skills and values they have been exposed to in
the academic course.
• In the USA, the Council on SW Education (CSWE) described fieldwork education as the
‘signature pedagogy’ of the SW profession = this means that fieldwork is the primary
method of instruction by which the student learns to perform the role of practitioner.
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 The context of fieldwork education and student supervision in SA
• Balancing students’ learning opportunities to achieve the BSW
learning objectives and then to provide students with adequate
supervisory support.
• THREE ROLE PLAYERS: Campus supervisors; Agency supervisor;
fieldwork module lecturer
• Increasing student SW population both in South Africa and globally.
• Universities and agencies face limited budgets and human resources.
• Skills training and fieldwork education is time-consuming and labour
intensive.
• Student transport to and from placements.
• Increased safety risks for students.
• Student insurance for health and safety requirements. 9
 The context of fieldwork education and student supervision in SA

• Insufficient financial support for the

NPO section has reduced placement
options.
• Employer disregard for the role of DSD
and NPO orgs in student learning.
• High caseloads of SWs restricts their
time and energy to focus on students. 10
UNDERSTANDING STUDENTS IN THE SOUTH AFRICAN CONTEXT
• The focus of student supervision must be ‘the student’.
• 1st year students (especially) struggle with homesickness, adjusting to
residences, and language and academic skills do not match university academic
requirements.
• The general SW student profile at many universities show some students
struggle financially, have experienced the loss of one or both parents,
experience some form of abuse (child abuse and or rape), pregnancies, or have
small children. = high levels of psycho-social vulnerabilities.
• Students thus bring to their field education placements and supervision, a
host of personal issues that may impact on their adjustment and
performance in the field.

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APPROACHES TO STUDENT SUPERVISION
The Apprenticeship
Approach:
◦ Based on behavioural theories and
learning.
◦ Learning is experiential.
◦ The supervisor models good practice
◦ Students learn by observing the
supervisor in action and by ‘doing’.
The Growth and Development Approach:
◦ Based on psychosocial theories and
therapeutic models.
◦ Professional performance depends on
personal strength of the SW
◦ Supervision emphasises the personal
growth of the student especially in
respect of self-awareness.
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 The Managerial Structured or Articulated
Approach: Approach:

◦ This approach to student ◦ Uses educational theories, and in

supervision focuses primarily on
agency policy
◦ Ensuring that students follow the
rules and procedures in order to
protect clients.
particular adult education theories,
◦ Structures varied learning
experiences to ensure that the student
achieves the aim of the placement.
◦ Developing the links between theory
and practice are important.

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• Elements of all these approaches
might be present in any student
supervision experience.
• Student supervisors need to balance
these approaches.
• Student anxieties must be addressed
to enable them to learn.
• The dependency-autonomy
continuum must be managed as
students test new skills.
Methods of Student Supervision
1. Individual Supervision has traditionally
been the dominant method.
2. Group Supervision provides both
opportunities and challenges
3. co-supervision or shared supervision in
resource-poor contexts, this is a way of
sharing the work. There might be skilled
SW responsible for clinical supervision
whilst the other co-supervisor will supervise
the macro social work of the student.
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SUPERVISION STYLES
AUTHORITATIVE
SUPERVISION
• Promotes critical thinking
• Is delivered by supervisors
with a strong professional
knowledge and practice base.
• Is based on the supervisor’s
awareness of their own
impact on the supervisory
process, and willingness to
reflect on this.
• Facilitates a culture of
opportunity in which the SW
(student) can develop
advanced knowledge, and be
involved in their own learning.
AUTOCRATIC OR
AUTHORITARIAN SUPERVISION
• A leadership style characterized by
individual control over all decisions
with little input from other person
or group.
• These leaders make choices
based on their ideas and
judgments and rarely accept
advice from others.
• The supervisor wields absolute
power and wants complete
obedience.
• Everything must be done strictly
according to their instructions.
• Very little learning and
advancement takes place.
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Key practical Considerations for Student Supervision

Placement Planning and preparing for Beginning

selection the student the placement
• Placement sites should • Student supervisors must do • Student experiences
ensure that educational self-preparation relating to high levels of anxiety.
their own strengths and
objectives can be met. limitations. • Supervisor should be
Smaller Organisations • Preparation present on the first day
vs Larger Orgs vs NFP. (context/expectations/require of the students’
ments of the placement);
• A suitably trained and orientation / supervision placement. Address
experienced supervisor sessions and labwork. these anxieties. Create
is available. • Process regarding student a comfortable
placement commences environment.
before student starts.

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 The Middle Stage of the Assessment of Student
placement performance
• During this stage, the • By its very nature student
supervisor’s main task is to supervision concerns
facilitate the learning assessment.
experience; • As part of the educational
• Manage the work given to process, supervisors should
be constantly giving students
the student, supervise; feedback on their
• Povide on-going assessment performance.
and feedback to the student.
Ending and reviewing the
placement
Endings can be difficult.
Ending of placement must
follow a process of
disengagement and not only
on the final assessment. It also
involves finalisation and
transfer of work. Students
must also evaluate their
placements.
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 Things to think about …
• A SA study (by Ross & Ncube, 2018) on student supervision with 3rd year
students explored the perceptions of student social workers regarding their
experiences of field practice supervision.
• Most students enjoyed positive supervision experiences a small proportion felt
that their supervision was inadequate.
• Challenges included having supervisors not placed at field instruction
agencies; differences between agency supervisors’ expectations and those
of the university; and poor quality supervision.
• Findings highlight the responsibility of universities for the screening, training and
support of supervisors, and for university personnel to deal timeously with
supervisor-supervisee issues.
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