When beginning a supervision
practice, it is advised by the National Association of Social Workers, Best Practices in Social
Work Supervision guidelines (2013) advises that supervisors be familiar with
Supervision Theory. Over the course of the next several weeks this blog will be
reviewing three Supervision Theories to assist those interested in developing
their supervision practice. This week Be Supervised will be discussing the Interactional
Process Model.
Before delving too deeply into supervision theory it is important
to note that the way a supervisor would supervision theory differs slightly
based on how the supervision is being provided (in the workplace vs. private
pay environment). For reference ease in this article, supervision within the
workplace will be called “Managerial Supervision,” and supervision pursued in a
private pay environment will be called “Advisory Supervision.”
Interactional Process Model
The Interactional Process Model places its focus on the
relationship between the supervisor and supervisee as being the most important
aspect of the supervisory relationship. In this model, supervision is defined as
a positive professional relationship in which one individual has authority over
the work of another.
The Interactional Process Model is considered to be a “reflective”
practice and is well suited to supervisees who provide counseling services to
clients. There are three competencies identified in this model which include:
1.
Identifying
a Supervisory Relationship,
this is defined as the creation of both a contract for supervision and an agenda
for each session;
2.
Managing Job Performance, which relates to evaluating a
supervisees work, and ensuring that an employee is working to the standards set
forth by the agency; and lastly,
3.
Promoting Professional Development which encourages the
creation of development plans in partnership with the supervisee.
Because of this model’s emphasis on positive supervisor/supervisee
relationships as well the administrative, educational and supportive functions
it contains it is thought to be an ideal complement to Kadushin’s Functional Approach
to Supervision (for more information on the Functional Approach to Supervision please
see our blog post from last week: https://besupervised.blogspot.com/2018/08/social-work-supervision-series.html).
While this theory again focuses on the managerial relationship between
supervisor and supervisee, it can be argued that components of this theory,
such as its emphasis on positive and supportive aspects of the supervisory
relationship, can be successfully used in advisory supervision. Let’s look at
some examples:
Uses in Managerial
Supervision
Positive Supervisory Relationship: Elizabeth
has been a Social Worker for two years. She has been meeting regularly with one
of the managers in her department, Amanda, for the past six months. Amanda is
not Elizabeth’s direct supervisor. Six months ago, when Elizabeth approached
her direct supervisor about her interest in pursing supervision toward her
clinical licensure she was referred to Amanda. During Elizabeth and Amanda’s
first meeting they discussed a supervision contract and what the format for
each session would look like (Elizabeth is to bring one or two current cases to
discuss for each session) (Identifying a Supervisory Relationship). As part of
their contract, Elizabeth understands that if Amanda were to have any concerns
regarding her job performance that Amanda could relay those concerns to
Elizabeth’s direct supervisor (Managing Job Performance), however this has not
happened. Elizabeth feels that her sessions with Amanda are helpful and that
Amanda encourages her professional development by providing her with supplemental
readings and information about continuing education opportunities that she may
wish to attend to further her knowledge and skills (Promoting Professional
Development).
Negative Supervisory Relationship: Doris
has been a Social Worker for many years at her agency. She has never pursued
her clinical license, though she would like to. Her agency has been going
through a number of budget cuts and lay offs and distrust among employees and
management is high. Doris has recently approached her direct supervisor about
her interest in pursuing supervision toward her clinical license (Identifying a
Supervisory Relationship), but was told by her direct supervisor that they do
not have the time to commit to her supervision goals at this currently (Promoting
Professional Development). Doris is frustrated by her direct supervisor’s lack
of support especially given that during her last yearly review her supervisor
had given her feedback that management would like her to increase her
professional abilities (Managing Job Performance). Doris is fearful that if she does not pursue
her clinical license that she will be in the next round of layoffs so she has decided
to pay for supervision outside of her agency.
Uses in Advisory
Supervision
Positive Supervisory Relationship: Carly
is a Social Worker at a children’s services agency that does not have a
clinically licensed practitioner on staff. Carly is interested in advancing her
career by obtaining her clinical certification and has decided to seek
supervision outside the workplace. Carly contacted her state NASW branch and
received the name of several Social Workers in her area that can provide her
with paid supervision. Carly has contacted Maria
who is able to provide her with advisory supervision outside of her workplace.
Maria had been in a children’s services agency herself before entering into private
practice five years previously. Maria and Carly meet for their initial session
and discuss their supervision contract and expectations for their sessions
(Identifying a Supervisory Relationship). After meeting with Carly, Maria asks
Carly’s permission to contact her direct supervisor at the agency where she works
to ensure that their supervision sessions will be supported by their agency and
to seek clarification on the agency’s mission and values so that Maria can
support these goals in sessions with Carly (Managing Job Performance). Maria is
able to provide Carly with knowledge and suggestion for improving her skills in
the workplace (Promoting Professional Development) based on her own prior
experience in children’s services. Carly feels that Maria is a great asset to
her professional development and has even recommended her services to several
coworkers.
Negative Supervisory Relationship: Steve has been providing Monica with Advisory Supervision for the past
nine months. Over the course of these months Steve has struggled to build
rapport with Monica. Issues first began with the supervision contract (Establishing
a Supervisory Relationship) as Monica was initially resistant to Steve
contacting her agency to ensure that the agency would be supportive of their
sessions and to clarify their agency goals so that he could support these goals
in session (Managing Job Performance). After several sessions with Monica,
Steve suggested that she may wish to seek private counseling as she spoke a
great deal about childhood trauma and the emotional strain her job was taking
on her psyche as a result of this trauma (Promoting Professional Development).
Monica stormed out of their session following his suggestion and he has not
heard from her again.
Interactional Process Model can be a great tool to use during
supervision either on its own, or in concert with the Functional Approach to
Supervision. Supervisors who are able to utilize Supervision Theory are more
easily able to tailor their sessions for the needs of each supervisee whether
they provide managerial supervision or advisory supervision. What are your
thoughts on these theories? Do you use any other theories in your supervision
work?
Please leave a comment and let us know your thoughts on this
article. If you liked what you read please like our blog, besupervised@blogspot.com, or follow us on Facebook
(@LISWSupervision), or on LinkedIn at Be Supervised.
Sources for this Article
Britton, C. & Potter, C. (2009) Child Welfare Supervision; A
Practical Guide for Supervisors, Managers, and Administrators. Published by
Oxford University Press.
Interactional Supervisory Competencies. (Retrieved 8/9/2018).
Center for Social Work Supervision and Consultancy, http://cswsc.co.uk/
National Association of Social Workers, Best Practices in Social
Work Supervision (2013) https://www.socialworkers.org/LinkClick.aspx?fileticket=GBrLbl4BuwI%3D&portalid=0. Retrieved 7/31/2018.
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