Module 02 Discussion – Seeking Supervision
The Role of Supervision in Social Work: A critical analysis
Jeanne Marie Hughes, BA (Early Childhood Studies), MSW
Abstract
This research explores the role of supervision in social work practice. It incorporates
an analysis of the supervisory relationship between supervisor and supervisee and
how this contributes to the supervision process. The research also looks at the benefits
and consequences of supervision and how these impact on the work of the social
worker. The findings from this research show that supervision plays a key role in
good social work practice. Not only does it benefit the service offered to the client but
also contributes to effective professional relationships. The research participants
contended that supervision is crucial for personal development and growth as a social
worker.
Keywords: supervision; social work; reflective practice; personal growth; personal
development.
Introduction
Supervision is a crucial part of reflective practice and an integral part of social work
(Fook, 1996). Against a backdrop of rapid societal and organisational change in
Ireland, social workers increasingly have to look for innovative solutions to their work
with clients on a daily basis. Supervision has, over the years, provided social workers
Critical Social Thinking: Policy and
Practice, Vol. 2, 2010
School of Applied Social Studies,
University College Cork,
Ireland
Critical Social Thinking: Policy and Practice, Vol. 2, 2010
Critical Social Thinking | Applied Social Studies | University College Cork| http://cst.ucc.ie
60
with the opportunity to reflect on their practice and afforded them the necessary forum
to reflect, evaluate, discuss and develop these innovative solutions (Kadushin, 1992).
The aims and objectives of my research were to explore the role of supervision in
social work and whether social workers feel adequate supervision has a positive
impact on their day-to-day work with clients and professionals. I aimed to look at
what social workers feel encompasses effective supervision and what encompasses
ineffective supervision, this also included what they feel is needed in a supervisor in
order to provide appropriate supervision. For example, a properly trained supervisor
who is open to listening, giving feedback and a balanced supervision session,
contributes to good supervision (Munson, 2002).
Within the supervisory environment, social workers should have the opportunity to
critically analyse their knowledge, values and skills and their understanding of the
work they are undertaking. This forum should also provide a safe place for social
workers to reflect on their practice, decisions and interventions. Hence if these
opportunities are not provided to the social worker, there may be a knock on
implications on the client-social worker relationship. The question is, if a safe space
whereby social workers can critique and reflect and receive feedback and support in a
non-biased way is not made available, could this lead to bad decision making or burn-
out?
Research Questions
In order for supervisors to provide appropriate supervision, I felt it was crucial to also
explore the needs and wants of social workers. I believe it is only through the views
and experiences of social workers, that effective supervision can truly be achieved.
The aim of the research was incorporated in the following research questions:
1. What are social workers’ views on the quality of their professional supervision
and its subsequent impact on their practice?
2. What aspects of supervision do social workers’ perceive as important for them
to experience supervision as a positive experience?
Critical Social Thinking: Policy and Practice, Vol. 2, 2010
Critical Social Thinking | Applied Social Studies | University College Cork| http://cst.ucc.ie
61
Literature Review
Supervision has long been the hub of social work and has had many traditions of
supervision (Gould and Baldwin, 2004).
Supervision was a central method for early social work teachers, researchers
and practitioners in their effort to construct social work practices and describe
a theory of social work (ibid: 31).
As a result there have been many debates and discussions between these theorists and
practitioners in regards to its meaning and function within social work. But what is
supervision?
Definition of Supervision
Bromberg (1982) defines supervision as a relationship between two people, one of
who has the purpose of using it to improve his work with someone in his or her life
and the other who has the purpose of helping him or her to do this (ibid, cited in,
Inskipp & Proctor, 1995). Hess (1980) describes supervision to be a quintessential
interpersonal interaction that has a general goal whereby one person (the supervisor)
meets with another (the supervisee) in an effort to make the work of latter more
effective (ibid, cited in Hawkins and Shohet, 2002). However ‘supervision is not a
straightforward process, therefore defining it into a tangible product is as difficult as
rigorously assessing its effectiveness’ (ibid: 5).
In his book ‘Staff Supervision in Social Care’ Tony Morrison (2003) illustrates
supervision to be ‘a cooperative and facilitating process, which aims to:
� Develop the worker’s effectiveness
� Provide a suitable and appropriate forum for the worker to assure those to
whom he or she is accountable that he or she is acting responsibly
� Develop the worker as a professional person’
(ibid, 2003: 30)
Critical Social Thinking: Policy and Practice, Vol. 2, 2010
Critical Social Thinking | Applied Social Studies | University College Cork| http://cst.ucc.ie
62
Supervision is a safe, confidential relationship whereby an opportunity is provided to
reflect, question and seek guidance on a regular basis. It is seen as a supportive
environment (Page & Wosket, 1994). Kadushin (2003) has defined supervision in the
following terms: ‘the critical examination of ideas and practice even of one’s own
personality’ (ibid: 123). Supervision also has a more clinical definition, which
Morrison (1993) points out as:
…a process in which one worker is given responsibility by the organisation to
work with another worker in order to meet certain organisational, professional
and personal objectives (ibid: 11).
Munson (2002) also offers a clinical definition of supervision similar to that of
Morrison, in that supervision may have an official sanction within the team/agency
and is therefore a definite process for the social worker.
…supervision is an interactional process in which a supervisor has been
assigned or designated to assist in and direct the practice of supervisees in the
areas of teaching, administration and helping (Munson, 2002: 10).
The Purpose of Supervision
Morrison (2003) proposes that the purpose of supervision is to enhance the social
worker’s professional skills, knowledge, and attitudes in order to achieve competency
in providing quality care. It aids in professional growth and development and
improves outcomes. He states: ‘The overall aim of supervision is to promote best
practice for clients by maintaining existing good practice and continuously striving to
improve it’ (ibid: 46).
Page and Wosket (1994) illustrate the purpose of supervision in social work to be an
activity of ‘teaching, guiding, counselling and directing’ (ibid: 16). Brearer (1995: 93)
also sheds light on this notion stating: ‘One of the major functions of supervision
involves containing or managing anxiety and helping to cope with the demands that
the work entails’. Hawkins and Shohet (2006) comment that supervision is very
important in a profession where the role is to pay attention to someone else’s needs
Critical Social Thinking: Policy and Practice, Vol. 2, 2010
Critical Social Thinking | Applied Social Studies | University College Cork| http://cst.ucc.ie
63
and where stress, feelings of inadequacy and being emotionally drained are
commonplace. They observe the purpose of supervision as:
…not just about preventing stress and burn-out but also enabling supervisees
to continually learn and flourish, so they spend more time working at their best
than would otherwise be possible (ibid: 5).
Functions of Supervision
In social work, supervision serves many purposes. Gould & Baldwin (2004: 7) outline
how supervision is ‘one of the professional arenas within which social workers reflect
on the use of their discretion and judgement’. Writing in the context of social work
supervision, Kadushin (1992) and Morrison (2003) whose focus is on the supervisor,
acknowledge the three main functions/roles of supervision are educative, supportive
and managerial.
Inskipp & Proctor (1995) whose focus is on the benefits for the supervisee, illustrate
similar functions describing them as formative, restorative and normative. Equally,
Hawkins & Shohet (2006) who focus on the process of both supervisor and
supervisee, take up the same concept arguing that the functions of supervision in
social work are developmental, resourcing and qualitative.
The Need and Importance of Supervision
Supervision has been recognised as an integral part of social work since the early
1900’s (Kadushin, 1992). On recognising the importance of individual supervision,
the Charity Organisation Department of the Russell Sage Foundation offered the first
course in social work supervision in 1911 (ibid). However, according to Buckley
(2002) the debate about the importance and need for staff supervision in the field of
social work has been ongoing. The following policies, reviews and documents, whilst
primarily focused on those working within the childcare sector, are used as an
example to highlight the importance of supervision as reflected in Irish and English
legislation.
Critical Social Thinking: Policy and Practice, Vol. 2, 2010
Critical Social Thinking | Applied Social Studies | University College Cork| http://cst.ucc.ie
64
Irish Association of Social Workers’ Code of Ethics 2006
This document provides social workers with a definition of their tasks and a set of
principles to provide a reference point in guiding day-to-day decision making. The
document recommends that social workers ‘engage in Continuing Professional
Development by undertaking further training and education on a regular basis and
take active steps to ensure that they receive appropriate supervision’ (IASW, 2006: 2).
National Social Work Qualification Board
The NSWQB set out a framework in 2004 for employers to assist them in developing
and implementing a full induction package for newly recruited social workers. In the
report they emphasize the important role that supervision has in social work:
‘Supervision is a centrally important issue for social work, and its role is widely
acknowledged within the profession’ (NSWQB, 2004). The framework also illustrates
the functions of supervision:
Supervision provides an opportunity to seek guidance from a more
experienced colleague, to inform the supervisor about caseload progress, to
obtain emotional support and to assess training needs (ibid: 2004).
Working with Children and Families 2004
Similar to the report above, this document aims to identify, describe and disseminate a
selection of good practice approaches to meeting the care and welfare needs of
children and families (DoHC, 2004). Again, a core approach recommended is that
management provide all staff working with children and families, effective support
and training.
The work can be very challenging, especially in settings such as residential
care. Organisations must have the capacity to support staff as individuals with
personal, professional and training needs (Department of Health and Children,
2004: 16).
Victoria Climbié Inquiry Report 2003
In 2001 Lord Laming was appointed to chair this inquiry into the circumstances of the
death of 8 year old Victoria Climbié in 2000. Victoria died of multiple injuries caused
Critical Social Thinking: Policy and Practice, Vol. 2, 2010
Critical Social Thinking | Applied Social Studies | University College Cork| http://cst.ucc.ie
65
by severe abuse and ill treatment by a family member and their partner. In his report it
states: ‘The question of adequate training and supervision for staff working in all the
relevant agencies was also an issue identified in the Inquiry’. (Laming, 2003, in The
House of Commons, 2003: 13). A further report by the Health Department,
highlighting the recommendations set out by Laming stated: ‘Skilled and competent
frontline staff, adequate managerial support and professional supervision are crucial
elements in child protection’ (Department of Health, 2003: 10).
Our Duty to Care 2002
This document is aimed at voluntary and community organisations and offers
guidelines on the promotion of child welfare and also offers a practical guide to staff
and volunteers who work with children by outlining a number of fundamental
principles of good practice (DoHC, 2005). One of the core recommendations for good
practice in this document is ‘the supervision and support of staff’ making clear
reference to setting up supervision for staff, giving them…
…an opportunity to raise any questions that they may have, any problems they are
experiencing, or any suggestions for change that they wish to make. It allows
managers to assess the need for change in policies or practice or for the provision
of additional training (Department of Health and Children, 2005: 13).
National Children’s Strategy 2000
This document is a 10 year strategic plan set out to enhance the status and improve the
quality of life for Irelands’ children (DoHC, 2000). The strategy sets out three
national goals aimed at improving children’s’ lives and also sets out guiding
principals to insure the goals are achieved. Within these principals, it is stated that all
staff will attend ‘staff training and development will be supported to ensure that they
have the necessary level of knowledge and expertise available through supervision’
(Department of Health and Children, 2000: 58).
Children’s First Guidelines 1999
These guidelines outline procedures aimed at strengthening measures for the
protection of children and to assist people in identifying and reporting child abuse.
Critical Social Thinking: Policy and Practice, Vol. 2, 2010
Critical Social Thinking | Applied Social Studies | University College Cork| http://cst.ucc.ie
66
They provide professionals with procedures and policies enabling them to work with
children to recognise child abuse and to be aware of child protection procedures and
practices (DoHC, 1999). The guidelines are also there to protect staff and recognise
the significant supportive role that supervision has for staff, particularly those within
the child protection area. The guidelines also highlight the need to manage any stress
relating to the work.
It is essential that managers of all disciplines involved in child protection
acknowledge the levels of actual or potential stress that may affect their
staff, and take steps to address the problem (Department of Health and
Children, 1999: 115).
Following this statement, the guidelines outline five steps in addressing the problem
with the first important step being ‘adequate and regular supervision of staff’ (ibid:
115). In a submission to the review of the Children’s First Guidelines (1999) by the
Office of the Minister for Children in 2006, it stated:
To ensure services are operating at full capacity and to maximise their
effectiveness, current difficulties in recruiting and retaining qualified and
experienced staff must be addressed, through providing workers with
adequate in-service support, supervision and training (Children’s Rights
Alliance, 2004: 4).
Kilkenny Incest Investigation Report 1993
The Kilkenny Incest Investigation, published in 1993, was the first major child abuse
inquiry in Ireland. It examined the circumstances surrounding the continued physical
and sexual abuse by a father of his daughter over a thirteen year period, during which
the family was known to a number of child protection professionals (Buckley, 1999).
Catherine McGuinness in her investigation report into the case recommended that:
‘newly qualified staff should have additional support and supervision when working
in this area’ (McGuinness, 1993: 113). She then goes on to classify the specific
benefits of effective supervision:
Critical Social Thinking: Policy and Practice, Vol. 2, 2010
Critical Social Thinking | Applied Social Studies | University College Cork| http://cst.ucc.ie
67
Supervision facilitates learning, provides an opportunity to plan and
evaluate work and supports workers. Supervision also promotes good
standards of practice to the benefit of the public (Ibid: 113).
Structures of Supervision
Morrison (2003) asserts that supervision does not always follow the same structure:
It is an ongoing process which takes place in many different settings,
ranging from the formal planned office based session to urgent discussions
in a corridor or car park (ibid: 125).
This notion is further developed by Hawkins and Shohet (2006: 68). ‘It is also
possible to have supervision arrangements that are more informal and ad hoc’.
Interestingly they point out that informal supervision is not always a beneficial
arrangement:
Although there is a lot of creative scope for more informal types of
supervision, it is easy to have these less structured types of supervision to
avoid the rigors and concentrated focus of regular, formal individual
sessions (ibid).
Supervision is predominantly a one-to-one relationship between the supervisor and
the supervisee; however it is not always the case that this type of supervision is
available (Morrison, 2003). Similarly Payne and Scott (1982) agree that different
types of supervision are available, for example: peer, group and team supervision:
First of all, ‘Peer supervision refers to the process where one worker seeks
supervision from another worker (their peer)’ (ibid: 368). Hawkins and Shohet (2006:
164) share this notion and comment that peer supervision can result if workers are
unable to get ‘good supervision as their immediate line senior has neither the time nor
the ability to supervise them’.
Group supervision, as Morrison (2003: 200) illustrates is a:
Critical Social Thinking: Policy and Practice, Vol. 2, 2010
Critical Social Thinking | Applied Social Studies | University College Cork| http://cst.ucc.ie
68
…negotiated process whereby members come together in an agreed format
to reflect on their work by sharing their skills, experience and knowledge in
order to improve both the individual and group capacities.
Secondly, Hawkins and Shohet (2006: 152) note that group supervision has several
advantages. For example: ‘unlike one to one supervision the group provides a
supportive atmosphere in which new staff or trainees can share anxieties and realise
that others are facing similar issues’. Hughes and Pengelly (1998) echo this by
offering the notion that group supervision can provide a range of different
perspectives on cases or individuals.
Finally, team supervision, unlike group and peer, involves working with a group that
has not come together just for the purpose of joint supervision, but have an
interrelated work life outside the group’ (Hawkins and Shohet, 2006: 162). Payne and
Scott (1982) maintain that team supervision is closely aligned to professional
supervision and involves one independent person offering professional supervision to
a team.
The Supervisory Relationship
According to Pritchard (1995: 31) ‘The supervisor-worker relationship is the key
encounter where the influence of organisational authority and professional identity
collide, collude or connect’. Pritchard (1995) also comments that the relationship is
the key to successful supervision. Munson (2002: 136) notes that supervisors have
‘power by virtue of their position: therefore, they do not have to work as hard as the
supervisees to establish the supervisory relationship’.
Trust is central to the supervisory relationship and Munson (2002: 12) argues that
‘Supervision cannot proceed in a climate of mistrust’. He also goes onto say that both
supervisor and supervisee ‘must work to establish a trusting climate’ and also that the
supervisor ‘must be diligent to avoid using the information learned in the supervisory
process against the supervisee’ (ibid).
Critical Social Thinking: Policy and Practice, Vol. 2, 2010
Critical Social Thinking | Applied Social Studies | University College Cork| http://cst.ucc.ie
69
Who benefits from Supervision?
Munro (et al, 1989: 147) asserts that the beneficial focus is on the supervisee as
supervision is ‘an intensive learning experience provided in an atmosphere of support
and encouragement’. Loughry and O’Donovan (2000) claim that there are four
parties who benefit from the supervision process: the supervisee, the supervisor, the
organisation (i.e. social work agency) and the service user.
Methodology
The research approach adopted in this piece of research was based upon qualitative
method of data collection. This approach offers a diverse means of collecting data for
social science research. This methodological approach is naturalistic and humanistic
and Sarantakos, (1998) illustrates that this type of research is conducted in natural
settings, letting the researcher interpret the phenomenon without any pre-conceived
ideas i.e. that the researcher is getting the information first hand.
Semi-structured interviews were used to collect the data as this gave the opportunity
for more information to be gathered. I purposely employed this interview style
because of the naturalistic element it would bring to the interviewing process (Mark,
1996). The benefit of a semi structured interview in qualitative research is that it
allows ‘the researcher flexibility to access rich, detailed answers’ (Bryman, 2004:
320). A series of questions were prepared in order to guide the interview. However
the questions were interchangeable and allowed the participant leeway to answer
freely and in turn gave me the opportunity to respond to any points they made which
were worthy of further questioning, this is a central element of semi-structured
interviewing.
Research Sample
A sample group were chosen as a means of getting the information necessary for this
research. The group was chosen due to their knowledge and experience of
supervision. The sample chosen for this research were a group of five social workers
who had been and were being supervised in their practice.
Critical Social Thinking: Policy and Practice, Vol. 2, 2010
Critical Social Thinking | Applied Social Studies | University College Cork| http://cst.ucc.ie
70
Summary of Research Findings
Social Workers Experience of Supervision
On analysing the findings, social workers were currently experiencing positive
supervision, although this may not have always been the case in their careers. It was
evident that some social workers had to ask for supervision whilst others received
mandatory supervision. As noted in the literature review, Morrison (2003) stated that
supervision is not always of a structured nature; however it is clear in the findings that
whilst only two of the social workers had a supervision contract or session agenda
made out, most of them were receiving structured and regular supervision.
Supervisory Relationship
From the findings it was evident that the supervisory relationship is crucial to the
overall experience of positive supervision. A good open relationship between
supervisor and supervisee will lead to a more productive session and more honest and
helpful feedback. The findings showed that qualities such as trust, honesty, positive
attitude, openness and listening are central to a good relationship. It was also clear
that most of the social workers did not want to become too complacent in their
supervisory relationship as this may lead to bias opinions and feedback. Again from
the findings, some social workers felt in order to prevent complacency, they preferred
to change supervisors at stages throughout their practice.
Effective and Ineffective Supervision
Most of the social workers felt that in order for supervision to be positive, you need
firstly the right environment, this would be a quite room allowing both supervisor and
supervisee the opportunity to reflect honestly and openly on their work with no
interruptions. And secondly a good supervisor, this would be one that has specific
training and knowledge in the field of supervision thus being adequately prepared to
offer structured supervision. Hawkins and Shohet (2006) note that the need for skilled
supervisors, good training within supervision and for theory and research in the area
of social work has increased.
Critical Social Thinking: Policy and Practice, Vol. 2, 2010
Critical Social Thinking | Applied Social Studies | University College Cork| http://cst.ucc.ie
71
From my findings, it was clear that in some social work settings training for
supervisors was available. The findings also showed that preparation on both parts
was essential for effective supervision. Both the supervisor and supervisee should
come to the session with a plan of what they would like to achieve. One participant
said they prepared a brief of their current cases in which advice and feedback was
needed. Another participant noted that supervision is fifty-fifty so both must come
prepared. Finally a willingness to learn and accept criticism would also be beneficial
to a positive outcome. Page and Wosket (1994) emphasized that the supervisee will
learn better from constructive criticism as the process would be an educational one.
Overall Role of Supervision
The findings alluded to the fact that supervision plays a key role in good social work
practice. Not only does it benefit the service offered to the client but also contributes
to effective professional relationships. For example, one social worker proposed that
supervision can offer social workers a chance to reflect on their work within the team
which can help them to better their teamwork skills. The research in this area shows
that supervision is crucial for personal development and growth as a social worker.
Gould and Baldwin (2004) stated; supervision has been considered crucial to
professional development and effective practice. This was conveyed by the responses
of the participants in this research.
Conclusion
From carrying out this research it is evident that supervision is a central element to
effective social work practice. The findings showed that while the social workers were
receiving supervision, some of them were not receiving it on a regular and consistent
basis. Therefore it is believed that good, structured, regularly supervision should be
mandatory in all social work settings. Key to effective supervision is a trained
supervisor, however as there appears to be no specific supervision training available,
perhaps a mandatory supervision training course should be available to those wishing
to become supervisors. This way they can offer an effective supervision process to
their supervisees.
Critical Social Thinking: Policy and Practice, Vol. 2, 2010
Critical Social Thinking | Applied Social Studies | University College Cork| http://cst.ucc.ie
72
The findings showed that not all supervision sessions take the same style or structure.
Some settings or agencies may be understaffed or overloaded with cases and are
unable to provide well balanced supervision. Supervision should incorporate the
management, supportive and educational function and these functions should be
taught during the training session in order for supervisors to have a clear focus when
supervising. Finally in order to provide effective supervision, a clear and concise
contract should be drawn up at the first supervision session as this will form the basis
for future supervision sessions.
Finally from the literature which was reviewed and interviews conducted, it appeared
that for the most part the participants echoed the views expressed by theorists. This
has lead to the conclusion that effective and balanced supervision is essential to best
practice and the service offered to clients.
Critical Social Thinking: Policy and Practice, Vol. 2, 2010
Critical Social Thinking | Applied Social Studies | University College Cork| http://cst.ucc.ie
73
Bibliography
Alston, M. & Bowles, W. (2003) 2 nd
Edition. Research for Social Workers. South
Wales: Allen and Unwin Publishers.
Bell, J. (2005) 4 th Edition. Doing your Research Project: A Guide for First Time
Researchers in Education, Health and Social Science. England: Open University
Press
Brearley, J. (1995) Counselling and Social Work. Buckingham: Open University
Press
Bruner, J. (1990) Acts of Meaning. Cambridge: Harvard University Press
Bryman, A. (2004) 2 nd
Edition. Social Research Methods. New York: Oxford
University Press Ltd.
Buckley, H. (1999) ‘Child Protection Practice: An Ungovernable Enterprise’. The
Economic and Social Review Journal. Vol. 30, No. 1, pgs. 21-44.
Buckley, H. (2002) Child Protection Work: Beyond the Rhetoric. England: Jessica
Kingsley Publishers.
Burns, K. (2008) ‘Making a Difference: Exploring Job Retention Issues in Child
Protection and Welfare Work’ in Burns, K. & Lynch, D. (eds) (2008) Child
Protection and Welfare Social Work: Contemporary Themes and Practice
Perspectives. Dublin: A. & A. Farmer Ltd.
Children’s Rights Alliance (2006) Submission to the Review of Children First
Guidelines by the Office of Minister for Children. [Online] Available from:
http://www.childrensrights.ie/files/SubReviewChildrenFirst06.pdf
[Accessed on 28 th March 2009]
Creswell, J.W. (2007) 2 nd Edition. Qualitative Enquiry and Research Design:
Choosing Among Five Approaches. London: Sage Publications.
Creswell, J.W. (2003) 2 nd
Edition. Research Design: Qualitative, Quantitative and
Mixed Methods Approaches. London: Sage Publications
Davies, M. (2008) 3 rd Edition. The Blackwell Companion to Social Work. England:
Blackwell Publishing.
D’Cruz, H. & Jones, M. (2004) Social Work Research: Ethical and Political Contexts.
London: Sage Publications.
Critical Social Thinking: Policy and Practice, Vol. 2, 2010
Critical Social Thinking | Applied Social Studies | University College Cork| http://cst.ucc.ie
74
Denzin, N. & Lincoln, Y. (2003) 3 rd Edition. The Handbook of Qualitative Research.
London: Sage Publications.
Department of Applied Social Studies (2008) M.S.W. Course Handbook. Cork:
Department of Applied Social Studies, U.C.C.
Department of Health (2003) The Victoria Climbié Inquiry Report. London: The
Stationary Office Limited.
Department of Health and Children (1999) Children First: National Guidelines for the
Protection and Welfare of Children. Dublin: The Stationary Office.
Department of Health and Children (2000) National Children’s Strategy: Our
Children – Their Lives. Dublin: The Stationary Office.
Department of Health and Children (2002) Our Duty to Care: The Principals of Good
Practice for the Protection and Welfare of Young People. Dublin: The Stationary
Office.
Department of Health and Children (2004) Working with Children and Families:
Exploring Good Practice. Dublin: The Stationary Office.
Fook, J. (1996) The Reflective Researcher: Social Workers’ Theories of Practice
Reserach
Fuller, R. & Petch, A. (2005) Practitioner Research: The Reflexive Social Worker.
Buckingham: Open University Press.
Gardiner, D. (1989) The Anatomy of Supervision: Developing Learning and
Professional Competence for Social Work Students. Milton Keynes: Open
University Press.
Gould, N. & Baldwin, M. (2006) Social Work, Critical Reflection and the Learning
Organisation. England: Ashgate.
Grix, J. (2004) The Foundations of Research. Basingstone: Palgrave Macmillian
Hansen, J.C. & Warner, R.W. (1971) ‘Review of Research on Practicum
Supervision’. Counsellor Education and Supervision. Spring. Vol 10, pgs. 261-272.
Hawkings, P. & Shohet, R. (2006) 3 rd Edition. Supervision in the Helping Professions.
England: Open University Press.
House of Commons Health Committee (2003) The Victoria Climbié Inquiry Report.
London: The Stationary Office Limited.
Critical Social Thinking: Policy and Practice, Vol. 2, 2010
Critical Social Thinking | Applied Social Studies | University College Cork| http://cst.ucc.ie
75
Hughes, L. & Pengelly, P. (1998) Staff Supervision in a Turbulent Environment:
Managing Process and Task in Front-line Services. London: Jessica Kingsley
Publishers.
Inskipp, F. & Proctor, J. (1995) Art, Craft and Tasks of Counselling Supervision:
Pt.2: Making the Most if Supervision. Twikenham, Middlesex: Cascade
Publications.
Irish Association of Social Workers, (2006) Irish Association of Social Workers’
Code of Ethics. [Online] Available from:
http://www.iasw.ie/images/docs/iaswcodeofethicsmay2006.pdf
[Accessed 14th February 2009].
Kadushin, A. & Harkins, D. (2003) 4 th Edition. Supervision in Social Work. New
York: Columbia University Press.
Kadushin, A. (1992) Supervision in Social Work. New York: Columbia University
Press.
Kitto, J. & Christian, C. (1987) The Theory and Practice of Supervision. London:
YMCA National College.
Loughry, R. & O’Donovan, D. (2000) Supervision: Practitioners in Social Context.
Dublin: Irish Youth Work Centre
Mark, R. (1996) Research made Simple: A Handbook for Social Workers. London:
Sage Publications.
Marshall, C. & Rossman, D. (1995) 2 nd
Edition. Designing Qualitative Research.
London: Sage Publications.
Marx, G. (1997) ‘Of Methods and Manners for Aspiring Sociologists: 37 Moral
Imperatives’. The American Sociologist Journal. March. Vol. 28, No. 1. Pgs. 102-
125. New York: Springer.
McGuinness, C. (1993) Kilkenny Incest Investigation Report. Dublin: The Stationary
Office.
Munro, A., Manthei, B. & Small, J. (1989) Counselling: The Skills of Problem
Solving. London: Routledge.
Morrison, T. & Horwath, J. (1999) Effective Staff Training in Social Care: from
Theory to Practice. London: Routledge.
Morrison, T. (2003) Staff Supervision in Social Care. Ashford Press: Southhampton.
Critical Social Thinking: Policy and Practice, Vol. 2, 2010
Critical Social Thinking | Applied Social Studies | University College Cork| http://cst.ucc.ie
76
Munsen, CE. (2002) 3 rd Edition. Handbook of Clinical Supervision. NY: Howorth
Social Work Practice Press.
Neuman, W. L. (2000) Social Research Methods: Qualitative and Quantitative
Approaches. Boston: Allyn & Bacon.
O’Donovan, D. (2000) Supervision and Practitioners in Social Contexts. Dublin:
National Youth Federation.
Page, S. & Wosket, V. (1994) Supervising the Counsellor: A Cynical Model. London:
Routledge.
Padgett, D.K. (1998) Qualitative Methods in Social Work Research: Challenges and
Rewards. London: Sage Publications
Payne, C. & Scott, T. (1982) Developing Supervision of Teams in Field and
Residential Social Work. England: National Institute of Social Work
Pritchard, J. (1995) Good Practice in Supervision: Statutory and Voluntary
Organisations. London: Jessica Kingsley Publishers.
Raymond, M. (1996) Research Made Simple: A Handbook for Social Workers.
London: Sage Publications.
Reading, J. (2005) What is Research? Methodological Practices and New
Approaches. Norway: Universitesforlaget.
Ritchie, J. & Lewis, J. (2003) Qualitative Research Practice: A Guide for Social
Science Students and Researchers. London: Sage Publications.
Ruane, J. (2005) Essentials of Research Methods: A Guide to Social Research. United
Kingdom: Blackwell Publishers.
Sarantakos, S. (1998) 2 nd
Edition. Social Research. Charles Stuart University,
Australia: MacMillan Press Ltd.
Schwandt, T. A. (2000) ‘Three epistemological stances for qualitative inquiry’ in
Denzin, N. and Lincoln, Y. (2nd Ed.), Handbook of Qualitative Research. London:
Sage Publications.
Shaw, I. & Gould, N. (2001) Qualitative Research in Social Work. London: Sage
Publications.
Silverman, D. (2005)2 nd
Edition. Doing Qualitative Research: A Practical Handbook.
London: Sage Publications.
Critical Social Thinking: Policy and Practice, Vol. 2, 2010
Critical Social Thinking | Applied Social Studies | University College Cork| http://cst.ucc.ie
77
Trevithick, P. (2007) 2 nd
Edition. Social Work Skills: A Practice Handbook. England:
Open University Press.
Wosket, V. (1999) The Therapeutic Use of Self: Counselling Practice, Research and
Supervision. London: Routledge.
Jeanne Marie Hughes completed her B.A Degree in Early Childhood Studies in
2007 in UCC. She then went on to complete her Masters in Social Work and
graduated from UCC in 2009. She currently works as a Project Co-ordinator in a
Resource Centre in Co. Kerry. She is moving to Australia in September 2010 to
work as a full time Social Worker.