Supervision in Social Work 4e

Preface xiii Acknowledgments xix History, Definition, and Significance 1(44) Historical Development 1(17) Development of Education for Social Work 7(4) Developing a Literature on Social Work Supervision 11(4) Supervision in Group Work and Community Organization 15(3) Toward a Definition 18(5) The Functions of Supervision 19(1) The Objectives of Supervision 20(1) The Hierarchical Position of Supervisors 21(1) Supervision as an Indirect Service 22(1) Supervision as an Interactional Process 22(1) Supervision as the Means to an End 22(1) Definition of Supervision 23(1) Empirical Validation of Definition 23(3) Ecology of Social Work Supervision 26(4) Community: General and Professional 26(3) The Social Work Profession 29(1) The Social Work Agency 30(1) The Unit Within the Agency 30(1) Supervisor-Supervisee Dyad (Supervisee Group) 30(1) The Demography of Social Work Supervision 30(2) The Significance of Supervision in Social Work 32(11) Summary 43(2) Administrative Supervision 45(34) Introduction: Organizational Bureaucracy 45(2) Tasks 47(30) Staff Recruitment and Selection 47(1) Inducting and Placing the Worker 48(3) Work Planning 51(1) Work Assignment 52(1) Criteria for Assignment 53(1) Work Assignment Procedures 54(1) Problems in Work Assignment 55(1) Work Delegation 56(4) Monitoring, Reviewing, and Evaluating Work 60(2) Coordinating Work 62(1) The Communication Function 63(1) Process in Organizational Communication 64(2) Problems in Organizational Communication 66(2) Lateral Communication 68(1) Informal Communication 69(1) The Supervisor as Advocate 69(2) The Supervisor as Administrative Buffer 71(3) The Supervisor as Change Agent and Community Liaison 74(3) Summary 77(2) Administrative Supervision: Problems in Implementation 79(50) The Problem of Vicarious Liability 79(3) The Problem of Authority and Power 82(2) Rationale for Authority and Power 82(2) Supervisory Authority and Sources of Power 84(14) Reward Power 86(1) Coercive Power 87(1) Legitimate or Positional Power 87(1) Referent Power 88(1) Expert Power 89(1) Interrelations Between Types of Supervisory Power 89(5) Legitimation of Authority 94(1) Nonauthoritarian Authority 95(3) Problems in the Implementation of Supervisory Authority 98(13) Avoidance and Abrogation of Authority and Power by Supervisors 98(5) Organizational Factors Attenuating Supervisory Power and Authority 103(3) Supervisee Countervailing Power 106(5) The Problem of Rules, Noncompliance, and Disciplinary Action 111(16) The Functional Value of Rules 111(5) Understanding Noncompliance 116(6) Monitoring Noncompliance: Supervisor Responsibility 122(2) Taking Disciplinary Action 124(3) Summary 127(2) Educational Supervision: Definition, Differentiation, Content, and Process 129(46) Educational Supervision Distinguished from In-Service Training and Staff Development 130(1) Significance of Educational Supervision 131(1) Relation of Educational Supervision to Administrative Supervision 132(3) Content in Educational Supervision 135(8) The Individual Conference 143(20) Beginning the Conference 143(1) Structuring and Scheduling 143(3) Preparing 146(2) The Middle Phase 148(1) Teaching and Learning 148(8) Orientations to Teaching and Learning 156(2) Providing Helpful Feedback 158(4) Ending the Conference 162(1) Process Studies 163(3) Case Illustration 166(8) Summary 174(1) Principles and Problems in Implementing Educational Supervision 175(42) Conditions for Effective Teaching and Learning: Introduction 175(18) Principle 1: We Learn Best if We Are Highly Motivated to Learn 176(3) Principle 2: We Learn Best When We Can Devote Most of Our Energies to Learning 179(4) Principle 3: We Learn Best When Learning Is Successful and Rewarding 183(3) Principle 4: We Learn Best if We Are Actively Involved in the Learning Process 186(1) Principle 5: We Learn Best if the Content Is Meaningfully Presented 187(1) Principle 6: We Learn Best if the Supervisor Takes Into Consideration the Supervisee's Uniqueness 188(5) Establishing a Framework for Educational Supervision 193(1) The Significance of the Supervisor-Supervisee Relationship for Educational Supervision 193(2) The Supervisor's Problems in Implementing Educational Supervision 195(4) Differentiating Educational Supervision from Therapy 199(5) Differences Between Supervision and Therapy 200(1) Purpose and Focus 200(2) Difference in Role Relationships 202(2) Problems in Implementation of Therapy-Educational Supervision Distinction 204(2) Acceptance of Distinction Between Supervision and Therapy: Empirical Data 206(2) The Parallel Process Component in Educational Supervision 208(4) Developmental Supervision 212(4) Summary 216(1) Supportive Supervision 217(62) Introduction and Overview 217(7) Burnout: Definition and Symptoms 224(3) Sources of Job-Related Stress for the Supervisee 227(17) Administrative Supervision as a Source of Stress 227(1) Educational Supervision as a Source of Stress 228(1) The Supervisor-Supervisee Relationship as a Source of Stress 229(2) The Client as a Source of Stress 231(5) The Nature and Context of the Task as a Source of Stress 236(4) The Organization as a Source of Tension and Stress 240(2) Community Attitudes Toward Social Work as a Source of Stress 242(2) Worker Personality as a Factor in Burnout 244(2) Implementing Supportive Supervision 246(12) Prevention of Stress 248(1) Reducing and Ameliorating Stress 248(10) Recapitulation and Some Caveats 258(2) The Value of Supportive Supervision: Research Findings 260(4) Additional Sources of Support for Supervisees 264(2) The Client 264(1) The Peer Group 264(1) Social Support Network 265(1) Supervisees' Adaptations 265(1) Supervisees' Games 266(8) Manipulating Demand Levels 266(1) Redefining the Relationship 267(2) Reducing Power Disparity 269(2) Controlling the Situation 271(3) Countering Games 274(2) Humor in Supervision 276(1) Summary 277(2) Problems and Stresses in Becoming and Being a Supervisor 279(50) Transition: Worker to Supervisor 280(11) Motives for Change 280(1) Preparation for Change 281(2) Changes in Self-Perception and Identity 283(4) From Clinician to Manager 287(2) Changes in Peer Relationships 289(2) Summary: Stress Associated with Becoming a Supervisor 291(1) Ongoing Supervisor Stress: Problems in Being a Supervisor 291(5) Ongoing Supervisor Stress: The Challenge of Human Diversity 296(16) Race and Ethnicity as Factors in Supervision 297(1) White Supervisor--African American Supervisee 297(2) African American Supervisor--White Supervisee 299(2) African American Supervisor--African American Supervisee 301(2) Gender as a Factor in Transition to Supervision 303(2) Gender as a Factor in Ongoing Supervision 305(4) Sexual Harassment: A Problem for Supervision 309(3) Problems Related to Hierarchical Position 312(3) Working with Administrators 313(1) Understanding and Working with Administrators 314(1) Summary of Stresses Encountered by Supervisors 315(2) Coping with Stress: Supervisors' Adaptations 317(3) Supervisors' Games 320(3) The ``Good'' Supervisor 323(4) Summary 327(2) Evaluation 329(60) Definition 329(2) Values of Evaluation 331(4) Value to the Worker 331(2) Value to the Agency 333(1) Value to the Client 334(1) Value to the Supervisor 334(1) Objectives of Evaluation 335(1) Dislike of Evaluations 336(4) Desirable Evaluation Procedures 340(6) Evaluation Conference: Process 346(4) Scheduling the Conference 346(1) Supervisor's Conference Preparation 346(1) Worker's Conference Preparation 347(1) Evaluation Conference Interaction 347(3) Communication and Use of Evaluations 350(2) Errors in Evaluation 352(3) Evaluation Outlines and Rating Forms 355(3) Evaluation Content Areas 358(14) Sources of Information for Evaluation 372(3) Evaluation of Supervisors 375(5) Controversial Questions 380(7) Summary 387(2) The Group Conference in Supervision 389(38) Definition 390(1) Advantages of Group Supervision 391(8) Disadvantages of Group Supervision 399(3) Individual and Group Supervision: Appropriate Use 402(1) Research on Group Supervision 403(2) Group Supervision: Process 405(14) Group Setting 406(1) Purpose 406(1) Leadership and Planning 407(3) Content and Method 410(3) Supervisor's Responsibility in the Group Conference 413(6) Humor in Group Supervision 419(1) Illustration of Group Supervision 420(5) Summary 425(2) Problems and Innovations 427(56) Observation of Performance: The Nature of the Problem 427(6) Direct Observation of Performance 433(2) Sitting In 433(1) One-Way Mirrors 433(1) Co-therapy Supervision 434(1) Observation Via Tapes: Indirect Observation of Performance 435(7) Live Supervision During the Interview 442(5) Bug-in-the-Ear and Bug-in-the-Eye Supervision 443(4) Observing Worker Performance: A Recapitulation 447(1) The Problem of Interminable Supervision 448(6) Interminable Supervision and Worker Autonomy 449(2) Attitudes Toward Interminable Supervision 451(3) Innovations for Increasing Worker Autonomy 454(2) Peer Group Supervision 454(1) Peer Consultation 455(1) Interminable Supervision and Debureaucratization 456(3) Supervision in the Managed Care Context 459(5) Administrative Supervision and Managed Care 461(1) Clinical-Educational Supervision and Managed Care 462(1) Supportive Supervision and Managed Care 463(1) Agency Debureaucratization Experiences 464(1) Problem: The Professional and the Bureaucracy 465(4) Ethical Dilemmas in Supervision 469(4) Sexism and Social Work Administration 473(2) The Problem of Education for Supervision 475(1) A Perspective: The Positive Values of Professional Supervision 476(4) Summary 480(3) Bibliography 483(64) Index 547