ABSTRACT The aim of this paper was to define which ethical dilemmas related to confidentiality, as an important ethical principle, occur ammong supervisors, how they act in these situations and what ...guides them. In the research that was conducted by an anonymous web questionnaire participatd licensed supervisors as well as supervisors that still participate in education. In this article there are presented results of the findings related to three research questions: which ethical dilemmas regarding adherence to confidentiality agreements occur in supervision; what guides supervisors in resolving ethical dilemmas related to confidentiality and how in practice.they resolve their ethical dilemmas related to confidentiality. Data analysis shows that ethical dilemmas related to compliance with confidentiality agreements relate to the categories: composition of supervision groups, expectations of supervisors, responsibilities of supervisors towards the employer/ organisatio that oredered supervision, dual roles of supervisors, supervisors attitude toward confidentiality and responsibilities of supervisors towards confidentiality. When solving ethical dilemmas, supervisors are guided by principles: related to the confidentiality agreement, concern for the welfare of the supervisee and client, professional values, methods and way of working. Related to the issue of practical resolving of ethical dilemmas related to confidentiality, the following categories were distinguished: practical use of confidentiality agreements and transparency. From the findings, it can be concluded that it is extremely important to develop the supervisor’s competencies in order to be able to bring an ethical distinction, but also to teach the supervisee how to behave ethically in their practical work. The above mentioned can be provided by systematic support in the form of meta-supervisions, intervision, consultations, written instructions and codes. Key words: supervision; ethical dilemmas; confidentiality; competences; confidentiality agreements.
ABSTRACT This paper presents some of the key organisational aspects of conducting field practice for the students of social work in six study programs of social work in the Republic of Croatia and ...the region in the light of the results of current research and key understanding of experiential learning and the demands imposed by the Global standards for the education of social workers. The purpose of the paper is to deepen our understanding of the representation and the role of supervisory support to students during experiential learning in the field practice but also to provide insight into the context within which field practice is conducted within individual study programs. Social work as a profession puts great demands on experts and raises numerous questions about how to act and why to act in casework, what are the values and standards connected to a particular situation and decision, and to what extent are we aware of our blind spots and how to address the norms and rules of an individual role, position, organisation and wider environment, both professional and social one. Social workers can find the answers to these and many other questions that derive from immediate practice in supervision. Supervision, as a specific manner of providing professional support, aims to find answers to such questions through the reflection of one’s actions, promotion of professionalism and finally, through the preservation of quality of service provided to the ultimate user. Supervision has proved to be not only an effective way of monitoring and providing support to students during practice, but also an appropriate way to acquire new knowledge and skills. Additionally, due to its theoretical and ethical essence, given specific features of learning in adult age, supervision provides a good place for reflection and it encourages the development of the professional identity of future social workers. These are also the processes that are intensely taking place during the study, so this paper will focus on the supervision of the students of social work as an approach and tool that is important for facing new challenges of study and work. Key words: supervision; field practice; experiential learning; students of social work.
The induction phase plays a key role in shaping the professional identity of the teacher, so it is important that the beginning teacher has good mentoring support. Method-oriented supervision can be ...useful for the development of mentoring skills because it enables mentors to build their competencies through the integration of their practical experience and theoretical knowledge. Therefore, the aim of this research was to explore the possibility of applying supervision in the development of competencies of beginning teachers’ mentors and to develop a model of method-oriented supervision. Proposed model was organized around the following topics: roles and responsibilities of mentors and beginning teachers, induction process, working alliance, experiential learning, communication skills and counselling skills. This model was applied with a supervision group consisting of five beginning teachers’ mentors. Based on the activity of supervisees during the process of method-oriented supervision and the reflections of the supervisor, it can be concluded that beginner teachers’ mentors developed educational mentoring approach. They also improved their observational skills and skills needed for establishing a working alliance. It can be concluded that the proposed model of method-oriented supervision has proven to be useful for the development of the competencies of the beginning teachers’ mentors. Key words: method-oriented supervision; experiential learning; mentorship; beginning teachers; professional development.
ABSTRACT Supervision of social work students as an integral part of the educational process is an integrated way of learning in which social work students apply their theoretical knowledge to field ...practice, and by reflecting on their experiences from practice in supervision, they improve their professional and personal development. This paper presents part of the results of qualitative research into the process of supervision of students. 10 supervisors of social work students who supervised undergraduate and graduate studies at the Social Work Study Center, Faculty of Law in Zagreb, University of Zagreb participated in the research. The research was conducted using a semi-structured interview method, and data processing used a thematic framework analysis. The results of the research show that supervisors use numerous methods, techniques, models and concepts in their work, emphasizing the educational function of supervision, which ranges from focus on the task to focus on the process of supervision. In terms of feedback, the supportive aspect of supervision dominates. Specific difficulties in supervision are mainly related to the organizational model of conducting field practice and coordination of activities with the educational institution. Also, the paper describes the peculiarities of the student supervision process in relation to other types of supervision that student supervisors recognized in their work. Key words: supervision of social work students; field practice; supervision process.
SPECIFIC FEATURES OF THE SUPERVISION OF FAMILY MEDIATORS WITHIN THE SOCIAL WELFARE SYSTEM ABSTRACT In the introduction of the paper, the need for the supervision of family mediators is described, and ...the key characteristics of the educational and method supervision are presented, as well as the models of apprenticeship as modern forms of supervisory monitoring of the acquisition of additional professional competencies in the context of the helping professions, especially mediation. The paper presents supervision conducted with the family mediators who work within the social welfare system through two supervisory cycles. The aims of the supervision were to contribute to the integration of their knowledge and skills, to monitor and analyse the direct work on mediation cases and to promote the development of professional identity of family mediators in order to increase the quality of work with the clients during the application of mediation as a psychosocial intervention and a more recent social service. The contents and topics of the supervisory work have been presented through individual supervisory questions (feelings of mediators, workplace, principles of mediation, beliefs and prejudices), then through professional and educational questions significant for all supervisees (the role of mediators, usage of concrete knowledge and interventions, specific forms of mediation, implementation of mediation, special circumstances, supervisory competencies), and finally through organisational difficulties related to the implementation of mediation (introduction to family mediation, legislative framework and rules, the experience of a lack of understanding). Specific supervisory challenges with regard to the group composition, manners of work and competence of the supervisor for the implementation of the educational and/or method supervision in this area of work with the families have been described. In the conclusion, the similarities and differences between the educational and method supervision have been discussed, as well as some elements of the apprenticeship model. Key words: educational supervision, method supervision, cognitive apprenticeship model, family mediation, development of competencies of family mediators.
Iako je ovaj članak namijenjen svim dionicima supervizijskog procesa, kao što su to supervizanti i donositelji odluka o provođenju supervizije na različitim organizacijskim razinama, prvenstveno je ...namijenjen supervizorima. Kao i drugdje u svijetu, zbog korona epidemije, supervizori u Hrvatskoj trenutno su suočeni s nužnosti provođenja različitih oblika podržavajuće supervizije namijenjene stručnjacima i volonterima koji rade s ranjivim skupinama stanovništva. Istodobno, specifično za Hrvatsku, supervizori se suočavaju s nužnosti korištenja supervizije “na daljinu” koja je novina u nas. Polazeći od analize međunarodnih iskustva te naših početnih iskustava, ponuđene su prve u smjernice za “početnike” za planiranje i provođenje online supervizije. Problematizirani su etički i pravni aspekti zaštite supervizanata i njihovih klijenata/korisnika, IT aspekti i praktični aspekti supervizijskog rada online. Također su opisana obilježja podržavajuće supervizije, uključujući emocionalnu regulaciju u supervizijskom procesu, koji je u doba korona epidemije nužno online.
Straipsnyje pristatomas fenomenologinis tyrimas, kurio tikslas yra aprašyti superviziją iš egzistencinės-fenomenologinės perspektyvos, išskiriant jos būdingus bruožus. Tyrimas remiasi dvylikos tyrimo ...dalyvių patirčių aprašymais iš supervizuojamo terapeuto ir iš supervizoriaus pozicijų. Rezultatai apibendrinti dviem apibrėžimais. Tyrimas atskleidė keturis fenomeno matmenis, trys iš jų sutampa iš abiejų tyrimo dalyvių pozicijų: tyrimo dalyviai kaip svarbias egzistencinės-fenomenologinės supervizijos charakteristikas išskiria supervizijos proceso ypatumus, supervizoriaus buvimo būdą bei santykį tarp supervizoriaus ir supervizuojamo terapeuto. Tyrimo dalyviai, būdami supervizuojami terapeutai, kaip vieną svarbiausių egzistencinės-fenomenologinės supervizijos charakteristikų nurodo supervizoriaus buvimo būdą, o tyrimo dalyviai, būdami supervizoriaus pozicijoje, labiau pabrėžia patį supervizijos procesą. Supervizijos rezultatas, kaip jausminis pokytis, o ne mentalinio atsakymo gavimas, buvo aprašytas kaip svarbus, tačiau rečiau pasitaikantis egzistencinės-fenomenologinės supervizijos bruožas iš supervizuojamo terapeuto perspektyvos. Tyrimo dalyviai iš supervizoriaus pozicijos aprašė supervizijoje naudojamas intervencijas (lygiagrečių procesų (angl. paralell process) ir neverbalinių procesų atspindėjimą, metaforų ir vaizdinių naudojimą ir kt.) kaip svarbią, tačiau rečiau aptinkamą egzistencinės-fenomenologinės supervizijos charakteristiką.
This article is based on the premise that the Covid-19 pandemic represents an unprecedented experience in contemporary social work education, and that it presents unique challenges to all involved in ...practice teaching and require a comprehensive understanding of what has been termed as 'New Normal'. The results of a survey conducted in Slovenia are presented regarding the course of practice teaching before and during the Covid-19 epidemic, the provision of mentoring support in normal and emergency situations, and the challenges of mentoring in times of changed circumstances. The findings indicated that the Covid-19 pandemic impacted the practice teaching of social work students in terms of both the content and nature of mentoring, and that the students were less satisfied with their practice teaching than they were in the pre-Covid-19 era. Nonetheless, one promising finding was that mentors supported students in an adaptive manner; therefore, the students were consequently able to acquire the necessary practical skills.
The present study examined the processes of supervisees’ non-disclosure in the supervision of psychotherapy. The purpose of the study was to determine the frequency of non-disclosure by supervisees, ...the content of non-disclosure and the reasons for it. The study involved 50 supervisees (42 women and 8 men), with different professional developmental levels and belonging to various psychotherapeutic schools. Study participants completed the Questionnaire of Significant Aspects of Supervision after each of two consecutive supervision sessions. Half of the sessions were conducted in individual and half of the sessions in group settings. Altogether, 90 completed questionnaires were used in the study. Interviews were performed with ten of the supervisees.Data was coded according to principles of grounded theory (Corbin and Strauss, 2015). Our findings revealed that non-disclosure was present in 21% of the sessions. Supervisees conceal dissatisfaction with supervisors and their work, content related to the supervision group, information related to psychotherapeutic work, personal topics and topics related to wider professional activity. The reasons for non-disclosure were: not feeling safe enough in the supervisory relationship or the supervision group, concern for the supervisor, shame and self-criticism. These findings are significant both for the practice and for further research of supervision.
Rad prikazuje rezultate istraživanja provedenog na uzorku od 23 socijalnih radnika zaposlenih na odjelima psihijatrije u 5 bolnica na području Grada Zagreba. Cilj istraživanja je dobiti uvid u ...doživljaj vlastitog iskustva rada socijalnih radnika zaposlenih na odjelima psihijatrije te potrebu za supervizijom. Radi se o eksplorativnom kvalitativnom istraživanju. Za potrebe prikupljanja empirijske građe korišten je polustrukturirani intervju, a podaci su podvrgnuti tematskoj analizi. Rezultati pokazuju da svoju profesionalnu ulogu socijalni radnici zaposleni na odjelima psihijatrije opisuju kroz ulogu socijalnih radnika vezanu uz pacijente te u kontaktu s drugim stručnjacima. Kao izazove s kojima se susreću socijalni radnici navode izazove vezane uz djelokrug rada i iz ostvarenog kontakta s pacijentom. Čimbenici koje sudionici navode, a koji utječu na njihovu spremnost na uključivanje u superviziju, odnose se na percipiranu dobit od supervizije, organizacijski okvir supervizije, strukturu i obilježja supervizijske grupe, obilježja supervizora i organizacijske preduvjete. Rezultati istraživanja ukazuju na područja koja mogu dovesti do profesionalnog stresa (npr. nejasno određen djelokrug rada, položaj socijalnih radnika u timu i sl.) te daju smjernice o kojim čimbenicima treba voditi računa vezano za planiranje i organiziranje supervizije socijalnih radnika u zdravstvu.
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