Based on the findings the following conclusions can be drawn from the study.
5.3.1 Supervisor profiles
From the research, it was evident that the more senior and experienced social workers are engaging in the supervision of students, in accordance with the SACSSP and authorities in the field of supervision such as Hawkins & Shohet (2006) and Kadushin (1992) who advocate for a minimum of two years’ practical experience before assuming the role of supervisor. Whilst the majority of the supervisors had more than 10 years of experience only three of them in this study had obtained a postgraduate degree. This could be as a result of the cost of studying, the huge work/caseloads and/or the lack of support from the agency managers to advocate for this. The study found that the majority of the supervisors aspired to furthering their qualifications and requested the universities that place students with them to offer this as an opportunity.
Universities do want to produce more postgraduates and this could be an opportunity that serves in the best interest of both parties.
Whilst a range of agencies were targeted with a higher number of government organizations being invited to participate, it appeared that the non-government sector was more open and positive to participating in the research. The non-government sector appeared more enthusiastic about this study and showed a keen interest in the findings. Due to the poor response from the government sector, who more often offer a generalist service there was a higher number of participants from organizations rendering specialized services.
5.3.2 Experiences in supervising social work students
Whilst it seems that some of the basic criteria in selecting supervisors employed in the South African context compares with that of international standards, such as qualification, years of practice experience and registration with a professional body, (Peleg-Oren et al. 2007) within South Africa there are differences amongst the 17 higher education institutions that offer the
126 social work degree. The findings highlighted that universities differed in their criteria in terms of the number of years of experience and qualification of the supervisor. It was also established through this study that the selection of the field supervisor was left entirely to the agency. The majority of the agencies used the experience of the social worker as a criteria, some agencies advocated for the passion and willingness of social workers to supervise, whilst a few supervisors had no option but to undertake the supervision due to their lack of human resources, and at a few agencies a system of rotation was employed that did not work well and the responsibility to supervise inevitably fell on the shoulders of a few staff members.
It was evident that the supervisors carried multiple roles in supervision which ranged from education to monitoring, evaluation and assessment to ensuring that the student was getting exposure to the profession and becoming proficient in all methods of social work and engaging in opportunities to integrate theory with practice. Their role entailed meeting the requirements of the university, the agency and ensuring the delivery of good quality services to clients. The majority of the supervisors confirmed that their role went beyond merely education in terms of the practice of social work, but included instilling in students essential values and attitudes that were essential in coping with the vastly complex issues that impact on human lives.
Contracting with a student which is a significant aspect in the supervision process was generally overlooked and was mentioned by a handful of supervisors only. These supervisors were very clear in their plans of action and indicated feeling supported by the universities. Having such structures in place creates a more positive supervisory experience.
Supervisors’ experiences differed and ranged according to the uniqueness of individual students and their approach to the FPP. Students that took the initiative and were willing to learn were experienced in a positive light as compared to those who showed no initiative or passion for the profession.
The study concluded that agencies generally did not have specific requirements or a specific structure for the supervision of students. Most supervisors adopted an ad hoc method of supervision much to their dissatisfaction due to their own work constraints, which often took priority. However, it was noted that supervisors at specialized agencies devoted dedicated time
127 and prioritized the task of supervision. These supervisors recognized that students placed at specialized agencies required intensive supervision to cope with the nature of the work and demands of specialized services.
5.3.3 Supervisors’ perception of student performance
The research aimed to ascertain supervisors’ perceptions and experiences of students in terms of their academic preparation, attitude to their work, dedication to the profession, interpersonal skills and their ability and competence. The following can be concluded on these aspects.
5.3.3.1 Academic preparation
The general consensus was that students were well equipped with theoretical knowledge about social work; however they were inadequately prepared for what to expect in the practice of social work which resulted in feelings of stress and was overwhelming for students. In addition, the majority of the supervisors felt that the exposure to field work was too late in the academic programme (at fourth year level), was too short (three months) and there was too much to be accomplished in the given period. Students lacked insight into the type of work and services provided by the agency and were thus unable to adjust and function at an agency. They became totally dependent on the supervisor. A major challenge highlighted by the majority of the supervisors was students’ lack of basic counselling and writing skills and the absence of basic professional etiquette.
5.3.3.2 Attitude
Students initially portrayed positive attitudes, however, with the intensive field work and expectations from the university and agency they became stressed and reacted in ways that were perceived as negative. Negative attitudes reinforced the students’ inability to cope with the pressures of FPP and the demands of the profession.
In many instances the lack of proper preparation for field work resulting in students “not knowing”, was interpreted as a negative attitude by the supervisor. Students had encountered
128 personal issues impacting on their ability to function adequately which was interpreted as a poor attitude.
5.3.3.3 Dedication
Dedication to the profession is a critical factor for success, and the term, “it’s a calling” was often referred to by supervisors. Students who enter the profession with enthusiasm and dedication soon become de-motivated due to the reality of the nature of work and the constraints of the profession with regard to low salaries, difficult working conditions, lack of resources and limited upward mobility. A large number of students enter the programme for the wrong reasons and regard social work as an easy entry into university despite it not being their choice of profession. The screening process for entry into the social work programme appears to be very relaxed, resulting in unsuitable students (in terms of psychiatric disorders, race discrimination, lack of passion, seen as a last resort profession) being allowed entry into the programme.
Students may qualify in terms of meeting the minimum university requirements; however admission into a programme such as social work goes beyond the scoring of points. Students who are not suitable for the profession impact negatively on all aspects of the programme and pose a risk to the vulnerable clients and status of the profession.
This is seen to negate the retention strategy that the Department of Social Development has implemented to address the scarcity of social work skills. Furthermore, it can be concluded that whilst many skills can be taught and learnt, the human qualities that a profession like social work demand is based at the very core of a person’s values and principles, which leads to dedication and aspiration in this field. Therefore, if students choose this degree for the myriads of wrong reasons and are not adequately screened by the university the chances are that they will not remain in the profession. This can have a huge and devastating impact on the retention strategy and quality of professionals.
129 5.3.3.4 Interpersonal skills
There were mixed responses to this aspect. Some supervisors were of the opinion that students possessed good interpersonal skills and were willing to integrate into the agency structures, and a solid orientation programme aided the process, other supervisors regarded students as struggling in this aspect to the point of not being able to establish rapport with clients and staff. Whilst it was evident that some supervisors went the extra mile to assist students to integrate into the agency, there were others who were consistently negative about their FPP experiences with students and did not seem to consider aspects such as cultural differences which impact significantly on interpersonal abilities. It became very apparent in this study that supervisors who were frustrated in their role saw all aspects regarding students in a negative light and this could not have translated into a positive experience for the student.
5.3.3.5 Ability and competence
Supervisors were unanimous that competency could not be determined whilst at the agency due to the students’ short stay at the agency, lack of experience and opportunities and the limited exposure to a variety of services.