4.5 Challenges and needs of supervisors in supervising social work students
4.5.1 Training for the role of supervisor
It has been established that field practice placement is as important as the academic curriculum in social work. The role of the field supervisor is highlighted in many studies as being critical in preparing a student to become a practicing social worker (refer to Chapter 2). It is therefore assumed that some form of training is provided to serve as guidelines of how students should be supervised.
The majority (17 of the 18) of the participants were clear that they received no training for their role as the field practice supervisor. One of the supervisors explained that she received training on the ‘person centred approach’ to supervision which was mainly to prepare her in her role as the university supervisor (this supervisor therefore was employed by the university in addition to practicing at an agency). Her role as the agency supervisor thus differed. Formal training for this responsibility of supervision was not provided, neither from the agency nor the universities despite the high expectations for supervisors to deliver in supervising students. According to (Peleg-Oren et al 2007), the agency social worker must be suitable for the task of field instructor.
In comparing programmes in the USA and Israel they found that prospective field instructors attend a one day a week, year- long training and after becoming a field instructor, they participate in occasional workshops sponsored by the universities. This intensive exposure to the requirements and qualifications of supervisors is also supported by studies in Sweden and other countries as indicated in Chapter 2.
Whilst a few supervisors stated that they attended an orientation meeting at the beginning of the year as planned by the universities, they maintained that this did not serve the purpose of training them for their role in supervision. This orientation merely served to discuss the universities’
104 procedures and expectations of supervision in terms of their model of working. This was a once off meeting with the universities and no further training or discussions on the aspects of supervision was made available. A few supervisors indicated that although they undertook the supervision, their managers or other staff attended this orientation visit to the university. This further disadvantages them in their role.
According to the draft supervision framework within the social work profession in South Africa (2011), the supervisor of a student social worker should have completed an academic module in supervision of at least 30 hours at a higher education institution and/or a course recognised by the SACSSP. The document however acknowledges that the majority of social work supervisors are not adequately trained to supervise and there is a lack of management and supervision legislative framework from National Department of Social Development and SACSSP.
In keeping with this, supervisors were unanimous in their feedback that the universities and agencies they served did not provide training for their role as supervisors. Supervisors viewed this as, “disadvantageous and detrimental to the students” (Participant 1), in addition to them being inadequately prepared for their role. Research undertaken by Tsui (2008) over a 25 year period confirms that although in-service training is recommended for the enhancement of knowledge and skills for supervisors, “such training is often not received”. As a key person supporting the supervisee, the role requires supervisors to reduce psycho social stress, relieve burnout and improve job satisfaction. Training is therefore regarded as essential in the preparation of supervisors to address their various roles and functions.
In response to their approach adopted in supervision, 16 (89%) of the participants revealed that they had no knowledge or skills on the application of any particular method, approach or technique. Participants relied on their experience in the field and their intuition. A typical supervision session entailed talking about the student’s experience, discussing any challenging issues, going through cases and discussing group work, community work and progress in terms of return dates.
105 Participants were unanimous in their feedback that it was risky for students to be placed for supervision at agencies without prior preparation of supervisors for the role. In stressing this point, Participant 11, said:
“…I could be the most hopeless supervisor in the world but they are entrusting these students to me…”
The repercussions of the lack of training are believed to eventually be detrimental to the clients and communities whom students will serve. The draft supervision framework within the social work profession in South Africa (2011) was unknown to all the participants. The implications are clear that these supervisors were not aware of the current trends in supervision. The absence of a standardized training programme or model/approach for social work supervisors translates into supervision becoming a subjective experience and dependent on the attitude, skills knowledge, personality and intuition of individual supervisors.
Supervisors relied on their own field experience and academic knowledge to supervise students.
Some supervisors relied on their managers as role models whilst others used books on supervision to equip themselves for this role. As indicated by Participant 11,
“Supervisors are pretty much ignored, we are just expected to do it and do it from our own knowledge … the university is just interested in obtaining a placement for the student”
Supervisors believe that they should be trained for their role as experience alone is not sufficient.
Emphasizing this, Participants 7 and 5 stated (respectively) that:
“…years of experience in the field are helping, but ongoing training is essential to offer better service…”
“I work instinctively…. Fly by the seat of my pants…I think we need it desperately…”
It is very clear that supervisors have carried out their responsibility in preparing future generation social workers with no support to capacitate them in their role. Whist they do believe that their experience has placed them in a good position to train students, they realize that, that is insufficient and they could provide a much better service if they received training in this respect.
106 Supervision is a specialized function, and this is recognized by the SACSSP, however the implementation of a policy in this respect remains unresolved.