Understanding Supervisee Perspectives on Reflective Supervision: Connecting Experiences to Outcomes

Background and Purpose

Access to high quality supervision in social work is critical to supporting professionals in their provision of effective and culturally-sensitive interventions that successfully address client goals and program outcomes.  Integral to supervision and education in social work is reflection and reflective practice. An understanding of our emotions when intervening with a challenging client can help us craft a response that is based on the needs of the client rather than on our own needs.  The presence of another person, such as the social work supervisor; with greater knowledge, experience, or objectivity, can assist in this reflection by offering a safe, trusting place to explore emotional responses to clinical practice.  Reflective supervision (RS) infuses these ideas of reflection within supervisory relationships and can add to our understanding of social work supervision. RS has been has been described and explored theoretically, however, there remains a relative paucity of empirical research.  The current study addresses the following:  1) the influence of RS on outcomes; 2) the perspectives of supervisees with regard to their experiences receiving RS; and 3) components of RS that are essential to clinical practice.

Methods

Study participants were recruited via the state infant mental health association.  Eligible participants were professionals working with infants, toddlers and their families while concurrently receiving individual or group RS.  Four focus groups were facilitated (N=24).  The following questions were examined:  What is it like to engage in RS?  What are the core components of RS?  What are the barriers to effective RS? and How does RS impact your work with families?  Responses were audio-taped and transcribed verbatim.  Data coding was guided by the principles of grounded theory, using an inductive approach and iterative process to identify major themes.

Results

Focus group participants reported that participation in RS is essential to their work with at-risk infants and their families. However, they also identified certain barriers to effective RS that can negatively impact their capacity to engage in supervisory relationships and therefore limit their integration of reflective processes.  In turn, this limits professional growth and use of effective intervention strategies. Qualitative analysis identified the following as essential to engagement in effective RS: 1) consistency of supervisory meetings; 2) feelings of trust and safety within all relationships, including supervisor, consultant, and colleagues; and 3) an understanding of its purpose and connection to their professional role.  Analysis also underscored RS’ impact on burnout and turnover, professional efficacy and confidence, and mindfulness.

Conclusions and Implications

This study’s focus on the experience of the supervisee informs the implementation of RS, social work supervision, and clinical intervention.  Results suggest that when professionals understand the value of reflection and RS, and experience consistent, safe, and trusting relationships, they are able to translate these experiences to their clinical work.  RS, therefore, supports the provision of services that thoughtfully integrate the family’s goals, needs, developmental capacities, and culture. Thus, this research informs clinical practice by underscoring the importance of providing professionals with supervisory relationships that parallel those they form with clients.