Supervision

Systemic supervision offers individuals or teams a space for discussion, exploration, and reflection on professional practice, clinical work, and the personal self present in the work.

Supervision may involve discussing issues related to young people, a practitioner’s professional development, relationships between teams, or wider organisational matters. Its key aim is to support supervisees in developing best practice in their role, in their work with other agencies and colleagues, and in their challenges and possibilities as professionals.

I bring a dialogical and social constructionist approach to supervision that considers:

• Ethical issues and power
• Contextual influences
• Problems, Possibilities, Resources and Restraints
• Positions of safe uncertainty and relational risk-taking
• Working with difference informed by the Social Grrraaaaces
• Developing Multiple Perspectives

Supervision as organisational development: to consider how the role of supervision can develop and bring about change and foster new and emergent ideas that feed into an evolving culture.

Supervision as research: using supervision as a research process to continuously informing the organisation about its performance.

Supervision as learning to transgress: developing the reflexive nature of supervision in which discourses are challenged and addressed.

Supervision as personal development: addressing the learning needs of the individual practitioners in order to become conscious of their own processes, supporting participants to continually adapt to the context in which they are working.

Systemic supervision in statutory social work in the UK: systemic rucksacks and bells that ring (2018). Paul Dugmore, Karen Partridge, Indeep Sethi & Monika Krupa-Flasinska