Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/24453
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: A good fit: the contribution of action learning to supervision practice
Authors: Patterson, Frances
Contact Email: m.f.patterson@stir.ac.uk
Keywords: Supervision
action learning
reflective practice
management
peer supervision
professional development
Issue Date: 2017
Citation: Patterson F (2017) A good fit: the contribution of action learning to supervision practice, Social Work Education, 36 (1), pp. 48-61.
Abstract: This paper discusses the value of action learning for social work supervisors. Recent years have seen renewed focus on supervision as a reflective space and some indications that the tide may be turning in regard to the dominance of managerial priorities within the supervision of direct practice. It is less evident that a similar shift is taking place for supervisors themselves and, anecdotally, many describe their own supervision as having a business focus with limited scope for reflective dialogue. While the traditional functions of supervision need to adapt to fit the responsibilities of those in management positions, it remains true that these staff provide a vital containing role within the organisational hierarchy. For that to be sustained, it is important that supervisors have space and structure within which to process the emotional, intellectual and practical challenges of their work. The integration of action learning sets within post-qualifying courses for supervisors has demonstrated a useful dual function. Firstly, they provide an effective model for group supervision, facilitating in-depth reflection on complex practice issues. Secondly, they offer managers a peer supervision forum; a safe place to explore dilemmas and share the vulnerabilities which belong to management roles as well as practice.
DOI Link: http://dx.doi.org/10.1080/02615479.2016.1246523
Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Social Work Education on 20 Oct 2016, available online: http://www.tandfonline.com/10.1080/02615479.2016.1246523

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