Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/25414
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Making the transition from practitioner to supervisor: reflections on the contribution made by a post-qualifying supervisory course (Forthcoming/Available Online)
Authors: Patterson, Frances
Whincup, Helen
Contact Email: m.f.patterson@stir.ac.uk
Keywords: Supervision
post-qualifying course
interprofessional supervision
reflection
learning
Issue Date: 25-Apr-2017
Citation: Patterson F & Whincup H (2017) Making the transition from practitioner to supervisor: reflections on the contribution made by a post-qualifying supervisory course (Forthcoming/Available Online), European Journal of Social Work.
Abstract: Within Scotland, as elsewhere, there has been a resurgence of interest in the critical role of supervision within social work practice. However, those in transition from practitioner to supervisor still commonly report feeling unprepared for their changing role and uncertain about what it entails. This paper will explore our experiences of delivering an accredited post-qualifying supervision course since 2008 to professionals from different sectors, diverse professional backgrounds, and with varying levels of supervisory experience. The course provides time and space to think about the different elements of supervision, and to consider how these translate into day-to-day practice. We will argue that the opportunity to explore the complexity of the supervisory task, while learning from and with peers, is an important part of making the transition in professional role and identity. Moreover, in organisational contexts where the reflective space which supervision can provide may feel under threat, and where the focus on people who use services can at times be lost, professional staff undertaking supervision training describe feeling more confident and competent in their role, with renewed commitment both to uphold the value of reflective supervision, and to sustain a clear emphasis on people who use services.
DOI Link: http://dx.doi.org/10.1080/13691457.2017.1318833
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 European Journal of Social Work on 25 Apr 2017, available online: http://www.tandfonline.com/10.1080/13691457.2017.1318833

Files in This Item:
File Description SizeFormat 
EJSW article with abstract and title AAM.pdf315.62 kBAdobe PDFUnder Embargo until 26/4/2018     Request a copy

Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependent on the depositor still being contactable at their original email address.



This item is protected by original copyright



Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

If you believe that any material held in STORRE infringes copyright, please contact library@stir.ac.uk providing details and we will remove the Work from public display in STORRE and investigate your claim.