Supervision in Social Work

出版者:Columbia Univ Pr

作者:Kadushin, Alfred/ Harkness, Daniel

页数:501

出版时间:2002-9

价格:$ 96.05

装帧:HRD

isbn号码:9780231120944

具体描述

The book provides an overview of the art of social work supervision. It is designed to help the reader understand the place of supervision in the social agency, the functions that it performs, the process of supervision, and the problems with which it is currently concerned. It is intended to provide the knowledge base that is a necessary prerequisite to learning how to supervise. Now fully updated, this new edition inlcudes a wealth of new information on working with minorities and dealing with cultural diversity.

目录信息

Preface xiii
Acknowledgments xix
1 History, Definition, and Significance 1
Historical Development 1
Development of Education for Social Work 7
Developing a Literature on Social Work Supervision 11
Supervision in Group Work and Community
Organization 15
Toward a Definition 18
The Functions of Supervision 19
The Objectives of Supervision 20
The Hierarchical Position of Supervisors 21
Supervision as an Indirect Service 22
Supervision as an Interactional Process 22
Supervision as the Means to an End 22
Definition of Supervision 23
Empirical Validation of Definition 23
Ecology of Social Work Supervision 26
Community: General and Professional 26
The Social Work Profession 29
The Social Work Agency 30
The Unit Within the Agency 30
Supervisor-Supervisee Dyad (Supervisee Group) 30
The Demography of Social Work Supervision 30
The Significance of Supervision in Social Work 32
Summary 43
vi  Contents
2 Administrative Supervision 45
Introduction: Organizational Bureaucracy 45
Tasks 47
Staff Recruitment and Selection 47
Inducting and Placing the Worker 48
Work Planning 51
Work Assignment 52
Criteria for Assignment 53
Work Assignment Procedures 54
Problems in Work Assignment 55
Work Delegation 56
Monitoring, Reviewing, and Evaluating Work 60
Coordinating Work 62
The Communication Function 63
Process in Organizational Communication 64
Problems in Organizational Communication 66
Lateral Communication 68
Informal Communication 69
The Supervisor as Advocate 69
The Supervisor as Administrative Buffer 71
The Supervisor as Change Agent and Community
Liaison 74
Summary 77
3 Administrative Supervision: Problems in
Implementation 79
The Problem of Vicarious Liability 79
The Problem of Authority and Power 82
Rationale for Authority and Power 82
Supervisory Authority and Sources of Power 84
Reward Power 86
Coercive Power 87
Legitimate or Positional Power 87
Referent Power 88
Expert Power 89
Interrelations Between Types of Supervisory Power 89
Legitimation of Authority 94
Nonauthoritarian Authority 95
Problems in the Implementation of Supervisory
Authority 98
Contents  vii
Avoidance and Abrogation of Authority and Power
by Supervisors 98
Organizational Factors Attenuating Supervisory
Power and Authority 103
Supervisee Countervailing Power 106
The Problem of Rules, Noncompliance, and Disciplinary
Action 111
The Functional Value of Rules 111
Understanding Noncompliance 116
Monitoring Noncompliance: Supervisor Responsibility 122
Taking Disciplinary Action 124
Summary 127
4 Educational Supervision: Definition, Differentiation,
Content, and Process 129
Educational Supervision Distinguished from In-Service
Training and Staff Development 130
Significance of Educational Supervision 131
Relation of Educational Supervision to Administrative
Supervision 132
Content in Educational Supervision 135
The Individual Conference 143
Beginning the Conference 143
Structuring and Scheduling 143
Preparing 146
The Middle Phase 148
Teaching and Learning 148
Orientations to Teaching and Learning 156
Providing Helpful Feedback 158
Ending the Conference 162
Process Studies 163
Case Illustration 166
Summary 174
5 Principles and Problems in Implementing
Educational Supervision 175
Conditions for Effective Teaching and Learning:
Introduction 175
Principle 1: We Learn Best if We Are Highly
Motivated to Learn 176
viii  Contents
Principle 2: We Learn Best When We Can Devote
Most of Our Energies to Learning 179
Principle 3: We Learn Best When Learning Is
Successful and Rewarding 183
Principle 4: We Learn Best if We Are Actively
Involved in the Learning Process 186
Principle 5: We Learn Best if the Content Is
Meaningfully Presented 187
Principle 6: We Learn Best if the Supervisor Takes
Into Consideration the Supervisee’s Uniqueness 188
Establishing a Framework for Educational Supervision 193
The Significance of the Supervisor-Supervisee
Relationship for Educational Supervision 193
The Supervisor’s Problems in Implementing Educational
Supervision 195
Differentiating Educational Supervision from Therapy 199
Differences Between Supervision and Therapy 200
Purpose and Focus 200
Difference in Role Relationships 202
Problems in Implementation of Therapy-Educational
Supervision Distinction 204
Acceptance of Distinction Between Supervision
and Therapy: Empirical Data 206
The Parallel Process Component in Educational
Supervision 208
Developmental Supervision 212
Summary 216
6 Supportive Supervision 217
Introduction and Overview 217
Burnout: Definition and Symptoms 224
Sources of Job-Related Stress for the Supervisee 227
Administrative Supervision as a Source of Stress 227
Educational Supervision as a Source of Stress 228
The Supervisor-Supervisee Relationship as a Source
of Stress 229
The Client as a Source of Stress 231
The Nature and Context of the Task as a Source
of Stress 236
The Organization as a Source of Tension and Stress 240
Contents  ix
Community Attitudes Toward Social Work as a
Source of Stress 242
Worker Personality as a Factor in Burnout 244
Implementing Supportive Supervision 246
Prevention of Stress 248
Reducing and Ameliorating Stress 248
Recapitulation and Some Caveats 258
The Value of Supportive Supervision: Research Findings 260
Additional Sources of Support for Supervisees 264
The Client 264
The Peer Group 264
Social Support Network 265
Supervisees’ Adaptations 265
Supervisees’ Games 266
Manipulating Demand Levels 266
Redefining the Relationship 267
Reducing Power Disparity 269
Controlling the Situation 271
Countering Games 274
Humor in Supervision 276
Summary 277
7 Problems and Stresses in Becoming and Being
a Supervisor 279
Transition: Worker to Supervisor 280
Motives for Change 280
Preparation for Change 281
Changes in Self-Perception and Identity 283
From Clinician to Manager 287
Changes in Peer Relationships 289
Summary: Stress Associated with Becoming
a Supervisor 291
Ongoing Supervisor Stress: Problems in Being
a Supervisor 291
Ongoing Supervisor Stress: The Challenge of
Human Diversity 296
Race and Ethnicity as Factors in Supervision 297
White Supervisor–African American Supervisee 297
African American Supervisor–White Supervisee 299
x  Contents
African American Supervisor–African American
Supervisee 301
Gender as a Factor in Transition to Supervision 303
Gender as a Factor in Ongoing Supervision 305
Sexual Harassment: A Problem for Supervision 309
Problems Related to Hierarchical Position 312
Working with Administrators 313
Understanding and Working with Administrators 314
Summary of Stresses Encountered by Supervisors 315
Coping with Stress: Supervisors’ Adaptations 317
Supervisors’ Games 320
The “Good” Supervisor 323
Summary 327
8 Evaluation 329
Definition 329
Values of Evaluation 331
Value to the Worker 331
Value to the Agency 333
Value to the Client 334
Value to the Supervisor 334
Objectives of Evaluation 335
Dislike of Evaluations 336
Desirable Evaluation Procedures 340
Evaluation Conference: Process 346
Scheduling the Conference 346
Supervisor’s Conference Preparation 346
Worker’s Conference Preparation 347
Evaluation Conference Interaction 347
Communication and Use of Evaluations 350
Errors in Evaluation 352
Evaluation Outlines and Rating Forms 355
Evaluation Content Areas 358
Sources of Information for Evaluation 372
Evaluation of Supervisors 375
Controversial Questions 380
Summary 387
Contents  xi
9 The Group Conference in Supervision 389
Definition 390
Advantages of Group Supervision 391
Disadvantages of Group Supervision 399
Individual and Group Supervision: Appropriate Use 402
Research on Group Supervision 403
Group Supervision: Process 405
Group Setting 406
Purpose 406
Leadership and Planning 407
Content and Method 410
Supervisor’s Responsibility in the Group Conference 413
Humor in Group Supervision 419
Illustration of Group Supervision 420
Summary 425
10 Problems and Innovations 427
Observation of Performance: The Nature of the Problem 427
Direct Observation of Performance 433
Sitting In 433
One-Way Mirrors 433
Co-therapy Supervision 434
Observation Via Tapes: Indirect Observation of
Performance 435
Live Supervision During the Interview 442
Bug-in-the-Ear and Bug-in-the-Eye Supervision 443
Observing Worker Performance: A Recapitulation 447
The Problem of Interminable Supervision 448
Interminable Supervision and Worker Autonomy 449
Attitudes Toward Interminable Supervision 451
Innovations for Increasing Worker Autonomy 454
Peer Group Supervision 454
Peer Consultation 455
Interminable Supervision and Debureaucratization 456
Supervision in the Managed Care Context 459
Administrative Supervision and Managed Care 461
Clinical-Educational Supervision and Managed Care 462
Supportive Supervision and Managed Care 463
Agency Debureaucratization Experiences 464
xii  Contents
Problem: The Professional and the Bureaucracy 465
Ethical Dilemmas in Supervision 469
Sexism and Social Work Administration 473
The Problem of Education for Supervision 475
A Perspective: The Positive Values of Professional
Supervision 476
Summary 480
Bibliography 483
Index 547
· · · · · · (收起)

用户评价

我购买这本书的初衷，其实是源于一次偶然的读书分享会。当时，一位资深的社会工作者在分享她的职业心得时，反复提及“有效督导”对她个人职业生涯的深远影响，并强烈推荐了一本她认为“奠基之作”的书籍，虽然她没有直接说出书名，但她在描述内容时，诸如“从被动接受到主动建构”、“个体化督导路径的探索”、“反思性实践的培养”等关键词，都让我联想到这本书的标题，于是便抱着探索的心态将其收入囊中。我深知，在社会工作领域，很多知识和技能的学习并非仅仅通过课程和培训就能完全掌握，更需要在一个持续的支持和指导环境中去内化和升华。我希望这本书能够为我揭示督导更深层次的意义，不仅仅是工作的指导，更是个人价值和专业认同的塑造过程。我想了解，在多变的社会工作实践中，如何保持督导的连续性和有效性？如何在这个过程中，既能关注到服务对象的福祉，又能顾及到社工自身的心理健康和专业发展？我尤其好奇书中会如何阐述“督导中的权力动态”以及“如何建立一个安全的、能够进行坦诚沟通的督导空间”，这些都是我一直在思考但尚未找到清晰答案的问题。

这本书的封面设计非常吸引人，简洁明亮的色调搭配略显厚重的纸质，给人一种专业而值得信赖的感觉。我当初选择这本书，很大程度上是因为它的标题“Supervision in Social Work”——它精准地概括了我一直以来在工作中渴望获得更系统性指导和支持的需求。我一直认为，社会工作者在面对复杂且常常充满情感压力的服务对象时，自身的成长和专业发展至关重要。而有效的督导，恰恰是支撑这种成长的关键。因此，我对这本书寄予厚望，希望能从中学习到如何构建一个更加支持性的督导关系，如何在这种关系中实现自我反思和专业技能的提升。书中的章节划分也显得十分合理，从理论基础到实践技巧，似乎都涵盖了督导的各个重要方面。我特别期待能够深入了解不同督导模式的适用性，以及如何在实际工作中根据服务对象的特点和自身的需求，选择最合适的督导方式。此外，书中关于如何处理督导过程中可能出现的伦理困境和挑战的章节，也引起了我极大的兴趣，因为在社会工作中，这些问题是不可避免且需要慎重处理的。总体而言，这本书给我的第一印象是它能够提供一套全面且实用的督导框架，帮助我更好地理解和实践督导，从而提升我的服务质量和个人专业成长。

我选购这本书，很大程度上是因为它被同行中的一些资深人士推荐为“必读”之作。他们普遍认为，这本书对于理解和实践有效的社会工作督导有着不可替代的作用。我一直深信，个体的专业成长离不开他人的引导和支持，尤其是在社会工作这样一个充满挑战和不确定性的领域。我期待在这本书中找到关于如何构建一个既能提供情感支持，又能促进专业反思的督导关系。我希望能够学习到，在督导过程中，如何进行有效的沟通，如何设定清晰的界限，以及如何处理不同督导风格之间的潜在冲突。这本书的标题“Supervision in Social Work”给我一种强烈的信号，它不仅仅是关于“监督”，更是关于“赋能”和“成长”。我非常想了解书中是否提供了具体的案例分析，来展示不同督导模式在实际工作中的应用，以及这些应用是如何帮助社会工作者克服困难，提升服务成效的。此外，书中对“新手督导”和“资深督导”的不同需求和挑战的探讨，也让我倍感期待，因为我希望这本书能为我在不同职业阶段提供持续的指导。

拿到这本书的时候，我首先被它严谨的学术风格所吸引。纸张的质感、字体的大小、排版的设计，都透露出一种扎实的学术功底。我购买这本书，正是看中了它在“社会工作督导”这个领域内，可能提供的具有深度和广度的理论支撑。作为一名初入社会工作领域的新手，我深切体会到专业知识和实践经验之间的鸿沟。我需要的不只是“怎么做”，更是“为什么这么做”的原理和依据。我期望这本书能够系统地梳理社会工作督导的理论流派，阐述不同理论背景下的督导模式，并分析其各自的优劣势。我希望能够从中学习到，如何将这些理论知识与我日常工作中遇到的具体情境相结合，形成一套属于自己的、符合专业伦理和实践需求的督导方法。更重要的是，我期待书中能够提供一些关于如何评估督导效果的工具和指标，这样我才能更好地了解自己的督导关系是否健康有效，以及在哪些方面还需要进一步的改进。对于一些复杂的案例，如何通过督导来寻求更优的解决方案，也是我非常关注的部分。

我一直对社会工作中的“人”和“关系”充满好奇，也正是这份好奇心驱使我深入了解“督导”这一概念。这本书的标题，听起来就非常具有指导性和启发性。我购买它，是希望能从更宏观的视角理解督导在整个社会工作体系中的作用。我希望能了解到，督导不仅仅是个体层面的支持，它在组织层面、甚至在整个社会工作专业发展层面，扮演着怎样的角色？书中关于“系统性督导”或者“组织支持下的督导”的章节，尤其引起了我的兴趣。我希望能够学习到，如何在复杂的组织环境中，建立和维护有效的督导机制，以确保服务质量的稳定性和持续改进。同时，我也非常关注书中可能提及的“文化敏感性督导”或者“跨文化督导”的内容，因为我所处的社会环境日益多元化，如何在一个包容和尊重的框架下进行督导，对于我来说至关重要。我期待这本书能为我打开新的视野，让我看到督导在应对社会挑战和推动社会公正方面的独特力量。