This page is for the academic year 2010-11. The current handbook year is 2014-15
Department: Applied Social Sciences (Sociology; Social Wk/Policy; Com&Yth Wk)
SUPERVISION IN COMMUNITY SETTINGS
Excluded Combination of Modules
- The module is designed to give participants the opportunity to examine different approaches and styles of supervision and to practise and develop their skills in an informal setting. Participants will have the chance to discuss problems commonly arising in practice, to reflect on personal approaches to the practice of supervision and develop an awareness of their own attitudes and values. Specifically, the module aims to:
- develop participants’ knowledge and understanding of the principles of supervision in a professional context;
- develop participants’ skills in supervision;
- provide an opportunity to explore different theories of and approaches to supervision and evaluate their effectiveness in a range of contexts in the welfare and caring professions;
- set supervision in the context of theories of learning and reflective practice.
- support participants in gaining an understanding of equal opportunity issues and anti-discriminatory practice.
- Day 1 What is supervision? - participants' own experience of supervision: essential features of good supervision; review of the literature and current state of supervision in community and youth work. Attitudes and values - importance of awareness of own attitudes and values: awareness of and understanding of equal opportunities and anti-discriminatory practice. Making contracts/agreements - organisational contexts; setting boundaries and establishing the relationship.
- Day 2 Developing skills in supervision - identifying and handling difficulties; empathising, listening, prompting, supporting, challenging, focussing; helping students and staff to explore issues in depth, to analyse and self-assess. Supervision as a learning process - participants' own learning experiences, learning styles, stages of learning, learning from experience, supervision styles. Practising listening and prompting.
- Day 3 Giving constructive feedback - giving and taking criticism; practising supportive and non- judgmental supervision. Assessment - assessment as part of the supervisory process; skills required; issues of power and responsibility; criteria for assessment; taking the hard decision.
- an awareness of the importance of learning styles, stages of learning and learning from experience and how these relate to the supervision process;
- a developed awareness of issues of power and equality in the supervisory relationship and strategies for developing anti-discriminatory practice.
- an understanding of the importance of contracting, boundary setting and the influence of attitudes and values in the supervisory relationship;
- an understanding of the principles and processes of supervision in community and youth work and related settings;
- skills in the core areas of listening, empathising, challenging, assessment and the ability to develop supervisees’ skills in reflection and self-assessment;
Modes of Teaching, Learning and Assessment and how these contribute to
the learning outcomes of the module
- Modes of Teaching and Learning will be include input from the tutor, practical exercises, independent reading, recordings and reflective diaries.
- Assessment will be by 3000 word essay
Teaching Methods and Contact Hours
||Component Weighting: 100%
||Length / duration
recordings of supervision sessions to be shared in class.
■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University