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Interactional Supervision.
Interactional Supervision offers practical strategies for formal and informal supervision and helps human services supervisors develop skills for working with staff individually and in groups. Shulman's real-life strategies identify and explain management skills needed in every phase of supervisory work. Based on his extensive research, Shulman presents solutions to problems that supervisors face on a day-to-day basis. SPECIAL Packed with case examples to demonstrate successful techniquesProvides successful techniques field-tested in holistic studiesDescribes research findings and includes summaries in all chapters Also Incorporating Intersectionality in Social Work Practice, Research, Policy, and Education - ISBN 0871013851Social Work Speaks, Eighth NASW Policy Statements, 2009-20012 - ISBN 0871013843 NASW Press NASW Press, a division of National Association of Social Workers (NASW), is a leading scholarly press in the social sciences. We serve faculty, practitioners, agencies, libraries, clinicians, and researchers throughout the United States and abroad. Known for attracting expert authors, the NASW Press delivers professional information to hundreds of thousands of readers through its scholarly journals, books, and reference works. Some of the areas we publish in -Social work in the field of aging-Models of social work-Social work with children and adolescents-Ethics in social work-Community organization-Professional development
- GenresSocial Work
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First published December 1, 1992
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Displaying 1 - 3 of 3 reviews
November 16, 2013
Shulman’s Interactional Supervision works off of three primary assumptions. First is the number of common dynamics and core skills are central to all supervision processes (with respect to the various settings social workers are employed). Here the common elements are stressed while recognizing there are some variant elements of the supervision practice that are specific to particular settings and actors involved.
Second, many of these dynamics and skills are universal to the various modes of interaction within which supervisors operate. While there are key skills equally relevant when working with staff individually and in groups, there are, of course, important differences as well. In addition, the same skills and dynamics used in the supervisors’ responsibilities for formal group meetings and coordinating the work of staff members in the informal system can also be applied to the work of supervision as they represent concerns to the administration, deal with other supervisors on issues of conflict between units, or relate to outside agencies.
The third assumption is that there are parallels between the dynamics of supervision and any other helping relationship. Thus the skills that are important in direct practice with clients are also important to the supervisory relationship. While the relationship of supervisor and staff member or group should not become a therapeutic relationship, it is essential that the relationship remain focused on helping staff carry out their work-related tasks with their clients; viz., what is known about effective communication and relationship skills can be useful in implementing diverse aspects of supervisory function, such as coordinating, education, and evaluation. The supervisor demonstrates the helping relationship with workers thus influencing the manner in which staff members relate to clients. This parallel process is crucial in the relationship where more is “caught” by staff that “taught” by the supervisor.
Second, many of these dynamics and skills are universal to the various modes of interaction within which supervisors operate. While there are key skills equally relevant when working with staff individually and in groups, there are, of course, important differences as well. In addition, the same skills and dynamics used in the supervisors’ responsibilities for formal group meetings and coordinating the work of staff members in the informal system can also be applied to the work of supervision as they represent concerns to the administration, deal with other supervisors on issues of conflict between units, or relate to outside agencies.
The third assumption is that there are parallels between the dynamics of supervision and any other helping relationship. Thus the skills that are important in direct practice with clients are also important to the supervisory relationship. While the relationship of supervisor and staff member or group should not become a therapeutic relationship, it is essential that the relationship remain focused on helping staff carry out their work-related tasks with their clients; viz., what is known about effective communication and relationship skills can be useful in implementing diverse aspects of supervisory function, such as coordinating, education, and evaluation. The supervisor demonstrates the helping relationship with workers thus influencing the manner in which staff members relate to clients. This parallel process is crucial in the relationship where more is “caught” by staff that “taught” by the supervisor.
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May 12, 2013Read for a Supervision course I took in graduate school. The book itself is pretty good - lots of useful information in a format that I found to be helpful for integration. It presented a lot of theories and models, but also broke those down into tangible concepts with examples to help illustrate. This is definitely a book I will keep on my bookshelf in that corner office one day ;)
February 2, 2014
Well researched, easy to read and easy to put into practice. Ideal for supervisors/managers.
Displaying 1 - 3 of 3 reviews