SU P E R V IS O R Y P R O C E S S

METHODS A N D T O O L S
LESSON 5
 P R A C T I C E S T A N D A R D S I N SOCIAL WORK
SUPERVISION
THE NATIONAL ASSOCIATION OF SOCIAL WORKERS (NASW) AND THE
ASSOCIATION OF SOCIAL WORK BOARDS (ASWB) HAVE DEVELOPED
BEST PRACTICE STANDARDS IN SOCIAL WORK SUPERVISION
(HEREAFTER “SUPERVISION STANDARDS”) TO SUPPORT AND
STRENGTHEN SUPERVISION FOR PROFESSIONAL SOCIAL WORKERS.
THE STANDARDS PROVIDE A GENERAL FRAMEWORK THAT PROMOTES
UNIFORMITY AND SERVES AS A RESOURCE FOR ISSUES RELATED TO
SUPERVISION IN THE SOCIAL WORK SUPERVISORY COMMUNITY
THE KNOWLEDGE BASE OF THE SOCIAL WORK PROFESSION HAS EXPANDED,
AND THE POPULATION IT SERVES HAS BECOME MORE COMPLEX.
THEREFORE, IT IS IMPORTANT TO THE PROFESSION TO HAVE ASSURANCE
THAT ALL SOCIAL WORKERS ARE EQUIPPED WITH THE NECESSARY SKILLS TO
DELIVER COMPETENT AND ETHICAL SOCIAL WORK SERVICES. EQUALLY
IMPORTANT TO THE PROFESSION IS THE RESPONSIBILITY TO PROTECT
CLIENTS. THE NASW AND ASWB TASK FORCE ON SUPERVISION STANDARDS
MAINTAIN THAT SUPERVISION IS AN ESSENTIAL AND INTEGRAL PART OF THE
TRAINING AND CONTINUING EDUCATION REQUIRED FOR THE SKILLFUL
DEVELOPMENT OF PROFESSIONAL SOCIAL WORKERS. SUPERVISION
PROTECTS CLIENTS, SUPPORTS PRACTITIONERS, AND ENSURES THAT
PROFESSIONAL STANDARDS AND QUALITY SERVICES ARE DELIVERED BY
COMPETENT SOCIAL WORKERS.
OVERVIEW OF SUPERVISION
THERE ARE NUMEROUS DEFINITIONS OF SUPERVISION. FOR THE PURPOSES OF THESE
SUPERVISION STANDARDS, PROFESSIONAL SUPERVISION IS DEFINED AS THE RELATIONSHIP
BETWEEN SUPERVISOR AND SUPERVISEE IN WHICH THE RESPONSIBILITY AND ACCOUNTABILITY
FOR THE DEVELOPMENT OF COMPETENCE, DEMEANOR, AND ETHICAL PRACTICE TAKE PLACE. THE
SUPERVISOR IS RESPONSIBLE FOR PROVIDING DIRECTION TO THE SUPERVISEE, WHO APPLIES
SOCIAL WORK THEORY, STANDARDIZED KNOWLEDGE, SKILLS, COMPETENCY, AND APPLICABLE
ETHICAL CONTENT IN THE PRACTICE SETTING. THE SUPERVISOR AND THE SUPERVISEE BOTH
SHARE RESPONSIBILITY FOR CARRYING OUT THEIR ROLE IN THIS COLLABORATIVE PROCESS.
SUPERVISION ENCOMPASSES SEVERAL INTERRELATED FUNCTIONS AND RESPONSIBILITIES. EACH
OF THESE INTERRELATED FUNCTIONS CONTRIBUTES TO A LARGER RESPONSIBILITY OR OUTCOME
THAT ENSURES CLIENTS ARE PROTECTED AND THAT CLIENTS RECEIVE COMPETENT AND ETHICAL
SERVICES FROM PROFESSIONAL SOCIAL WORKERS. DURING SUPERVISION, SERVICES RECEIVED
BY THE CLIENT ARE EVALUATED AND ADJUSTED, AS NEEDED, TO INCREASE THE BENEFIT TO THE
CLIENT. IT IS THE SUPERVISOR’S RESPONSIBILITY TO ENSURE THAT THE SUPERVISEE PROVIDES
COMPETENT, APPROPRIATE, AND ETHICAL SERVICES TO THE CLIENT.
There are many models of supervision described in the literature, ranging from traditional,
authoritarian models to more collaborative models. Different models of supervision place
emphasis, in varying degrees, on the client, the supervisor, the supervisee, or the context in
which the supervision takes place. Ideally, the supervisor and the supervisee use a
collaborative process when a supervision model is selected; however, it is ultimately the
responsibility of the supervisor to select the model that works best for the professional
development of the supervisee. The supervisory relationship is built on trust, confidentiality,
support, and empathic experiences. Other qualities inherent in the supervisory relationship
include constructive feedback, safety, respect, and self-care. The standards for social work
supervision should be used in conjunction with professional judgment and should not be the
exclusive basis on which a decision is made. Supervisors should always familiarize
hemselves with the supervisory requirements of regulatory and accreditation bodies that
control their particular geographic area, work setting, or both.
Supervision ensures that supervisees obtain advanced knowledge so
that their skills and abilities can be applied to client populations in an
ethical and competent manner. Some areas of knowledge, and the
application of that
knowledge to clients, can only be translated during the supervisory
process. Supervision provides guidance and enhances the quality of
work for both the supervisor and the supervisee and, ultimately, the
client. The activities of supervision are captured by three primary
domains that may overlap: administrative, educational, and
supportive.
 ADMINISTRATIVE
Administrative supervision is synonymous with management. It
is the implementation of administrative methods that enable
social workers to provide effective services to clients.
Administrative supervision is oriented toward agency policy or
organizational demands and focuses on a supervisee’s level of
functioning on the job and work assignment.
Educational supervision focuses on professional concerns and relates
to specific cases. It helps supervisees better understand social work
philosophy, become more self-aware, and refine
their knowledge and skills. Educational supervision focuses on staff
development and the training needs of a social worker to a
particular caseload. It includes activities in which the supervisee is
guided to learn about assessment, treatment and intervention,
identification and resolution of ethical issues,
and evaluation and termination of services.
 EDUCATIONAL
Educational supervision focuses on professional concerns and relates
to specific cases. It helps supervisees better understand social work
philosophy, become more self-aware, and refine
their knowledge and skills. Educational supervision focuses on staff
development and the training needs of a social worker to a
particular caseload. It includes activities in which the supervisee is
guided to learn about assessment, treatment and intervention,
identification and resolution of ethical issues,
and evaluation and termination of services.
 SUPPORTIVE
Supportive supervision decreases job stress that interferes with work performance
and provides the supervisee with nurturing conditions that compliment their
success and encourage self-efficacy. Supervisees are faced with increasing
challenges that contribute to job stress, including the growing complexity of client
problems, unfavorable physical work environments, heavy workloads, and
emotionally draining environments such as vicarious trauma. Supportive
supervision is underscored by a climate of safety and trust, where supervisees can
develop their sense of professional identity. The combination of educational,
administrative, and supportive supervision is necessary for the development of
competent, ethical, and professional social workers.
QUALIFICATIONS
The qualifications for an approved social work supervisor are specified in the licensing statutes and
regulatory standards of each jurisdiction, and may include specifications for each level of social work
practice or be universal, with one set of qualifications for all practice levels. The general qualifications for
supervision may
include the following:
■ a current license to practice at the specific level or above the level in which the supervision will be provided,
and in the jurisdiction in which both the supervisor and the supervisee are practicing
■ a degree from an accredited school of social work
■ specified coursework in supervision, a minimum number of continuing education hours in supervisory
practice as required by the jurisdiction, or both
■ a minimum of three years (or more if required in licensing statutes) of post licensure practice experience
■ continuing education hours as required for maintenance of supervisory credentials in the practice jurisdiction
■ being free from sanction of the licensing board for violation(s) of practice standards.
In addition, social work supervisors should have experience and expertise in the
practice arena and with the population of the supervisees’ practice, such as
addictions, children and adolescents, mental health, and community organization.
Supervisors should have competencies in the theories and various modalities of
treatment and maintain currency through the use of professional journals and
continuing education. Effective supervision requires knowledge of the principles
of supervision and the ability to demonstrate necessary skills such as addressing
both strengths and challenges of the supervisee, modeling and discussing ethical
practice, and providing support and encouragement in the learning context.
Supervisors should be familiar with the administrative and organizational structure
of the agency or practice domain of the supervisee.
CONTEXT IN SUPERVISION
Understanding Scope of Practice
Supervision may be provided to address a variety of issues. Among the most
common is supervision for obtaining an advanced practice license, particularly
a clinical license. Supervision may also be provided to new or recent graduates,
focusing on the practical aspects of helping clients. It may also include social
workers who
have been sanctioned following disciplinary action and those learning a new
practice or skill. Supervisors must be sure they meet the qualifications to
become a supervisor and have a clear understanding of the skills and knowledge
that the supervisory relationship is designed to help the supervisee develop.
COMMUNITIES OF PRACTICE
Many social workers practice within the community in which they live and
may have “insider” knowledge about community issues that may assist in
building a therapeutic alliance, identifying appropriate referrals, or simply
understanding clients’ concerns. Being an insider may also result in dual or
multiple relationships. Social work supervisors may address these issues
by establishing parameters to the supervisory relationship, with attention to
boundaries and self-monitoring. In all cases, supervisors must ensure that
the professional relationship is paramount and protected.
 INTERDISCIPLINARY SUPERVISION
With the increasing focus on interdisciplinary practice in recent years,
social workers may be supervised by a professional of a different
discipline. Although this may be appropriate within the team or unit
context, social workers should seek supervision or consultation from
another social worker with regard to specific social work practices and
issues. Similarly, a social worker providing supervision to a member of
another discipline should refer that supervisee to a member of her or his
own profession for
practice-specific supervision or consultation.
 CULTURAL AWARENESS AND CROSS-CULTURAL SUPERVISION
Social work supervisors should adhere to the NASW Standards for Cultural
Competence in Social Work Practice and have specialized knowledge and
understanding about the culture of the client population served by the supervisee.
Supervisors should be able to
communicate information about diverse client groups to supervisees and help them
to use appropriate methodological approaches, skills, and techniques that reflect
their understanding of the role of culture in the helping process. The supervisor who
is supervising a social worker with a different cultural background should develop
knowledge about that culture as it relates to social work practice. Primary sources
of information may include the supervisee or other practitioners familiar with the
supervisee’s cultural community.
 DUAL SUPERVISION AND CONFLICT RESOLUTION

In circumstances in which a supervisee is being administratively or clinically

supervised simultaneously by more than one person, it is best practice to have a
contractual agreement or memorandum of understanding delineating the role of
each supervisor, including parameters of the relationships, information sharing,
priorities, and how conflicts will be resolved. If no agreement exists, the
immediate employment supervisor may have the final say.
 STANDARD 2. CONDUCT OF SUPERVISION
The underlying agreement between supervisors and supervisees includes the premise
that supervisees depend on the skills and expertise of supervisors to guide them. Respect
for the different roles that supervisors and supervisees play in the supervisory
relationship is a key factor in successful supervision. To maintain objectivity in
supervision, it is important to

■ negotiate a supervision contract with mutually agreeable goals, responsibilities, and

time frames
■ provide regular feedback to supervisees on their progress toward these goals
■ establish a method for resolving communication and other problems in the supervision
sessions so that they can be addressed
■ identify feelings supervisees have about their clients that can interfere with or limit the
process of professional services.
 CONFIDENTIALITY
Supervisors must ensure that all client information be kept private
and confidential except when disclosure is mandated by law.
Supervisees should inform clients during the initial interview that
their personal information
is being shared in a supervisory relationship. Supervisors also have
an obligation to protect and keep the supervisory process confidential
and only release information as required by the regulatory board to
obtain licensure or if necessary, for disciplinary purposes.
 CONTRACTING FOR SUPERVISION
In situations in which an agency may not have a clinical supervisor who meets the
qualifications of a supervisor as required by the regulatory board, a social work
supervisee may contract for supervision services outside the agency to qualify for a
clinical license. Supervisees should contact the regulatory board in their jurisdictions in
advance of contracting to confirm whether such a practice is permitted and confirm the
documentation required from the supervisor. The time frame required for the supervision
period should also be confirmed. Contracting for outside supervision can be problematic
and may place a supervisor at risk. If the supervisee is paying for the services, he or she
can dismiss the supervisor, especially if disagreements or conflicts arise. The supervisee
can also blame the supervisor if there is failure in the licensing process. In addition, the
supervisor may encounter case management conflicts between the supervisee and the
agency.
Development of a contractual agreement among the social worker, the
supervisor, and the employing agency is essential in preventing problems in the
supervisory relationship.
The agreement should clearly delineate the agency’s authority and grant
permission for the supervisor to provide clinical supervision. Evaluation
responsibilities, periodic written reports, and issues of confidentiality should
also to be included in the agreement. Supervisors and supervisees should also
sign a written contract that outlines the parameters of the supervisory
relationship. Frequent written progress reports prepared by the supervisor should
be required and, if appropriate, meet the ongoing standards established by
jurisdictions and agency requirements.
 LEADERSHIP AND ROLE MODEL
Supervisors play a key role in the professional development of their
supervisees. The actions and advice of the supervisor are keenly observed by
supervisees, and consequently, influence much of the supervisee’s thinking
and behavior. Teaching is an important function of the supervisor, who models
the behavior the supervisee will emulate. Supervisors should create a learning
environment in which supervisees learn about the internal and external
environments in which they work as well as the environments in which their
clients find themselves each day.
 COMPETENCY

Social work supervisors should be competent and participate in ongoing

continuing education and certification programs in supervision. Supervisors
should be aware of growth and development in social work practice and be
able to implement evidence-based practice into the supervisory process.
Supervisors should also be
aware of their limitations and operate within the scope of their competence.
When specialty practice areas are unfamiliar, supervisors should obtain
assistance or refer supervisees to an appropriate source for consultation in the
desired area.
SUPERVISORY SIGNING OFF
Supervisors should submit reimbursement claims only for services that they performed.
“Signing off” on services performed by a supervisee who is ineligible to seek
reimbursement is fraudulent. Supervisors and supervisees should be aware of the statutes
and regulations addressing this matter in their jurisdictions.

SELF-CARE
It is crucial for supervisors to pay attention to signs of job stress and address them with
their supervisees and themselves. Supervisors should provide resources to help
supervisees demonstrating symptoms of job stress and make outside referrals as
necessary. Peer consultation can be helpful to supervisors and supervisees in
such cases.
STANDARD 3. - LEGAL AND REGULATORY ISSUES
Social work supervisors share responsibilities for the services provided to clients.
Liability of supervisors has been determined by the courts and includes direct liability
related to negligent or inadequate supervision and vicarious liability related to negligent
conduct by supervisees. Supervisors and supervisees should both have professional
liability insurance. In an agency setting, a supervisor’s potential liability is affected by his
or her level of responsibility and authority. Supervisors should familiarize themselves
with the scope of their responsibility and authority, which may be specified in an agency
written policy manual, the supervisor’s job description, or a written contractual
agreement. The requirements and expectations of a supervisor’s position also may affect
liability, especially in situations in which the supervisor may have competing demands
and is unable to adequately perform his or her supervisory functions. Such situations may
present legal challenges.
 LIABILITY
Direct liability may be charged against a supervisor when inappropriate
recommendations carried out by a supervisee are to a client’s detriment. Direct
liability can also be charged when a supervisor assigns duties to a supervisee
who is inadequately prepared to perform them. Social work supervisors should
be proactive in
preventing boundary violations that should be discussed at the beginning of the
supervisory relationship. A supervisor should not supervise family members,
current or former partners, close friends, or any person with whom the
supervisor has had a therapeutic or familial relationship. In addition, a
supervisor should not engage in a therapeutic relationship with a supervisee.
Vicarious liability involves incorrect acts or omissions committed by the supervisee that
can also be attributed to the supervisor. Supervisees can be held to the same standard of
care and skill as that of their supervisors and
are expected to abide by the statutes and regulations in their jurisdictions. For purposes of
risk management, supervisors should

■ ensure that the services provided to clients by supervisees meet or exceed standards or
practice
■ maintain documentation of supervision
■ monitor supervisee’s professional work activities
■ identify actions that might pose a danger to the health and/or welfare of the supervisees’
clients and take prompt and appropriate remedial measures
■ identify and address any condition that may impair a supervisee’s ability to practice
social work with reasonable skill, judgment, and safety.
 REGULATIONS

The statutes and regulations for the qualifications of supervisors and licensing
requirements for supervisees may vary by jurisdiction. An increasing number of
jurisdictions are requesting supervision contracts and plans prior to the
commencement of supervision. It is the responsibility of supervisors and
supervisees to familiarize themselves with the specific requirements in their
jurisdictions for the qualifications for supervision, licensure, supervision contracts
and plans, and other requirements. Many social work regulations require all
supervision for purposes of licensure to be provided by a licensed clinical social
worker
 DOCUMENTATION
Documentation is an important legal tool that verifies the provision of services.
Supervisors should assist supervisees in learning how to properly document client
services performed, regularly review their documentation, and hold them to high
standards. Each supervisory session should be documented separately by the
supervisor and the supervisee. Documentation for supervised sessions should be
provided to the supervisee within a reasonable time after each session. Social work
regulatory boards may request some form of supervision documentation when
supervisees apply for licensure. Records should be safeguarded and kept
confidential. Where appropriate, supervisors should train supervisees to document
for reimbursement and
claims submission.
 OTHER LEGAL CONCERNS

The experienced social worker developing skills in a new specialty area may receive
supervision limited to the new area of practice. A supervisor is selected on the basis
of his or her expertise in the specialty area. Having a supervision contract or plan
detailing the obligations of both parties may be helpful. Supervision may be required
following disciplinary action. In such situations, an agreement between the
supervisor, supervisee, and other authority should be developed to address such items
as corrective issues to be covered in supervision, information sharing between the
parties, and frequency of supervision. Social work supervisors may retain a
consultant for case consultation and review as necessary, especially when conflicts
arise.
 STANDARD 4 - ETHICAL ISSUES
Social work supervisors and supervisees may face ethical dilemmas when providing services to clients.
To address those dilemmas, the supervisor and the supervisee should have a thorough knowledge of the
code of ethics under which they practice. The NASW Code of Ethics serves as a guide to assist
supervisors in working with ethical issues that arise in supervisory elationships. The following precepts
from the NASW Code of Ethics are incorporated throughout these standards.
■ 3.01(a) “Social workers who provide supervision or consultation should have the necessary knowledge
and skill to supervise or consult appropriately and should do so only within their areas of knowledge and
competence”
■ 3.0l (b) “Social workers who provide
supervision or consultation are responsible for setting clear, appropriate, and culturally sensitive
boundaries”
■ 3.01(c) “Social workers should not engage in any dual or multiple relationships with supervisees in
which there is a risk of exploitation of or potential harm to the
supervisee”
■ 3.01(d) “Social workers who provide supervision should evaluate supervisee’
performance in a manner that is fair and respectful”

Supervisors have the responsibility to address any confusion that supervisees

may encounter as a result of ethical demands. A supervisor should be aware of
the differences between professional ethics, core values, and personal moral
beliefs and help the supervisee to distinguish these elements when making
practice decisions.
Supervisors can use the supervisory relationship as a training ground for
ethical discretion, analysis, and decision-making.
 ETHICAL DECISION-MAKING
Supervisors help supervisees learn ethical decision-making, a process that is both
cognitive and emotional. Supervisors should discuss and model the process of identifying
and exploring problems, looking at issues, values, principles, and regulations. Supervisors
and their supervisees should discuss possible consequences, as well as costs and benefits,
of certain actions. They should explore what actions best achieve fairness, justice, and
respect for others, make a decision about actions to be taken, and evaluate them after
implementation.
When a supervisee makes an ethical mistake, he or she, with the assistance of the
supervisor, should try to ameliorate any damage and learn how to avoid that mistake in
the future. If appropriate or required by the jurisdiction, the violation may have to be
reported to the licensing board.
 BOUNDARIES
The supervisory relationship is an excellent forum for supervisees to learn about
boundaries with clients. Ethical issues related directly to supervision include the nature
of the professional responsibility to the supervisee, appropriate boundaries, and
responsibilities when dealing with incompetent or unethical behavior. Becoming
involved in a romantic or familial relationship with a supervisee is an ethical violation
and should be strictly avoided because it creates marked role conflict that can fatally
undermine the supervisory relationship. If the supervisor recognizes a potential
boundary issue with a supervisee, he or she should acknowledge it, assess how the
boundary issue has affected supervision, and resolve the conflict.
Although the supervisory relationship is between professionals, supervisors usually have
more power in the relationship than supervisees. To avoid boundary problems and
conflicts of interest with a supervisee, the ethical supervisor must accept his or her
power and be comfortable in using that authority to ensure accountability and protect
clients. Other ethical considerations include the following:

■ A supervisor should always focus on the goals of supervision and the nature of the
supervisory relationship and avoid providing psychotherapy services to the supervisee.
■ Supervisors working with more than one supervisee should see each supervisee as an
individual and adapt to that supervisee’s needs. At the same time, supervisors must be
fair and consistent when providing supervision to multiple supervisees.
Self-disclosure
Supervisors should be discreet in sharing personal information and not allow it to
become the focus of supervision. When personal information is disclosed, it should be
brief and support the goals of supervision. Supervisors should explain their comments
and rationale to help supervisees gain understanding of appropriate techniques to use in
the interview process with clients.

Attending to Safety
Supervisors make supervisees aware of safety issues and train them how to respond to
workplace conflict, respond to threats and harassment, protect property, and deal with
assaults and their emotional aftermath.
Supervisors help supervisees plan for safety in the office and in the community by
learning non-violent response strategies and appropriate ways to respond to crises.
 ALTERNATIVE PRACTICE
The social work supervisor should decide whether an alternative practice, a
non-traditional social work intervention, is the best modality of treatment for a
supervisee to use with a client. When a supervisee uses an alternative practice,
the supervisor should have expertise of that practice and ensure that the
supervisee has the prerequisite training and knowledge to perform the
alternative practice. In situations in which the supervisor does not have the
skills to provide the alternative practice, it may be necessary to involve a
second supervisor. In such cases, the two supervisors should work closely
together to avoid conflicts and ensure effective use of the alternative practice
for the client.
 STANDARD 5 - TECHNOLOGY
The rapid growth and advances in technology present many opportunities and challenges in a
supervisory relationship. When using or providing supervision by technological means, supervisors
and supervisees should follow standards applied to a face-to-face supervisory relationship.
Supervisors should demonstrate competency in the use of technology for supervision purposes and
keep abreast of emerging technologies. Supervisors should be aware of the risks and benefits of
using technology in social work practice and implement them in the learning process for
supervisees. All applicable federal, provincial, and state laws should be adhered to, including
privacy and security rules that may address patient rights, confidentiality, allowable disclosure, and
documentation and include requirements regarding data protection, encryption, firewalls, and
password protection. When supervision is being provided for licensure purposes, supervisors and
supervisees have the responsibility to familiarize themselves with specific definitions and
requirements by social work regulatory boards for the use of technology in practice. For successful
communication, compatible equipment, software, and other infrastructure are required by both
parties.
Distance Supervision
The use of technology for supervision purposes is gradually increasing. Video-conferencing is a
growing technological tool used to provide supervision, especially in remote areas. Some jurisdictions
allow electronic means for supervision; others may limit the amount of supervision that can be
provided from a distance. When using technology to provide distance supervision, one must be aware
of standards of best practice for providing this tool and be knowledgeable of the statutes and
regulations governing the provision of such services.
Risk Management
Using technology in social work practice presents many risks. Supervisors should ensure a learning
process that emphasizes a standard of care consistent with the NASW Code of Ethics, NASW and
ASWB Standards for Technology in Social Work Practice, Canadian Social Workers Code of Ethics,
licensing laws, applicable
organization policies and procedures, and regulations for businesses. Doing so ensures high-quality
services; protects the supervisor, supervisee, and client; and safeguards against malpractice issues.
 EVALUATION AND OUTCOMES
The evaluation and outcome of the supervisory process is an integral part to the development of
professional social workers. The evaluation of the supervisee, as well as the evaluation of the impact and
outcome of supervision, is a significant responsibility of the supervisor. An evaluation serves many
purposes, which vary depending on the setting and context. An evaluation can be used to determine
whether a supervisee is able to practice social work with increasing independence in a competent and
ethical manner. An evaluation can also be used for licensure or credentialing reasons, annual job
performance, probation, promotion, or merit
salary increases. Social work supervisors have the responsibility of evaluating the performance of
supervisees in a fair manner with clearly stated criteria. All evaluations have several common elements.
The first element is a formal agreement between the supervisor and the supervisee regarding expectations
for the outcome of the evaluative process. At the beginning of each supervisory relationship, the
supervisor, in collaboration with the supervisee, should prepare written, measurable goals and specific
guidelines to evaluate the supervisee’s performance. In addition, the evaluation should include a time
frame for goal attainment and a systematic procedure for disengaging from supervision once the goal has
been reached.
Tools used to measure supervision goals can be a combination of various pre-determined
criteria including: case studies, progress notes, conversations, the successful
implementation of treatment plans, and client outcomes. To enhance learning and increase
the effectiveness of supervision, a systematic procedure for ongoing supervisory feedback is
necessary. Feedback during the supervisory process is planned and continuous and in
written and verbal form. Planned supervisory feedback allows both the supervisor and the
supervisee to make modifications, if needed, to improve professional practice and skill
development. Continuous feedback also helps to determine the impact and effectiveness of
the received supervision. When using an evaluation as a learning process, clinical and
administrative errors can be expected and do occur but should not be used in a punitive
manner. The final stage of an evaluative process should include a discussion of future
challenges that the supervisee may encounter and the resources that the supervisee can use
to resolve those challenges.
The goals of an evaluation process are to improve the delivery of services to
clients, maintain ethical and competent social work practice, and protect the
public. Structuring an evaluation process focused on the supervisory learning
experience and the identification of future learning needs is an important part of
the supervisory process. Supervisors have the responsibility of researching and
selecting the best evaluative tool for supervision. For purposes of licensing and
credentialing, a supervisory evaluation is an aid to public protection. The
supervisor is the last gate to competent, independent clinical practice and one of
the best resources regarding a supervisee’s fitness to practice social work. The
supervisor has the responsibility of identifying incompetent or unethical practice
and taking appropriate steps to properly address the errors of the supervisee.
 TERMINATING THE SUPERVISORY RELATIONSHIP
Ending the supervisory relationship is just as important as beginning it and a supervisor should devote attention
to it. Termination occurs when the supervisor or supervisee leaves the organization or is promoted or when the
supervisee obtains licensure. It may also occur when the goals are achieved in the agreement between the
supervisor and supervisee. It is important for supervisors to identify early on the dynamics of termination as
they emerge and assist supervisees in learning specific skills to deal with termination. Helping supervisees to
address their concerns about termination can help make termination a good experience. All documentation by
the supervisor should be completed by the time of termination. It is unprofessional and possibly unethical to
withhold
status or final reports, particularly where such reports are required for licensing documentation. Two germane
areas of work require attention: (1) termination of the supervisory relationship and (2) termination of the
supervisee-client relationship. When the supervisor is leaving, if appropriate, a smooth transition to a new
supervisor should be arranged. The skills used in ending a supervisory relationship can also be used with
clients. A supervisor models for the supervisee the skills required to terminate with clients and addresses
concerns that he or she may have about termination. Supervisory focus on the termination phase helps to
ensure a quality and safe termination of the supervisee-client relationship and makes for a positive supervisory-
supervisee transition.
References
National Association of Social
Workers. (2008).
Code of ethics of the National
Association of Social
Workers. Washington, DC: Author.
REPORTERS
• CHARYDEL GENIT
• CHERRY MAE B. LAGRIA
• EDUARD ERIC S. PALOMO
• JULIE ANN MOSQUEDA
• JERSON O. GONZALES
• MARIELA O. MAHILUM
• MARY JOY A. PATOC