Abstract
Effective child protection supervisors are involved in maximising the potential of their supervisees by inspiring them to learn and strengthening their capacity. In the IMS, knowledge and skill development encompass themes of learning and growth, expert theoretical knowledge of practice, supervision and leadership, knowing policy and procedure and having organisational awareness. Learning is premised on the establishment of a safe professional relationship, whereby supervisees have permission and space to creatively conceptualise new approaches and practice strategies. Importantly, critically reflective supervision is a three-phase process within the IMS, and tailored to the child protection context.
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Activity 1: Critical Reflection in Child Protection
Activity 1: Critical Reflection in Child Protection
The purpose of this activity is to build professional knowledge and, where appropriate contain and manage practitioner anxiety. The task is to select a complex case that requires a decision to be made by an allocated case manager who has limited practice experience. Together you will articulate the decision to be made and agree on the information required to assist you to complete the task. Working through the three phases of critical reflection, analyse the case collaboratively. Ensure that during the second phase you, the supervisor, seek first to understand your practitioner’s thoughts feelings and existing knowledge before you offer to contribute specific information of your own. Consider using storytelling as a means of engagement when you need to relay critical information from your experiences that is relevant to similar issues in case at hand, weaving into the narrative aspects of theory and research that might be useful, relevant policy or legislation and aspects of personal knowledge that you drew on. Invite the practitioner to reflect on the possible implications for the case under consideration as you move the reflection toward resolution/reconstruction (phase three). At the conclusion of the session, seek feedback from the practitioner about what worked for them and what might be done differently in the future.
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McPherson, L., Macnamara, N. (2017). Knowledge and Skill Development. In: Supervising Child Protection Practice: What Works?. SpringerBriefs in Well-Being and Quality of Life Research. Springer, Cham. https://doi.org/10.1007/978-3-319-50036-2_6
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DOI: https://doi.org/10.1007/978-3-319-50036-2_6
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