Introduction
Among professionals, especially in the social sector, the concept of supervision is well known. A legislative framework has been established for the use of supervision in social practice. Supervision is performed by accredited supervisors, graduates of accredited education in the study program “Supervision” or Supervision for Helping Professions. Based on the authors’ research (Schavel – Kuzyšin, 2012, 2017), we assume that there are nearly 700 graduates of this education in Slovakia, of whom approximately 300 are also actively practicing supervision. Some indications from feedback from supervision participants or managers of social service organizations point to problematic supervisory practice, conflicts in observing ethical principles, and low effectiveness for supervision participants, the organization itself, and ultimately for clients.
There is no guaranteed oversight of the quality of supervision performed, and there is no guaranteed continuous process of further education for supervisors. There is no mandatory supervision for a beginning supervisor, and the quality of education has recently been downgraded by relying on online education, which cannot be considered acceptable given the competencies expected to be acquired. For this reason, we consider it important to stimulate discussion on possibilities for the professionalization of supervision in the context of: identification of supervisors with professional associations, mandatory registration, compliance with the supervision code of ethics, necessary further education of supervisors, and mandatory supervision of beginning supervisors.
Some Selected Aspects of the Professionalization of Supervision in Slovakia and in Selected Countries
With respect to the term professionalization and its definition, we can rely on some authors who understand professionalization, in general terms, as specialization of professional knowledge leading to the establishment of specific rules in activity performance. Castels (2010). Professionalization is also higher education preparation and subsequent further professional training, with services provided on the basis of observing basic rules together with a system of some oversight or control.
In this context, it is not possible to ignore Flexner’s efforts, who as early as 1915 formulated the most important elements of professionalization: the use of science and knowledge for practical purposes, application of knowledge through pedagogically transferable techniques, participation in intellectual operations that also include personal responsibility, autonomous organization, altruistic motivation, and the capacity for professional awareness (Göppner, Hämäläinen, 2008).
Morales and Sheafor (2011) define the criteria for identifying a profession and then professionalization even more precisely. They state that a profession must be confirmed by possessing a systematic theoretical base, professional authority, i.e., a monopoly in its own professional practice, social recognition, acceptance of an ethical code, and professional culture. We interpret these statements as a motivation for our direction in the professionalization process.
Similarly, Ondriášová (2009) argues that professional identity is associated with being a professional as a bearer of a given profession. It is essentially the result of a worker’s identification with the profession practiced in practice. Professional identity can also be related to preparation during the educational process, which includes further education.
In the context of supervision, Peelo (2011) points out potential collisions for beginning supervisors after completing education in the following selected areas:
- beginning supervisors come to their first supervision meetings with different levels of expertise,
- beginning supervisors are often in complex situations because they enter teams where key decisions have already been made, may replace experienced supervisors, or arrive in settings where relationships have already been disrupted,
- supervision can become a place of uncertainty about whether decisions are correct for beginning supervisors, in the sense of whether they can provide appropriate advice or identify prompts for problem solving.
These points clearly indicate the necessity of accompanying beginning supervisors after they complete their education.
Hawkins and Shohet (2016) also recommend that all beginning supervisors receive training during their first year of practice as a supervisor. Sending beginning supervisors to a short training course is insufficient. The most important part of developing a good supervisor occurs through suitable support for supervision planning and reflection.
For clarity in gathering inputs and sources for improving supervision quality in Slovakia, we note that ANSE (hereafter just ANSE), the Association of National Organizations for Supervision and Coaching, operates in Europe and is based in Vienna. It was founded on 21 November 1997 by five national professional organizations for supervision based in Austria, Germany, Hungary, the Netherlands, and Switzerland. The vision behind the creation of the association was the need for European cooperation and exchange of views among professionals across Europe. Currently, the association unites more than 8,500 qualified supervisors and coaches in the counseling field across 17 European countries and over 80 educational institutions. ANSE safeguards professional interests at the international level and is in contact with professional organizations for supervision and coaching worldwide. The affiliated ANSE member in Slovakia is the Association of Supervisors and Social Advisors. (ANSE, 2020). To date, the only representative in this organization is the Association of Supervisors and Social Advisors, and we have no information about additional individual members (physical persons).
Another European international organization is the European Association for Supervision and Coaching (hereafter just EASC), which was founded in 1994 in Hanover by professional supervisors and trainers in supervision. Its members include professionally active or trained trainers and supervisors, as well as institutions from several European countries and also Australia and Brazil. (EASC, 2021).
The European Mentoring and Coaching Council (EMCC Global) (hereafter just EMCC), headquartered in Belgium, began its activities in 1992. From the beginning, inclusivity has been an important principle, meaning that anyone could join EMCC provided they agree to comply with the ethical code. As of 31 December 2018, the association had more than 6,000 members in 61 countries. A key focus of EMCC is the development of global standards, ethics, and professional code of conduct to ensure quality. According to EMCC’s website, the purpose of supervision is to increase wellbeing and develop the practice of trainers and/or instructors at all levels of experience. The association considers supervision to be a strong means of deep learning. (EMCC, 2021a).
Supervision in Slovakia
Professional preparation of the first supervisors in Slovakia is linked to 1999, when, at the initiative of a German-Slovak working group under the auspices of MPSVR SR, and under the teaching leadership of Martin Scherpner and Ján Gabu, accredited supervision education began. In Slovakia, the era of professionalization of supervision as effective support in various areas of social interventions thus began. (Schavel in Schavel, Hunyadiová, Kuzyšin, 2013a).
The first organization that began to implement accredited supervision education in Slovakia and currently still prepares qualified supervisors was the civic association Association of Supervisors and Social Advisors. Entry requirements for accredited professional preparation of supervisors in helping professions are primarily completion of a second-cycle master’s degree in humanitarian fields, at least five years of work experience after studies in direct client work, in a managerial position, or in pedagogical practice in the social area or social health care, and at least 10 hours of supervision completed in the last two years. (Association of Supervisors and Social Advisors, 2020).
In Slovakia, regarding the sustainability of the quality of supervisory performance, a Code of Supervision Ethics has been developed; supervisor records are kept in the graduate database of accredited education within each educational body, and the Ministry of Labour, Social Affairs and Family maintains a voluntary register of supervisors. So far, no support is provided for beginning supervisors as a mandatory component of their establishment in supervisory practice, compliance with the code of ethics for supervision is not ensured, and mandatory further education for supervisors is not provided. There is also no declared mandatory registration of supervisors (as is the case, for example, with mediators where mandatory registration is run by the Ministry of Justice). Therefore, in Slovakia, supervision professionalization is not secured in any of these attributes.
For clarity and closer orientation in this part, we provide some information on the establishment of supervision in selected countries. It is true that supervision is also perceived in some countries within other helping professions, e.g., within psychology or psychotherapy.
Supervision in the United Kingdom
In the United Kingdom, BASW (2020b) has developed a supervision policy. The purpose of the supervision policy is to clarify what BASW considers the professional rights of social workers in relation to supervision and the responsibilities of employers, workers, and supervisors. Key principles according to the supervision policy for social workers are:
- to receive regular, planned, individual professional supervision from registered and adequately experienced social workers,
- to have opportunities for mutual learning and discussion in the workplace and through professional networks,
- to develop and maintain relevant skills, knowledge, and understanding for their work through continuous professional development.
The supervision policy also includes principles for employers:
- supervision should be treated as a priority for ensuring quality services in line with relevant legislation and procedures in each jurisdiction, codes, standards, and ethics,
- employers, together with strategic managers, must be positively committed to a strong and stable culture of supervision and to securing effective supervision,
- employers and managers must take into account the individual capacities, experience, and workload of both supervised persons and supervisors,
- managers should ensure appropriate professional supervision for social workers, especially in multidisciplinary teams or specialized positions.
In the UK, to provide supervision a person must be registered with the relevant regulatory body and simultaneously be registered as a social worker for at least three years. (Social Work England, 2020).
As a major tool of continuous professional development and, from our perspective, an excellent source of information for supervisors, there is the Ministry of Education funded website “PSDP – RESOURCES AND TOOLS FOR PROFESSIONAL SUPERVISORS” (PSDP, 2021). On the website each person can find a large amount of information from information briefings, sound podcasts, presentations, films, and learning tools, including brief proposals on how a tool can be used in individual supervision or in discussion groups. PSDP focuses on six key aspects of professional leadership:
- practice based on relationships,
- an emotionally reflective and exceptional supervisory approach,
- development and support of professional experts,
- systems thinking and parallel processes,
- application of theory and evidence-based practice,
- influencing practice.
The British Association for Counselling and Psychotherapy (BACP), which is a professional association for members of counseling professions, considers supervision as one of the core values of the ethical framework. The ethical framework defines supervision as a specialized form of mentoring aimed at ensuring standards, increasing quality, improving learning, stimulating creativity, and supporting sustainability and resilience in practice. Supervision is simultaneously a place where practice develops and client protection is ensured. Mandatory registration is a condition of membership, and its scope is determined for each category of members. (BACP, 2021).
Supervision in the USA
In the USA, supervision is given great importance. Supervision is key to the performance of the social work profession. The USA can be considered the origin of the formation of supervision. One source of help for beginning professionals as well as supervisors is the clearly structured website Social Work Supervisor.com (2020). It is the first and only national registry website for social work supervisors. Here we can find information on licenses and certification for each U.S. state, updated regularly every 30 days. At the same time, there are updates, and one can navigate to a specific state via a clearly structured map. Current reports on anxiety and stress commonly experienced by professionals are also available.
The National Association of Social Workers (NASW) and the Association of Social Work Boards (ASWB) developed “supervision standards” in their Best Practice Standards in Social work Supervision, which support and strengthen supervision of professional social workers. These standards provide a general framework supporting homogeneity and serve as an information source on social work supervision. These standards support practical documents in the development of supervision for social workers in various work settings and shape the importance of collective professional supervision in the social work community. (NASW, 2013).
Qualification requirements for performing supervision in the USA vary depending on the requirements of individual states. Among general criteria, however, is at least a bachelor’s degree, while some employers require a master’s degree. Most employers prefer supervisors who are licensed social workers. Such a license is valid for two years. Maintaining a state license requires additional education every two years. Each state has different requirements for further education and designated course topics. In addition, practice experience of 1–5 years is required. Core requirements also include leadership expertise and communication skills, problem-solving ability, flexibility, and empathy. (study.com, 2020).
Supervision in Australia
The Australian Association of Supervisors (AAOS) is a non-profit association that leads the development of educational and ethical standards for supervision in the professions of counseling, psychotherapy, social work, and other related fields. It supports the professional development of supervisors. AAOS defines supervision as a process that facilitates the ethical and professional practice of the supervisee. For the supervisee, it is also an opportunity to reflect on their practice, gaining a broader perspective and creating space where possibilities for personal and professional growth can be discovered. AAOS distinguishes four categories of membership:
- affiliate membership – intended for everyone who is qualified in the field, has at least five years of professional practice, and is currently preparing for a supervisory position,
- supervisor – has qualification in the field, five years of professional practice, at least three years’ practice as a supervisor, and must have completed the AAOS supervisor training program; alternatively, this may be proven by evidence of completing such training,
- supervisor trainer – in addition to qualification in the area of work, must have at least five years of professional practice and equally five years as an AAOS supervisor, a recognized trainer for the supervisor training program; this category is intended for an educational institution, (AAOS, 2021).
Noble and Irwin (2009) describe supervision-oriented research conducted by Jones in Australia in 2004, which identified certain practical as well as personal concerns related to supervision performance. He focused, for example, on lack of time for regular supervision. With irregular supervision, supervisees can feel they are missing new knowledge and miss real opportunities to think critically about many problems in daily work. Jones points out that irregular, non-binding supervision prevents quality and value of its use for all parties involved, whether supervisor, supervisee, service recipient client, or the organization.
Supervision in Croatia
In 1998, the Croatian Association for Supervision and Organizational Development (HDSOR) was founded in Croatia to represent and coordinate education in the field of supervision and supervisory activities. Since 2004, the association has been a full member of ANSE. Supervision mainly serves the development of individuals and organizations. Engagement in supervision work leads to ongoing development of experts, integrating personal and professional development as two essential and interrelated prerequisites for mature and competent professional activity. The main goal of the association is to provide high-quality services in areas such as support for reflection and decision-making on current professional questions, in demanding professional situations and conflicts, and in finding creative solutions to new professional challenges. (HDSOR, 2020).
HDSOR has developed a Code of Ethics of the Supervisor in line with the Universal Declaration of Human Rights and the Protocol to the European Convention on Human Rights. According to the ethical code, supervision is understood as a form of consultation that ensures development and quality of communication and cooperation in a professional context. Its goals include increasing the level of ethical awareness among supervisors, improving desirable supervisory behavior toward the professional environment, colleagues, and superiors, and steering inappropriate supervisory behavior to protect supervisees and the people with whom such supervisors work. (HDSOR, 2014).
Basic requirements for performance of supervision in Croatia are: the supervisor must have completed professional training in social work or a related field, hold proof of work practice, have at least five years of practice in the field, and possess specific knowledge and skills needed for supervision. It is recommended that a supervisor complete specialized training in supervision. Communication skills are an essential part of supervisory work. (Šarac, Živanić, Branković, 2017).
Supervision in Austria
The Austrian Association for Supervision and Coaching ÖVS (hereafter just ÖVS) is a professional association founded in 1994. It is one of the founding members of ANSE. It plays an important role in the qualitative development of supervision, coaching, and organizational consulting in Europe. It contributes to quality assurance of supervision and coaching by setting standards of professional preparation. Members may be regular members, associate members, or extraordinary members who are graduates of education courses recognized by ÖVS. A condition for membership is that they are in the third year or third semester of ÖVS-recognized professional preparation. In exceptional cases, people without professional preparation may also be members, but they must meet specific conditions. ÖVS regards quality standard assurance as a foundation. The development of personal quality requires continuous communication and reflection, as well as deepening knowledge through participation in professional seminars and conferences. Members have an obligation, in this regard, to provide evidence of their personal development every three years. (ÖVS, 2021).
Supervision in Germany
In the 1970s in Germany, supervision began to develop as a new form of professionalization of social professions. In 1984, the Institute for Professional Training for Supervision (FiS) was founded as the first independent institution for supervision in Germany. FiS members contributed to the establishment of the German Society for Supervision and Coaching (DGSv), and to this day they contribute to the professionalization of supervision in Germany. In addition to trainings and consultations, they organize various seminars for experienced supervisors, Balint groups, and group dynamic workshops. Since early 2017, they have been training experienced supervisors to become leaders of Balint groups. (FiS, 2021).
The German Society for Supervision and Coaching (DGSv) is a professional and professional association founded in 1989. According to DGSv, members meet the highest quality standards on the European counseling market. Requirements for qualification participation in supervision or coaching are set so that a candidate must have completed higher education, at least three years of professional practice, participated in long-term counseling trainings of at least 300 teaching hours, and have taken part in various forms of supervision (individual, team, group) for at least 30 hours, where supervision or coaching was at least partly carried out by members of DGSv, the Austrian Association for Supervision and Coaching (ÖVS), or the professional association for coaching, supervision, and organizational consultancy from Switzerland (BSO). (DGSv, 2021).
Supervision in Hungary
The first social workers in Hungary who completed professional training with experience and could perform supervision are dated from the mid-1990s. In 1996, the professional Social Work Association known as Szociális Szakmai Szövetség set accreditation criteria for social work supervisors, which remain valid today. In the same year, the Hungarian Association of Supervisors, Magyar Szupervizorok Társasága, was founded. (Madai, 2015).
The association has been a full member of ANSE since 1997. It is an active professional community that, in addition to representing and protecting the interests of Hungarian supervisors and coaches, is also devoted to quality development, ongoing renewal, and broad availability of supervision and coaching. The aim of the association is to establish supervision as an interdisciplinary profession in Hungary, and to develop and protect quality requirements and the system of professional preparation. (Magyar Szupervizorok és Szupervizor-Coachok Társasága, 2020).
In Hungary, the qualification requirement for performing supervision is possession of a bachelor’s degree in social work or social pedagogy and five years of experience in social services. Then a social worker may attend specialized training – Supervision in Social Work. (Felvi.hu, 2020).
Supervision in the Czech Republic
The EASC member in the Czech Republic is the Czech Institute for Supervision. The history of the institute reaches back to 1997, when the first systematic training in a holistic understanding of supervision was carried out. Graduates received international certification from the European Association for Supervision after four years of training. However, the Czech Institute for Supervision was founded only in 2001. (Český institut pro supervizi, 2021a).
In the Czech Republic, the professional association Association of Supervisors of Helping Professions (hereafter ASuPP) has also been active since 2011, with the goal of uniting, supporting, and helping to increase the competencies of supervisors. Basic conditions for membership include mainly completion of higher education in a humanitarian field, experience in helping professions, and successful completion of supervision courses. Supervision courses are divided into three parts: Introduction to Supervision in Helping Professions, Supervision in Helping Professions I, and Supervision in Helping Professions II, totaling 380 hours. This set of courses forms the basic prerequisite for the profession of supervisor. (ASuPP, 2021).
The Czech Institute for Supervision (2021b) states on its website that the current situation is largely unclear because unified qualification standards for supervision performance are not established. Compared with ASuPP, supervisors of the institute, in addition to higher education in a humanitarian field or medicine, should have at least 15 years of practice in helping professions, experience in leading people, completed accredited psychotherapeutic training of 140 hours of direct teaching and an additional 400 hours of activities connected with supervision topics.
From the project Support for the Transformation of Social Services for 2011–2013 in the Czech Republic, which included an activity focused on securing additional support for staff, the Method of Supervision in Social Services was produced and published by the Czech Ministry of Labour and Social Affairs. The methodology sets criteria as recommendations for successful supervision, among which are:
- key is good preparation of employees and management in the organization for the supervision process,
- the basic requirement is to conclude a supervision contract, on which all participants participate in drafting,
- all supervisees should have a realistic understanding of the possibilities and limits of supervision and should agree to the implementation of supervision,
- it is not appropriate to have a confidential relationship between supervisor and supervisee,
- participants in the supervision process should be in equal positions so that the supervision space is free from disruptive external influences,
- supervision is primarily focused on maintaining and deepening the quality of the worker’s work. (Národní centrum podpory transformace sociálních služeb, 2013).
Conclusion
In Slovakia, supervision has become a natural part of supporting the enhancement of professional potential among professionals of social service institutions as well as of social-legal protection and social guardianship institutions, within state authorities, public and non-public providers, and non-profit organizations. A system of accredited preparation of supervisors has been created, over which there is no real control mechanism guaranteeing the quality of professional preparation of supervisors in terms of the quality of lecturers and selection of candidates for supervision education. It is also not possible to accept online education as a training form (even though formal requirements for an accredited educational program are formally met). The supervision ethics code is published, but its observance may depend only on reflection by supervisees or managers of individual institutions ordering supervision. There is no mandatory register of supervisors that would provide an overview of active supervisors with a requirement for further education to sustain their authorization to practice supervision. Similarly, there is no supported transition for beginning supervisors, who should practice supervision in their early stages under the supervision of experienced supervisors. In addition, there is no identified organization that would create space for strengthening supervisors’ professional identity and could guarantee professionalization aspects as outlined above. We have also provided, as input for moving toward guaranteed supervision quality, selected overviews of supervision practice in selected countries. The content conveyed in the article has one central goal: to prevent the devaluation of the significance of supervision in our case, in institutions operating in the social sector, and its importance for their professional staff.
Authors: prof. PaedDr. Milan Schavel, PhD. Prešovská univerzita v Prešove, Pravoslávna bohoslovecká fakulta, Katedra kresťanskej antropológie a sociálnej práce doc. PhDr. Bohuslav Kuzyšin, PhD. Prešovská univerzita v Prešove, Pravoslávna bohoslovecká fakulta, Katedra kresťanskej antropológie a sociálnej práce doc. RNDr. Jaroslava Pavelková, PhD. Univerzita Tomáše Bati ve Zlíně, Fakulta humanitních studií PhDr. Eva Szabová Vysoká škola zdravotníctva a sociálnej práce sv. Alžbety Bratislava
List of References
AAOS. 2021. [online]. [accessed 2021-03-07]. Available on the internet: https://www.supervision.org.au/
ANSE. 2012. [online]. [accessed 2020-12-27]. Available on the internet: https://anse.eu/first-edition-of-the-online-anse-journal-for-supervision-and-coaching?doing_wp_cron=1512991924.0108830928802490234375
ASOCIÁCIA SUPERVÍZOROV A SOCIÁLNYCH PORADCOV. 2020. [online]. [accessed 2020-12-21]. Available on the internet: https://assp.sk/
ASUPP. 2021. [online]. [accessed 2021-02-18]. Available on the internet: https://asupp.cz/kdo-jsme/
BASW. 2020a. Code of ethics. [online]. [accessed 2020-12-22]. Available on the internet: https://www.basw.co.uk/about-basw/code-ethics
BASW. 2020b. UK supervision policy. [online]. [accessed 2020-12-22]. Available on the internet:https://www.basw.co.uk/resources/basw-uk-supervision-policy
CASTELS, M. 2010.The Power of Identity. Oxford: Wiley – Blackwell Publishing, 2010.
ČESKÝ INSTITUT PRO SUPERVIZI. 2021d. Další vzdělávání supervizorů ČIS. [online]. [accessed 2021-02-20]. Available on the internet: https://www.supervize.eu/supervizori/dalsi-vzdelavani-supervizoru-cis/
DGSV. 2021. [online]. [accessed 2021-03-07]. Available on the internet: https://www.dgsv.de/dgsv/der-verband/ueber-die-dgsv/
EASC. 2020. Ethical fondations. [online]. [accessed 2020-12-21]. Available on the internet:https://www.easc-online.eu/en/about-us/ethical-guidelines/
EASC. 2021. [online]. [accessed 2021-01-10]. Available on the internet:https://www.easc-online.eu/ueber-uns/organisation/
EMCC. 2021a. Supervision. [online]. [accessed 2021-02-21]. Available on the internet: https://www.emccglobal.org/quality/supervision/
EMCC. 2021b. The Global Code of Ethics. [online]. [accessed 2021-02-21]. Available on the internet: https://www.emccglobal.org/quality/ethics/
EMCC. 2021c. Continuous Professional Development. [online]. [accessed 2021-02-22]. Available on the internet: https://www.emccglobal.org/quality/cpd/
FELVI.HU. 2020. [online]. [accessed 2020-12-29]. Available on the internet: https://www.felvi.hu/felveteli/szakok_kepzesek/szakleirasok/!Szakleirasok/index.php/szak/4618/szakleiras
FIELD EDUCATOR, 2017. The Meaning and Value of Supervision in Social Work Field Education. [online]. Volume 7.2. I Fall 2017. [accessed 2021-04-03]. Available on the internet:https://fieldeducator.simmons.edu/article/the-meaning-and-value-of-supervision-in-social-work-field-education/
FIS. 2021. [online]. [accessed 2021-03-07]. Available on the internet: https://fis-supervision.de/aktuelles/geschichte-des-fis/
GÖPPNER, H. J., HÄMÄLÄINEN, J. 2008. Rozprava o vede o sociálnej práci. Hľadanie prvkov pre programatiku. Bratislava: VŠZaSP sv. Alžbety, 2008.
HAWKINS, P. – SHOHET, R. 2016. Supervize v pomáhajících profesích. Z anglického originálu preložila H. Hartlová. 2. vydanie. Praha : Portál. 2016. 208 s. ISBN 978-80-262-0987-4.
HDSOR. 2020. [online]. [accessed 2020-12-28]. Available on the internet: http://www.hdsor.hr/
MAGYAR SZUPERVIZOROK ÉS SZUPERVIZOR-COACHOK TÁRSASÁGA. 2021. Eticki kódex. [online]. [accessed 2021-02-20]. Available on the internet: https://szupervizio.eoldal.hu/cikkek/etikai-kodex.html/
MORALES, A. T., SHEAFOR, B. W. 2011. Social WORK: A Profession of Many Faces. Boston: Pearson.
NÁRODNÍ CENTRUM PODPORY TRANSFORMACE SOCIÁLNÍCH SLUŽEB. 2013. Metodika supervize v sociálních službách v podmínkách projektu Podpora transformace sociálních služeb v letech 2011 - 2013. [online]. [accessed 2021-03-02]. Vydalo: Ministerstvo práce a sociálních věcí České republiky. Available on the internet: https://www.hest.cz/cdn/public/001769.pdf
NASW. 2013. Standards in Social Work Supervision. [online]. [accessed 2020-12-27]. Available on the internet: https://www.socialworkers.org
NASW. 2013. Standards in Social Work Supervision. [online]. [accessed 2020-12-27]. Available on the internet: https://www.socialworkers.org
NOBLE, C. – IRWIN, J. 2009. Social Work Supervision. An Exploration of the Current Challenges in a Rapidly Changing Social, Economic and Political Environment. In Journal of Social Work. 9(3) 2009. [online]. [accessed 2021-03-13]. Available on the internet: https://journals1sagepub1com1iz0lvzhv021c.hanproxy.cvtisr.sk/doi/pdf/10.1177/1468017309334848 . p. 345-358.
ONDRIAŠOVÁ, H. 2009. Výskumy profesijnej a organizačnej identity a ich realizácia v prostredí knižníc. In Informačné technológie a knižnice. [online]. č. 3/2009. [accessed 2021-03-20]. Available on the internet: https://itlib.cvtisr.sk/clanky/clanek1087/
ÖVS. 2021. [online]. [accessed 2021-03-07]. Available on the internet: https://www.oevs.or.at/die-oevs/der-verein/
PEELO, M. T. 2011. Understading supervision and the PhD. London : Continuum. 2011. VII, 182 s. ISBN 978-1-4411-7754-4.
SCHAVEL, M. 2013a. Základy supervízie v sociálnej práci. In SCHAVEL, M. – HUNYADIOVÁ, S. – KUZYŠIN, B. Supervízia v sociálnej práci. Teória, prax a výskum. Bratislava : Spoločnosť pre rozvoj sociálnej práce. 2013. ISBN 978-80-971445-0-0. s. 7–98.
SOCIAL WORK SUPERVISOR.COM. 2020. [online]. [accessed 2020-12-27]. Available on the internet: http://socialworksupervisor.com/
SOCIAL WORK ENGLAND. 2020. [online]. [accessed 2020-12-29]. Available on the internet: https://www.socialworkengland.org.uk/registration/updating-skills-and-knowledge/
ŠARAC, N. – ŽIVANIĆ, S. – BRANKOVIĆ, I. 2017. Supervizija u centru za socijalni rad – priručnik za supervizore. [online]. [accessed 2020-12-29]. Available on the internet: https://www.zsdzcg.me/images/dokumenta/SUPERVIZIJA%20U%20CENTRU%20ZA%20SOCIJALNI%20RAD_PRIRUCNIK%20ZA%20SUPERVIZORE.pdf