INTRODUCTION

The situation in social work has changed fundamentally over the past twenty years. At the beginning of the nineties, when we date the era of higher education in social work in Slovakia, not only the structure and content of education changed, but also the status of social workers. Successful establishment of a profession in the field of so-called helping disciplines were also supported in that period by the first legal definition of the term social work in Act no. 195/1998 Coll. on social assistance. Over time, there was a need to legislatively regulate supervision as an integral part of the performance of social work. Today, several legal norms regulate not only the profession of social worker, but also supervision, for example in Act No. 305/2005 Coll. on the social protection of children and the social guardian and in Act no. 448/2008 Coll. about social services. In understanding social work as a science, a practical activity and a field of study, more and more emphasis is placed on professional competence. Supervision as one of the tools of education thus finds its application not only in the practice of social work, but also in the teaching process. In gradual preparation and as part of lifelong education. However, in the conditions of higher education, supervision is not regulated by legislation, but its need is emphasized in educational standards. The Council on Social Work Education defines the professional basis of social work as the knowledge, values ​​and skills acquired in practical teaching under supervision. Professional practice should be grounded in the humanities and liberal arts and prepare students for work in a variety of settings, including schools, family service agencies, health care, the judiciary, and social welfare settings (CSWE, 1994).

The application of supervision in practice (educational and advisory) must necessarily reflect the specifics of social work as a profession, which Brinkmann writes about as a profession "whose fields of activity extend to all social levels" (Brinkmann, 2001, p. 68). This places high demands on a qualified supervisor who enters an environment with differentiated target groups of work with individuals and families, group work and work in local communities and communities, at the level of state administration, self-government and non-state entities. In the same way, educators are forced to cope with the wide dispersion of the scope of social work and reflect these decisions in the content of education. One of the dilemmas of social work "specialization vs. polyvalency" is thus equally relevant for supervisors who supervise social workers.

The aim of the author's monograph is to offer the reader an overview of basic theoretical knowledge about supervision in social work at the general level and to define the place of supervised forms of practice in the system of practical teaching and to more comprehensively specify the meaning and tasks of supervision in relation to the process of practical teaching. We pay special attention to the systemic view of supervision in the process of professional practice, theoretical comparison and analysis of various models of supervision, the concept of student supervision during and after professional practice.

The presented monograph promotes the idea of ​​changing the paradigm of the practical performance of social work, from an administrative-bureaucratic framework to more intensive counseling-therapeutic work. From our point of view, it is a way to move education and the performance of social work closer to a socially and professionally recognized form. It is a cyclical process in which educators, social workers and students of the field of social work are in mutual interaction and co-responsibility. This work is intended for all of them.

ABOUT THE AUTHORS

:

**prof. PaedDr. Milan Schavel. He was involved in the creation of the social work field of study, is a graduate of supervision training and creator of projects in the field of supervision and social counseling, author and co-author of several monographs in the field of supervision, social counseling, social prevention, etc.. His activities are aimed at creating a comprehensive system of further education of social workers and profiling the social work field of study as a social science discipline. He is a lecturer of educational programs in the field of supervision and social counseling, he heads the Institute of Further Education of Social Workers at the University of Health and Social Work St. Elizabeth in Bratislava.

PhDr. Milan Tomka, PhD., graduated in social work at the Faculty of Humanities of the University of Constantine the Philosopher in Nitra. He completed his doctoral studies in 2006 at the Faculty of Health and Social Work of the University of Trnava. He worked as a consultant and supervisor in telephone crisis intervention for children and youth and is an active supervisor in social work. It focuses on the theory of social work, social counseling, supervision and the development of key competencies in social work students. Currently, he is the head of the Department of Social Work and Social Sciences of the Faculty of Social Sciences and Health Sciences of the University of Konštántín Filozof in Nitra and the Chairman of the Board of Directors of the Association of Social Work Educators of the Slovak Republic.

CONTENT

INTRODUCTION PART I FUNDAMENTALS OF SUPERVISION IN SOCIAL WORK (Milan Schavel)

1 CONCEPTS, DEVELOPMENT AND FUNDAMENTALS OF SUPERVISION 1.1 Supervision – characteristics of the term 1.2 Historical outline of the application of supervision 1.2.1 Supervision in the world 1.2.2 Supervision in Slovakia 1.3 Legislative anchoring of supervision in Slovakia

2 FORMS AND TYPES OF SUPERVISION 2.1 Forms of supervision 2.1.1 Individual supervision 2.1.2 Group supervision 2.2 Types of supervision

3 GOALS, FUNCTIONS, MODELS AND APPROACHES IN SUPERVISION 3.1 Objectives of supervision 3.2 Functions of supervision 3.3 Models and approaches in supervision 3.4 Supervision versus therapy

4 TOOL IN SUPERVISOR'S WORK AND FOCUS OF SUPERVISION 4.1 Tools in the supervisor's work 4.2 Focus of supervision

5 SUPERVISION PROCESS 5.1 Factors influencing the supervision process 5.2 Cyclic - circular model of supervision in the supervision process 5.2.1 Supervision Agreement

6 SUPERVISOR 6.1 Personality of the supervisor 6.2 Methods in supervisor's work, supervisor's knowledge and skills 6.3 Relations between actors of supervision, basic principles of communication 6.3.1 Conditions for creating an optimal relationship in supervision 6.4 Aspects of social work with the client from the supervisor's point of view 6.5 Professional training of supervisors in social work

7 ETHICS AND ETHICAL RESPONSIBILITY IN SUPERVISION

II. PART SUPERVISION IN PRACTICAL TEACHING OF SOCIAL WORK (MILAN TOMKA)

8 CHARACTER OF EDUCATION IN SOCIAL WORK

9 PRACTICAL TEACHING AS A SPACE FOR PERFORMANCE OF SUPERVISION 9.1 History of supervision in the context of education in social work 9.1.1 Development of educational supervision 9.2 Specifics of supervision with the student 9.2.1 Pre-practice seminar 9.2.2 Post-practice seminar

10 SUBJECTS OF THE SUPERVISION PROCESS IN PRACTICAL TEACHING 10.1 Guide in practice 10.1.1 Guide training in practice 10.1.2 Evaluation of the guide in practice by students 10.2 The student is the subject of practical teaching 10.3 Workplace of practical teaching 10.4 Educator

11 POSSIBILITIES OF SUPERVISION IN PRACTICAL TEACHING 11.1 Teaching and training supervisor 11.2 Managing supervisor in practical teaching 11.3 Individual and group supervision in practical teaching

12 TEACHING CONTRACT 12.1 Issues of power and boundaries in supervision

13 POSSIBILITIES OF USING THE INTERNET IN THE PROCESS OF PRACTICAL TEACHING

14 SYSTEM VIEW OF SUPERVISION IN PRACTICAL TEACHING 14.1 Model of constellations of individual and group supervision in school and workplace 14.2 Hierarchical model of supervision in practical teaching 14.3 Procedural model of supervision in practical teaching

15 TRAINING SUPERVISION PERFORMED BY THE SUPERVISOR AT THE WORKPLACE 15.1 Application of a task-oriented approach in training supervision 15.2 Stages of training supervision 15.2.1 Contact (1st stage) 15.2.2 Clarifying the purpose and process of supervision (2nd stage) 15.2.3 Didactic instruction (3rd stage) 15.2.4 Creating supervision goals (4th stage) 15.2.5 Identification, prioritization and selection of tasks (stage 5) 15.2.6 Contract (6th stage) 15.2.7 Revision of tasks (2nd stage)

16 TEACHING SUPERVISION PERFORMED BY THE PRACTICE TUTOR AT THE SCHOOL 16.1 Bálint's model of supervision 16.2 Advisory model of supervision 16.3 Techniques for modeling statues and inverted roles

17 HOW FURTHER IN SUPERVISION IN PRACTICAL TEACHING

© Authors: prof. PaedDr. Milan Schavel, PhD. PhDr. Milan Tomka, PhD. Title: Basics of supervision and supervision in practical teaching in social work Reviewers: Doc. PhDr. Michal Oláh, PhD. Doc. PhDr. Markéta Rusnáková, PhD. Technical adjustment: Mgr. Eva Kunovjáneková Publisher: Vysoká škola zdravotníctva a sociálnej práce sv. Alžbety Edition: First Year of publication: 2010 Quantity: 1500 pieces Number of pages: 193 Print: BEKI design, s.r.o.

ISBN

978-80-89271-87-0

EAN

9788089271870