Crystal Collins Camargo MSW PhD University of Louisville NASW Child Welfare Symposium November 18 2010 Why is Supervision Important in Child Welfare Past research links supervision to ID: 148799
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Slide1
Highlighting the Evidence Base for Enhancing Supervision in Child Welfare Practice
Crystal Collins-
Camargo
, MSW PhD
University of Louisville
NASW Child Welfare Symposium
November 18, 2010Slide2
Why is Supervision Important in Child Welfare?
Past research
links supervision to:
Reduced Worker Burnout/ Stress
(e.g.,
Martin &
Schinke
, 1998;
Ratfill
, 1988
;)
Turnover/Retention
(e.g.
Yankeelov
, Barbee, Sullivan, &
Antle
, 2009; Strand & Dore, 2009;
Jacquet
et al., 2007;
Landsman, 2001;
Ellett
& Millar,
2001)
Perceptions of Organizational Culture
(e.g. Collins-
Camargo
& Royse, 2010; Cohen & Austin, 1994) Slide3
…and to Worker Practice/ Client Outcomes
Managing boundaries, approaches to families
(
Banach
, 1999)
Motivation & service intensity (McGrew and Bond, 1997) Ability to assess and treat families (Young, 1994) Analytic skills (Berkman & Press, 1993) Successful risk assessment in child protection (DePanfilis, 1996)
CA/N fatalities
(Nash,1997)
Client engagement
(
Bibis
, 1993)
Client
satisfaction
(
Harkness
& Hensley, 1991)
Client contentment and goal attainment
(
Harkness
, 1995)
CW
self-efficacy and client outcomes
(Collins-
Camargo
& Royse, 2010)Slide4
Supervisor
Workers
Conceptual
Model Regarding the Mechanism for Supervisory InfluenceSlide5
Emerging Framework and Model for Child Welfare Supervision (NRCOI & NRCFCPPP, 2009)
Comprehensive review of the literature
Working group of child welfare administrators, supervisors, and others interested in supervision
Structured key informant interviews with practitioners, supervisors and administrators, experts in child welfare supervision and members of the NRCOI Peer Training NetworkSlide6
Recruit, select, train (or arrange for training), and
retain
staff
Identify/manage/evaluate
caseworker performance
Facilitate communication and collaboration Build and maintain working relationships with other units in agencyManage caseloads Manage time and workflow for supervisorMonitor caseworker responsibilities to supervisor Provide leadership to unit Provide leadership within organizationProvide leadership within communityAnticipate/address/manage change within unitInterpret and influence the
organizational culture
within the unit
Manage time and workflow for caseworkers
Influence agency
Anticipate/address/manage change within agency
Use management information systems (MIS)
Job Responsibilities Ranked ‘Most Important/Important’ in what the study called “Administrative Supervision”Slide7
Educational Supervision
Supportive supervision
Case staffing
/case reviews
Address
ethics in caseworker practice Address ethics in supervision Provide ongoing professional development for supervisor Develop/monitor caseworkers’ family-centered practice competence Promote caseworkers' self-reflective practice, critical thinking and case decision-makingDevelop/monitor caseworkers’
cultural competence
Provide ongoing professional development for caseworkers
Promote
evidence-informed practice
Assist caseworkers in applying learning from training, workshops, etc.
Prevent/address stress/secondary traumatic stress/burnout for supervisor
Anticipate/
manage risk
(safety)
Prevent/address stress/secondary traumatic stress/burnout for caseworkerEnhance caseworkers’ job satisfaction/build and maintain morale Slide8
2002
Child Welfare
Supervision
Study Across Six States:
What should be the primary responsibility of supervisors? (N=836)
Most important:
on-the-job training
modeling good practice
case consultation
case decision-making
on-going feedback
policy clarification
worker safety
Supporting the work of line workersSlide9
Southern Regional Quality Improvement Center: 4 State Study on Effectiveness of Clinical Supervision in CW
Study Sites
Favorable Cross-site Findings
Arkansas
Mississippi
MissouriTennesseeEffectiveness of Supervision and Organizational Culture (2 States)Intent to remain employed/turnover (2 states)
Self-efficacy in child welfare tasks (3 states)
Trends in case outcomes (2 states)
Supervisor practice, worker practice and client outcomes based on qualitative data (4 states)Slide10
Quality Improvement Center on the Privatization of Child Welfare Services survey of frontline staff and supervisors in public and private agency settings
Examples of some relevant findings (n >900)
These preliminary, interim data are shared as examples of how supervisors can influence evidence-informed practice only and are not reflective of data regarding project outcomes
The Role of Supervision in Promoting Evidence-Informed Practice in Child WelfareSlide11
Topics discussed
FREQUENCY
State 1
State 2
State 3
Quality assurance reports
3.71
3.58
4.00
Reports on the team’s meeting practice standards
4.06
4.01
4.50
Reports on the team’s performance in meeting client outcomes
3.75
3.96
4.33
Peer Record Reviews
2.96
3.64
3.83
Local performance information/ tables giving data for all teams
3.58
3.28
3.17
State performance information/ tables giving data for all teams
3.17
3.07
3.00
Research on what improves outcomes for children and/or families
3.00
3.33
3.00
How we should work with children and/or families in order to achieve identified outcomes
3.46
3.95
4.17
Frequency of Team Discussion in Terms of What
the Activity
Might Mean for Work with Clients
(1 Never; 3 Sometimes; 5 Very Often)
Slide12
Percent of Supervisors Replying “Yes”
Questions
State 1
State 2
State 3
Do you use data evidence or reports to guide your worker’s practice?
81.8%
72.7%
90%
Do you use research findings to guide your worker’s practice?
72.7%
36.4
63.3%
Do you role play or model client scenarios to guide your worker’s practice?
45.5%
77.3%
70%
Does your supervision session include a clear set of expectations and objectives to guide your worker’s practice?
81.8%
90.0%
90%
Do you feel comfortable challenging current practice with research based ideas?
63.6%
81.8%
83.3%Slide13
Mean Worker Response Regarding Perceptions of their Supervision (5 point Likert
-style scale)
Questions
State 1
State 2
State 3
Is supervision an opportunity to reflect
on your practice, and how it is impacting clients?
3.17
2.82
2.99
To
what extent do conversations with your supervisor contribute to better outcomes for children/youth/families?
4
3.82
4.03
How
often do you and your supervisor discuss what success might look like (i.e. measurable outcomes for children)
3.77
3.54
3.75
How often
do you and your supervisor discuss which of the alternative courses of action is likely to be more effective, and how you will know if it is?
3.52
3.49
3.57
How often do you and your supervisor discuss what
your team’s performance data tells you that may help you improve your practice with clients?
3.81
3.49
3.3Slide14
So What Are the Keys To Supervisor Facilitation of EIP?
It’s about learning
A supportive learning organizational culture
It’s about modeling
Using evidence regarding
Readiness for EIPStaff perceptions re: outcomes orientationStaff assessment of what is happening on team and in supervisionIt’s about relationshipHaving a relationship with staff that makes looking at evidence and adjusting practice safeIt’s about visionKeeping the team’s eye on the prize
Safety
Permanency
Well-beingSlide15
A sustainable workforce
An organizational culture that is based on learning and evidence-informed practice
Practice enhancement
Improved outcomes for children and families
The Body of Evidence is Growing that Supervision is the Lynchpin