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Highlighting the Evidence Base for Enhancing Supervision in Highlighting the Evidence Base for Enhancing Supervision in

Highlighting the Evidence Base for Enhancing Supervision in - PowerPoint Presentation

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Highlighting the Evidence Base for Enhancing Supervision in - PPT Presentation

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

supervision practice amp child practice supervision child amp supervisor welfare outcomes evidence client data state supervisors states worker organizational

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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