Structured peer group supervision: Systematic case reflection for constructing new perspectives and solutions

This article reflects on the experiences of Estonian social work undergraduate students with a five-phased structured peer group supervision model, consisting of information, clarification, analysis, feedback and reflection phases. This kind of systematic case reflection enables the generation and critical exploration of new perspectives and solutions among those seeking to become professional social workers. Students emphasised that this model is a useful method for case supervision and that it is feasible to apply it after one-time or short training/experience.

Towards a systemic-dialogical model of therapy

Bakhtin-inspired ideas that led to the emergence of dialogic therapies are usually considered as incompatible with other, more traditional models. This article presents a possible integration of dialogical ideas, with their acceptance of uncertainty and disorder, within a systemic understanding, where the emergence of systemic patterns is recognised. Through a comparison with the open dialogue approach, the article aims at clarifying the difference between a pure dialogical and a systemic-dialogical perspective, that is seen as more fitting with the contextual complexity of the world of today. The model of practice is illustrated by a case supervision example.

CONSTRUCTION OF THE CARE NETWORK FOR SKIN LESIONS

Objective: describe the process of implementing the Rede de Atenção à Saúde em Lesões Cutâneas (Health Care Network for Skin Injuries) in the municipality of Divinópolis - MG. Method: it is an experience report on the implementation of a Health Care Network for Skin Injuries from the Programa de Educação Pelo Trabalho para Saúde (PET-Saúde/GraduaSUS) (Education Through Work for Health Program), from May 2016 to April 2018. Teachers and students from a public university and professional nurses linked to the Municipal Health Secretariat of the municipality participated in the actions. Results: it was possible to implement the Health Care Network for the prevention and treatment of skin lesions in a structured and systematic way. A flow of care, case supervision and clinical follow-up was established through the construction of an assistance protocol. Conclusion: the practical skill and scientific knowledge of students and health professionals for the treatment and management of skin lesions were developed, thus strengthening the teaching-service-community triad.

On the Prosecutor’s Functions in Criminal Proceedings

The prosecutor’s legal status is detailed in the Russian law of criminal procedure and is actively discussed by various scholars. The prosecutor is the procedural figure who is called upon to ensure the legality, validity and motivation of the procedural actions and decisions in the case. Supervision in pre-trial proceedings, as in any other sphere, is the prosecutor’s primary function. The multifaceted nature of the prosecutor’s activities extends not only to pre-trial proceedings, but also to the entire criminal process. We believe the prosecutor’s supervision to be the primary and most important function.

The activity does not archive well: comparing audio and written records of supervision case discussions in Children’s Services

Purpose The purpose of this paper is to compare and contrast what is spoken about in supervision case discussions in Children’s Services with what subsequently appears in the written record on the child’s file. As an exploratory study, the authors set two research questions – how do supervision conversations and corresponding records compare? And how do social work supervisors make use of these records? Design/methodology/approach The authors sampled ten pairs of supervision audio recordings and written records from the child’s file. Using a content analysis approach, the authors compared what was spoken about (on the audio recordings) with what was subsequently written down (on the child’s file). Findings The complex activity of social work case supervision is not easily captured in written form. Written records did not reflect objectively the content of the audio recordings and on occasion, even contained information absent from the discussion. Supervisors seemed to engage in an interpretative process when creating the records, translating what was spoken about into a record thought (more) suitable for the file. Research limitations/implications The sample was limited to one authority and did not compare between different models or approaches to supervision. Practical implications Supervisors understandably orient their recording behaviour towards anticipated audiences (chiefly, senior managers and Ofsted inspectors). To change recording practices, it would help to promote the role of children and families as the more important audience for written recordings of supervision case discussions. Originality/value The major strength of this study is the inclusion of audio recordings of actual supervision case discussions and real case records. This is an advantage over the more common methods of vignettes, role plays and self-reports because it allowed the authors to examine directly what happens in practice. The findings from the study are strengthened via the use of a focus group with social work managers, helping the authors to validate and test the themes the authors’ identified.