Transcript www.aasw.asn.au

CAN PROFESSIONAL
SUPERVISION PROVIDE A
SUPPORT FUNCTION FOR
TODAY’S SOCIAL WORKERS?
Can professional supervision provide
a support function for today’s
social workers?
A spotlight on the evidence behind
the practice
Presenter: Christine Saxby
Clinical Supervision
definition
“a working alliance between practitioners in
which they aim to enhance clinical practice…
meet ethical, professional and best practice
standards…while providing personal support
and encouragement in relation to professional
practice”
(Kavanagh et al.:2002:247).
Functions
Proctor’s model (1992)
• Normative (promoting competency standards)
• Formative (educational aspects)
• Restorative (support component)
Kadushin’s model (1976) has similar functions
• Administrative
• Educational
• Supportive
Complex work environments
Stressors:
• worker role ambiguity
• competing and often conflicting demands
• high direct contact time with clients
• indeterminate outcomes
• pressure attaining work targets
• access to shrinking material and human resources
• a high level of public scrutiny
• rapidly changing and often politically driven
agendas
(Allan & Ledwith: 1998; Ellett: 2003; Howard: 2008; Kim & Stoner: 2008; Lloyd &
King: 2001; Lloyd et al.: 2002; McCracken & Wallace: 2000).
Burnout
• a syndrome that can result from chronic stress in
workers who have frequent and intense
interactions with other people (Maslach et al.: 1997).
• “a psychological syndrome of emotional
exhaustion, depersonalization, and reduced
personal accomplishment " (Maslach et al.: 1997:192).
Burnout
Frequencies
• A study of social service workers in New York reported
that 57% of mental health workers and 71% of family
workers described themselves as having moderate to
severe burnout (Martin and Schinke:1998, in Lloyd et al.:2002).
• Results from a study of 176 field social workers in Nth.
Ireland showed that 47% scored in the moderate range
for burnout (Gibson et al.:1989, in Lloyd et al.:2002).
• A UK Survey of 211 senior OTs found one-third identified
high or very high levels of stress (Allan and Ledwith :1998)
Consequences of Burnout
• represents considerable (and preventable) costs
to workers, organisations and clients
• linked to high staff turnover
• affects workforce stability
• disrupts continuity of care provision and can
lead to reduction in quality of services
• linked to workers’ experience of higher levels of
anxiety and depression
• linked to workers’ experience of higher levels of
family disharmony
(Bishop: 2007; Ellett et al.: 2003; Lloyd et al.: 2002; Maslach
and Jackson: 1986; Sikora and Saha: 2009;Stalker et al.: 2007)
Conflicting findings in the literature
• Methodologically complex area (there are many
mediator variables that can influence an
individual worker’s performance)
• Research design problems
• Majority of studies undertaken with nursing
populations
(Bishop: 2007; Crow: 2008; Hyrkas et. al.: 2006; Roche et al.: 2007; Spence et
al.: 2001; White & Winstanley: 2006)
Evidence
• Study of 22 supervised mental health nurses
found no change in levels of occupational stress
or job strain (Berg and Hallway: 1999 in Hyrkas: 2005).
• A Finnish University Hospital that ran a
supervision program for three years did
demonstrate a reduction in stress-related sick
leave taken by clinical staff in a 22 bed surgical
ward, however 40% of the original participants
had withdrawn from the study (Hyrkas et al.: 2001).
Evidence
however …
• A Californian study of 211 social workers in
health care found that supervision was
negatively associated with burnout, esp. when it
incorporated job-relevant communication (Kim and
Lee: 2009).
• In a larger sample of Californian social workers,
Kim and Stoner found that a supportive working
environment can be helpful even when workers
perceive high role stress (2008).
Evidence
• A 2004 Qld survey of allied health mental health
staff found when supervision provided an
avenue for debriefing, it led to reported
reductions in stress levels (Kavanagh et al.: 2004).
• Findings from a study of 211 OTs found that
more opportunities to offload negative feelings
and more opportunitites for professional support
and feedback in supervision were associated
with lower levels of stress (Allan and Ledwith: 1998)
Evidence
In summary, while we are unable to make
definitive claims, the evidence suggests that
clinical supervision is likely to provide support to
social workers and be a mitigation strategy
against burnout, providing it is high quality
supervision based on best practice principles.
(Hyrkas: 2005; Kim & Lee: 2009; Roche et al.: 2007; Spence et al.: 2001)
Principles of high quality
supervision
• Supervisor interested in well-being of the
supervisee
• Provision of respectful, constructive and clear
feedback
• Assistance to develop new skills and to problemsolve
• Style adapted to developmental level of the
supervisee
• Facilitation of “safe” place for reflective
exploration of practice
• Supervisor receives supervision of their
supervisory role
(Clare: 2001; Kavangh et al.: 2003; Roche et al.: 2007; Spence et al.:2001; Strong et al.: 2001)
Principles of high quality
supervision
• clear policies and processes in place
• training for supervisors and supervisees
• separation of clinical supervisor role from
administrative supervisor role
• supervisee has some choice in selection of
supervisor
• dedicated time for supervision
• organisational culture where supervision is
valued
(Clare: 2001; Kavangh et al.: 2003; Roche et al.: 2007; Spence et al.:2001; Strong et al.:
2001)
Mitigating strategies in high quality
supervision
•
•
•
•
•
•
Opportunities for expression of emotion
Reinforcement of self-care strategies
Support to problem solve
Facilitate development of skills to build resilience
Development of worker’s self-efficacy
Enabling recognition of success after application
of new skills
• Fostering supervisee’s belief in their
professional competency
Within a trusting supervisory relationship
Proposed research evaluation
Research to be conducted as part of the research
higher degree program within The School of
Social Work and Applied Human Services
The University of Queensland
Aims of proposed research
Identify whether clinical supervision delivered
under a new program is:
• Perceived by supervisees to be effective
• Has a positive effect on perceived job
satisfaction
• Has a negative effect on perceived burnout
• Demonstrates any discipline specific differences
In conclusion
We all need to consider whether the clinical
supervision that is currently provided to
social workers meets standards that are
likely to provide real support against
burnout.
Questions ?
Thank You
SOCIAL WORK AND
MANAGEMENT
– CONGRUENCE OR SELL OUT
AASW Conference 2009
Social Work in Management &
Leadership
Congruence or Sell-out?
Tensions for the Social Work Manager
1. Sense of loss of identity as a Social
Worker
2. Perceptions that Social Workers are not
equipped to manage and lead
3. Role appears focused on:
- social / workplace control
- meeting the bottom line
- risk management priority
What do they say?
• When did you stop being a Social Worker?
• Do I have to go to the dark side to survive…?
• Now I can’t trust anyone….when you manage,
•
•
•
•
you have to watch your back
I haven’t identified myself as a social worker for
15 years
I might be hired because I’m social work
trained, but my work doesn’t reflect that
They don’t really care about any social work
values
If I start managing my peers they’ll see it as a
‘sell-out’ to the enemy
Contributing variables:
• Poor articulation of what Social Work is, and
•
•
•
•
•
•
what the profession stands for
Ignorance regarding the ‘Scope of influence’
Difference between disciplines
Failure to link the Code of Ethics and Standards
to workforce management
Poor post graduate supervision
Understanding the relationship between
business and not-for-profit enterprise
Acknowledgement of the ‘power’ differential
within the workforce
Remediation Strategies
1. Emphasise the ‘systems discipline’ nature of
2.
3.
Social Work
Acknowledge the nature of business
enterprise; workforce advocacy; market forces
Gain an understanding of organisations as
sustainable systems:
- Rational aspects
- Non-rational aspects
4. Develop a Management Framework
informed by knowledge about:
• Leadership & management & the difference
•
•
•
•
•
between them
A theoretical base congruent with professional
orientation
Differentiating strategic and operational practice
& thinking
Acknowledging the role of ‘culture’ in
organisations
Managing change within the contemporary
empowered workplace
Understanding governance processes
Management Framework (cont)
• Managing the team dynamic
• Communication as a management tool
• Differentiate: mentoring, counselling, coaching,
•
professional supervision and line management
Skills around the ‘theatre of management’
- power of non-verbal communication
- having the difficult conversation
- story telling and role models
- know when to ‘switch’ hats
- be prepared to ‘call it’
- lateral thinking / reframe / functionality of
behaviour
The Managers Lament
• “They should know better”
• “They are professionals, so why do I have to
spoon feed them?
• “It’s not the clients that will drive me nuts, it’s
the staff”
Understandable perhaps, but to a large extent
when you become a manager / leader, your
employees become your primary stakeholder.
Conclusion
• I believe that Social Workers make good - and
sometimes even great - Managers and Leaders.
Our discipline specialties provide a sound base
for application to the Management function. The
principles of sound management resonate with
our philosophical orientation, and the correct
selection of like theories and managerial
approaches, is congruent with our practice
ethos.
Thank you
•
• Debra Doherty (MAASW; AFAIM)
IS THERE ANYTHING NEW
UNDER THE SUN? EVIDENCE
BASED PRACTICE AND
INNOVATION
CAN MEDICO LEGAL
DOCUMENTATION AND
REFLECTIVE PRACTICE COEXIST?
Life Is Not Experienced
Under Neat
Sub-Headings?
Presented by Erica Summers
on behalf of
Janine Kemp, Renay Green and Miriam Locke
Royal Children’s Hospital
(Children’s Health Service District)
November 2009
Introduction
Schon in his work on reflective practice, writes of the
‘swampy lowlands’ of front line practice and contrasts
this with the ‘high ground’ of theory and research.
When we ‘wade in’ to become social workers we quickly
understand the complexities that arise when working with
families.
At the Royal Children’s Hospital Social Work Department, we
have encouraged our staff to combine the high ground with the
lowlands. The outcome has been an increase in practice
standards that utilize reflective practice supported by theory
and linked with the assessment and documentation process
that we, as Social Workers, carry in our backpacks.
The Social Work role…
IS NOT ABOUT:
• ‘Good actions’ and ‘good intentions’
IS ABOUT:
• Thinking, assessing, planning, and empowering.
NEEDS:
• Workers to develop a conscious awareness of their own
approach, their own knowledge base, skills and personal
and professional values.
• An understanding of society, wider political issues and
agency agendas.
CAN BE SUPPORTED BY:
• The consistent use of thorough documented assessments
and reflective practice.
‘The Shadow Side of helping’
(Egan (1994)
Egan uses this term to explain
the range of factors that have
an adverse effect on practice
and therefore undermine our
efforts to achieve high
standards.
We identify these as:
• Workload expectations
• Devaluing of profession
• Over-simplification of role
• Discouragement of learning
• Multidisciplinary tensions
• Reluctant / disgruntled clients
• Social Work seen as vague and woolly
• Unreliable standards
• Bureaucratic framework
Shadow side of practice
Ineffective team work - all
continued…
The ‘Shadow Side’ of acute
hospital Social Work practice left
staff with five main issues:
• Emotional exhaustion
• Lack of individual achievement
• Depersonalization
• Feeling professionally unsafe
• High turnover of staff
staff rotating in different
directions by different
standards.
Managing workload
Having too many demands on our time
is a fact of life in Social Work.
At RCH we:
• Take workload management seriously
• Do not feel guilty
• Accept we cannot meet everybody’s
needs
• Do not volunteer for more than we can
cope with
• Do not let ‘ward, units, medical teams
etc’ bully us into taking on more work
than we can effectively manage within a
practice standard
Blow out the ‘shadows’ and in
with the ‘light’
High quality Social Work practice involves
being able to:
• Gather, shift and process relevant
information in order to form an overall
picture of the situation
• Be selective and set priorities
• Use analytical skills to recognise
significant patterns and interconnections
• Undertake a critical evaluation; to weigh
advantages and disadvantages
• Marshal a set of arguments to support or
justify a particular decision or course of
action, and
• Be able to document clinical practice
competently which reflects AASW Direct
practice standards.
From ship wreck to sailing with
practice standards
The impact of ‘change’ could be likened to that of being
shipwrecked on strange shores: immediate escape is
difficult or impossible, the future is unknown but
threatening, human contacts are unpredictable but will
probably be prone to misunderstanding, the customs and
ways of the people yet to be encountered are unknown
and likely to be anticipated with apprehension.
With this in mind - Where to start?
Three areas were identified in
2005 for development within the
Department
1.
Assessment and documentation project
2.
Theory to Practice
3.
Supervision standards
Formal Assessment and Medico
Legal Documentation
The First Reaction
The Royal Children’s Hospital
approach
Identification of the dangers of not undertaking a
full Psychosocial Assessment
• Important issues such as significant grief and loss, coping
mechanisms, family history and trauma experiences can be missed
• Resources can be wasted
• High risk areas missed (DV, CP, DA and MH)
• Significant issues / losses can receive no attention at all
• Practice becomes narrow, routine and reduced to administrative
• Shortfalls and gaps in services not identified and services
become under funded
• Job satisfaction is limited
• De-professionalization of Social Work practice
Process for when to do Psychosocial
Assessments
• All new diagnoses and chronic / complex conditions require a
full Psychosocial Assessment.
• All Child Protection cases require a full Psychosocial Assessment
to be undertaken.
• For short term and brief pieces of work a ‘tick and flick’
Psychosocial Assessment is required to be undertaken.
• Psychosocial Assessments to be reviewed and modified on an
ongoing basis.
• Following handover to a new social worker, record in the progress
notes that the new allocated worker has read the Psychosocial
Assessment, and if appropriate that it is still current. A new plan
needs to be identified by the new worker. If the Psychosocial
Assessment is not current, an updated Psychosocial Assessment
is required to be undertaken.
• When completed, file Psychosocial Assessments in the Allied Health
section of the chart, if available, and write progress notes referring
to where the Psychosocial Assessments are filed. If no Allied Health
section exists, create an Allied Health section using the appropriate
divider.
• Give consideration to where and how you share information from
the Psychosocial Assessment with relevant team members.
Developed a Paediatric Psychosocial Assessment
template
Demographic information including the preface statement.
Presenting Problem
Family Structure, Functioning, Intrapersonal Factors and History (Include Geno gram; immediate & extended family members; who in
Brisbane & who home; relationships; support level for each other; communication styles; and individual history of violence, grief and loss, trauma,
abuse)
Child’s Details (Including education, physical, emotional and behavioural development; interests; other issues i.e. aspersers, downs syndrome, etc.)
Support Network (Including significant non-familial relationships and community links; friends / family; access to resources; links to community groups
i.e. church, cultural, etc.)
Employment / Finances (Employer details; leave entitlements; benefits; access to any savings)
Accommodation (Who in household; rent / mortgage; PTS needs)
Response / Adjustment to Diagnosis / Hospitalisation (including child’s / family’s adjustment to child’s condition; child and family’s
understanding of current situation; child and family’s current coping, coping styles, and coping with past crises; explore feelings i.e. guilt, blame,
shock, fear, anger, etc; history of hospitalisation; understanding of health status / diagnosis / prognosis / treatment; resources known to family or
previously used)
Child / Parents’ Emotional State / Affect / Presentation (Distress i.e. crying; child’s possible phobias re procedures / needles; presentation i.e.
avoidant, flat, happy, blank, etc; engagement with SW)
Attachment / Parenting (Explore attachment /relationship of child and parent; is parent responding to child’s needs appropriately)
Additional Stressors (Other issues re family members i.e. health, stress, etc; loss of income/job; bullying; other grief or loss)
Assessment of Situation (Summary & draw conclusions based on evidence)
Interventions (Used during assessment – supportive counselling, reassurance, normalisation, psychosocial supports, etc.)
Plan (to be mutually developed with the client) (e.g. referral to OT, Centre link, community supports)
OTHER AREAS OF ASSESSMENT WHEN RELEVANT:
•
•
•
•
•
•
Significant Mental health
Drug and alcohol history
Pregnancy / birth / post-natal issues
(Planned or unplanned, prenatal & antenatal care, birth trauma, if a new baby how coping)
Protective factors and strengths
Social risk factors and/or degree of risk
Referral (client to be involved in referral process)
Support provided to promote
change
All staff had:
• ‘Review
and reflect on Psychosocial Assessment’ added
to their PAD to discuss in formal supervision sessions
• Mandatory skills training on Psychosocial Assessment
• Mandatory training on ‘How to document
Psychosocial Assessment’
• Informal support around documentation of
assessments provided from senior staff
• Chart audit with QH audit tool to review compliance
around Psychosocial Assessments after 6 months
Formal review via chart audit of
compliance of Psychosocial
Assessment in medical record
undertaken using traditional QH audit
tool
Findings:
• No standardisation of assessment across staff
• No consistently documented coherent aims / goals for every
contact
• No continuity between the assessment and ongoing
interventions / activity at future sessions
• QH chart audit tool inadequate to assess professional
clinical content of charts
• No discharge summary consistently documented
New audit tool
• Review of AASW Direct Practice Standards 1 to 12
which led to the development a new chart audit tool
for Social Work direct clinical practice.
CHART REVIEW
UR Number: __________________
CLINICAL AUDIT TOOL – SOCIAL WORK –Royal Children’s Hosptial
STANDARD
1.1
The social worker has the
necessary knowledge, skills
and resources to bring to
the client situation.
1.2
The client is made aware of
the nature and extent of the
social work service being
offered and this information
is recorded.
STANDARD
1.4
The social work assessment
and the intervention taken is
appropriate to the client’s
situation, in keeping with
ethical and legislative
requirements and directed
towards appropriate
outcomes reached in
agreement with the client
wherever possible.
INDICATORS
The social worker, as a
member of an agency or as a
private practitioner, makes
an appropriate assessment of
the client’s situation
Where the social worker
does not have the necessary
knowledge, skills or
resources to offer an
appropriate and satisfactory
service to the client, the
client is advised and referred
to another worker or agency.
The social worker explains
the service to the client and
describes any limitations
with what is being offered,
and/or provides the Social
Work Department brochure
to the client and documents
that the brochure has been
given.
COMPLIANCE
Full
Partial
No
N/A
Full
Partial
No
N/A
Full
Partial
No
N/A
INDICATORS
Relevant information is
gathered regarding the
client’s psychosocial
situation.
Discharged: _____ / _____ / _____
COMPLIANCE
Full
Partial
No
N/A
The client situation is assessed including identification of
relevant:
a) Physical factors including
family structure and
functioning, significant
relationships, social contacts
and supports.
b) Psychological factors,
including developmental and
life span factors, significant
life events, grief and loss,
exposure to violence, abuse
and neglect.
Full
Partial
No
N/A
Full
Partial
No
N/A
________________________ Date: _____ / _____ / _____
COMMENTS
EVIDENCE
COMMENTS
EVIDENCE
How we supported change in
assessment and documentation
standard which incorporated
reflective practice
• Individual coaching
• Formal supervision
• Informal supervision of both assessments and
documentation
• Group supervision
• Peer support group work
• Theory to Practice
• Training and Professional Development fortnightly
• Promoted transparent documentation practice
• Informal chart audit ‘practice run’
• Strength based change reflecting quality principle of
‘growth and development’ rather than inadequacy of skill
Incorporation reflective practice,
assessment and documentation
Reflective practice within supervision
Incorporated within staff’s PAD
Audit tool
Documented
assessment
framework
The three points on the triad have been combined to enhance the
RCH Social Worker’s clinical practice standards. We believe this
has been due to staff having a greater understanding and ability
to articulate and document what, why and how they practice.
Evaluation of Primary Assessment documentation
using AASW Direct Practice standard 1-12 (new audit
tool used)
Standard 1.4 The Social Work Assessment And The Intervention Taken Is Appropriate To The Client's Situation, In Keeping
With Ethical And Legislative Requirements and Directed Towards Appropriate Outcomes Reached In Agreement With The
Client Wherever Poss.
Relevant Information Is Gathered of the
Psychosocial Situation
Physical Factors
Psychological Factors
Environmental Factors
16
Personal and Other Resources
14
Attachment/ Parenting
12
Response to Diagnosis/
Hospitalisation/Adjustment to Condition/
Understanding
Nature/ Level/ Intervention of Risk
10
8
Understanding, Strenghts and Capacities
in Assessment and Plan
6
Outcomes Identified Discussed & Agreed
4
Appropriate Assessment Framew ork
Utilised
2
Preface Statement Included
0
Full
Partial
No
N/A
Relevant Others Involved or Advised of
Plan
Is documentation compatible with
reflective practice?
Identifies gaps in assessment and encourages worker to reflect on
reasons for omission
18
16
16
14
12
10
8
6
3
4
2
0
0
Not significant
Somewhat
significant
0
Significant
Highly significant
Coaching
The tool enables supervisors to coach in reflective practice as
they review cases
15
16
14
12
10
8
6
3
4
2
1
0
0
Not significant
Somewhat
significant
Significant
Highly significant
Complex cases
Assists with identification of cases that may become complex
political / legal matters
15
16
14
12
10
8
6
3
4
2
0
0
Not significant
Somewhat
significant
0
Significant
Highly significant
Personal practice framework
Enables the social worker to discuss ‘personal practice
framework’ and how that impacted on case work. (Discussion of
contradictions between ppf and organisation demands / client
demands)
18
16
16
14
12
10
8
6
4
2
0
0
Not significant
1
Somewhat
significant
2
Significant
Highly significant
Identification of impact on
clinician
Assists with identification of cases that could potentially impact
emotionally on worker
18
16
16
14
12
10
8
6
4
2
0
1
2
0
Not significant
Somewhat
significant
Significant
Highly significant
Critical reflective practice
Offers a structure for ‘critical reflective practice’ (what is the
problem, how is it a problem, why it is a problem and how do we
respond?) (Goddard and Carew 1996)
17
18
16
14
12
10
8
6
4
2
0
1
1
Somewhat
significant
Significant
0
Not significant
Highly significant
Organizational outcomes
This is evidenced by:
• Increase in relevant Social Work referrals.
• Increase in requests from medical teams in areas
traditionally unfunded for Social Work.
• Demand for increase in SW FTE under QCH across all areas.
• Increase staffs’ confidence and retention.
• Increase in understanding and demand for formally
documented Psychosocial Assessment to inform
multidisciplinary teams interaction / practice with clients.
Outcomes for staff
Improvement in:
• Assessment skills
• Documentation skills
• Team cohesion
• Supportive practice
• Transparent practice
• Self awareness
• Disciplined use of self
• Professional confidence
• Understanding of AASW
standards.
Question to be reflected on
We are all Psychosocial ‘beings’ and this is our lived
experience.
SO…
How do we promote professional respect for Social
Work’s understandings around assessment and
clinical interventions as well as acknowledgement
of the repercussions for children and families if not
performed and documented correctly?
IS SELF AWARENESS THE
MISSING INGREDIENT IN
LEADERSHIP?
SCIENTISM TO SOPHISM
Sophism
Modern definition: Confusing illogical
argument to deceive someone
Original meaning: Anyone with
expertise in a specific domain
WE CAN BECOME EXPERTS ABOUT
OURSELVES
IS SELF AWARENESS THE
MISSING INGREDIENT IN
LEADERSHIP?
WHERE DOES SELF AWARENESS FIT
IN THE DEVELOPMENT OF
KNOWLEDGE FOR OUR PROFESSION
HOW WE LEARN
EXPERIENTIAL
Learning
RATIONAL
Learning
DEVOTIONAL
Learning
3 Level Approach
Individual
Self
Awareness
Mindfulness
Community
Connectedness
Leadership
Society
Purpose
Social Work
3 Level
Approach
What's
Possible?
Self Awareness
Leadership
Our
profession
What is
Individual
Self
Awareness
Sceptical
Experiential
Learning
Ethical
Integrity
Mindfulness
Neuroscience
Taking
responsibility for
and changing
how we think
feel and act
Less Ego
leadership
Neuro
leadership
Social Work
Practise
Critical
reflection
Ego based self
attachment to
self identity
“Self”
awareness not
on the agenda
Community
Connections
Sceptical
Experiential
Learning
From
Duality to
Unity
Equanimity
Impermanence
Attention
Observation
A connected
relationship
with others
Not
attachment
Systems Theory
communication
skills
community
development
Us v them
stance
Social workers
can be
uncomfortable
about leading
Society
Purpose
Sceptical
Experiential
Learning
Information
to
Inspiration
Neuro plasticity
Formal Practise
Breath
Awareness of
body sensations
A liberating
Intent
Understanding
power before
promoting
freedom
Code of
Ethics
Human
Rights
Critical analysis
which criticises
without
inspiring
Sense of
Powerlessness
Obedience
to the
unenforceable
Being
reflective with
less ego
Breath & Body
awareness
MINDFULNESS
2 complementary definitions
1.Sustained attention: “…paying attention on
purpose, from moment to moment, and nonjudgementally” (Kabat-Zinn, 1994).
2.Inhibitory control: “…mindfulness is achieved
through the development of experiential
awareness and equanimity, which is the ability
to remain unperturbed by an event
experienced within the framework of one’s
body and thoughts as a result of objective
observation” (Cayoun, 2003).
SELF AWARENESS
“We can improve self awareness the same way we
can improve our ability to speak a language, play
tennis....we need to pay attention and activate the
relevant circuitry regularly.” David Rock Neuroleadership
“Sometimes the obstacle to doing leadership
differently is oneself........Our attachment to
particular understandings of ourselves – our –
identities and the ego’s need to protect those selves
is the problem” Amanda Sinclair 2007
3 Level
Approach
What's
Possible?
Self Awareness
Leadership
Our
profession
What is
Individual
Self
Awareness
Sceptical
Experiential
Learning
Ethical
Integrity
Mindfulness
Neuroscience
Taking
responsibility for
and changing
how we think
feel and act
Less Ego
leadership
Neuro
leadership
Social Work
Practise
Critical
reflection
Ego based self
attachment to
self identity
“Self”
awareness not
on the agenda
Community
Connections
Sceptical
Experiential
Learning
From
Duality to
Unity
Equanimity
Impermanence
Attention
Observation
A connected
relationship
with others
Not
attachment
Systems Theory
communication
skills
community
development
Us v them
stance
Social workers
can be
uncomfortable
about leading
Society
Purpose
Sceptical
Experiential
Learning
Information
to
Inspiration
Neuro plasticity
Formal Practise
Breath
Awareness of
body sensations
A liberating
Intent
Understanding
power before
promoting
freedom
Code of
Ethics
Human
Rights
Critical analysis
which criticises
without
inspiring
Sense of
Powerlessness
Obedience
to the
unenforceable
Being
reflective with
less ego
Breath & Body
awareness
LEADERSHIP
“Leadership is a relationship not a job or a position
but a way of influencing others towards ends
recognised as valuable & fulfilling.” Amanda Sinclair leadership
for the disillusioned 2007
“When a leader can forget the self, let go of the all
important personal narrative it allows one to be with
others without looking for gratitude, or the self to be
reflected heroically through the eyes of others”
organisational theorist John Roberts Leadership for the Disillusioned 2007
3 Level
Approach
What's
Possible?
Self Awareness
Leadership
Our
profession
What is
Individual
Self
Awareness
Sceptical
Experiential
Learning
Ethical
Integrity
Mindfulness
Neuroscience
Taking
responsibility for
and changing
how we think
feel and act
Less Ego
leadership
Neuro
leadership
Social Work
Practise
Critical
reflection
Ego based self
attachment to
self identity
“Self”
awareness not
on the agenda
Community
Connections
Sceptical
Experiential
Learning
From
Duality to
Unity
Equanimity
Impermanence
Attention
Observation
A connected
relationship
with others
Not
attachment
Systems Theory
communication
skills
community
development
Us v them
stance
Social workers
can be
uncomfortable
about leading
Society
Purpose
Sceptical
Experiential
Learning
Information
to
Inspiration
Neuro plasticity
Formal Practise
Breath
Awareness of
body sensations
A liberating
Intent
Understanding
power before
promoting
freedom
Code of
Ethics
Human
Rights
Critical analysis
which criticises
without
inspiring
Sense of
Powerlessness
Obedience
to the
unenforceable
Being
reflective with
less ego
Breath & Body
awareness
CONNECTEDNESS
“others experiences become more accurately
perceived when we are not so attached to and
protective of our sense of self” Dr Bruno Cayoun MiCBT 2009
“Any community is a living network – an
interconnected system that constantly assembles,
disassembles disperses, then reconnects and
recreates itself every day.” Think of an Elephant Paul Bailey 2007
SOCIAL WORK
“In order to operate within a public sector so heavily
influenced by managerialism, social workers have had to
compromise their values, and undertake work that is not
consistent with principles such as self determination
empowerment and community accountability.” Ife Rethinking
social work 1999
“Critical reflection should allow us to not take anything for
granted, to actually reanalyse situations in ways which allow
new actions and to change power relations at both macro and
micro levels. It is an attitude and approach rather than a set
of new skills.” Jan Fook Critical Transforming social work practice 1999
WITH SELF AWARENESS & LESS EGO
LEADERSHIP SOCIAL WORK COULD
• Move from duality to unity: Rather than engaging in
oppositional stances i.e. “war against this or that”
look for connection where traditionally opposing
ideas have a commonality.
• Assist ethical integration : In all levels of our working
lives, from service delivery, to interactions with
colleagues to interagency collaboration to our
relationships with CEO’s
• Transform information to inspiration : In form data
to in spirit creativity
IS SELF AWARENESS THE
MISSING INGREDIENT IN
LEADERSHIP?
WHERE DOES SELF AWARENESS FIT
IN THE DEVELOPMENT OF
KNOWLEDGE FOR OUR PROFESSION
[email protected]
AASW Conference
Queensland Branch,
8 November, 2009
Evidence Based Practice
and Innovation
Helen Redfern,
Lecturer
Australian Catholic
University
McAuley Campus, Banyo
http://www.flickr.com/photos/87719210@N00/3860175298/
Key Points
•
Innovation is a concept not clearly defined in
social work
•
While EBP argues that innovation occurs in the
research context, innovation in social work is more
likely to occur in the practice context
•
EBP logic does not adequately guide decision
making where there is no research evidence or
where innovation occurs in the practice context
•
There is a need to develop a clear logic for EBP
around practice innovation that should be ethically
and theoretically based and leads to the building of
research evidence
The Logic of EBP
1
Best Evidence
3
Client values and
expectations
2
Practitioner’s
individual expertise
EBP and Innovation
Research
evidence
Innovation
Practice
change
A New EBP Logic Ethics informed evidence
3. Building
research
evidence
2. Client values
and
expectations
1. Practitioner’s
individual expertise
Ethical
decision
making
(Based on practice and
theoretical knowledge)
Practice innovation
Practice change
Ethical decision
making
Building research evidence to demonstrate effectiveness
and professional accountability.