Supervision of Child Social Care Teams: A Method to Ensure Quality Services

This article presents the primary results of research on the role of supervision in reflection and the construction of thought in teams who provide social services for children and adolescents. It examines the theory of the concept and practice of supervision, as well as the associated benefits. A sample of over 25 professionals participating in supervision sessions were analysed and a qualitative approach was used to evaluate the motivations, perceptions and practices of over 10 supervised professionals, 14 supervisors, and 4 administrators. The results show that external supervision in the current social context provides an opportunity for reflection and thought. The practice of supervision in organisations providing services for children and adolescents was found to be a practical and effective approach. Supervision has the potential to enhance the quality of services provided by social and educational practitioners, to resolve intra-team conflicts, and is associated with increased satisfaction and decreased work-related stress. Supervision in teams who work with children is a meta-task which lies at the interface between training and professional support. It is a process and a relationship which aims to examine the daily routines of professionals and how they feel about those routines, and to compare theoretical frameworks with the day-to-day practice of professionals.