Normative_and_Institutional_Frameworks_for_the_Fun

Revista Românească pentru Educaţie Multidimensională
ISSN: 2066-7329 | e-ISSN: 2067-9270

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2018, Volume 10, Issue 2, pages: 69-87 | doi: https://doi.org/10.18662/rrem/47
Abstract: Supervision is understood as a professional,

formative, administrative and managerial practice provided by
Normative and an experimented professional to a professional in the same
field, with the purpose of transfering knowledge and training
Institutional specific competences, useful in his practice with the purpose
Frameworks for the of providing as qualitative as possible services to its own
beneficiaries. The article reviews a series of normative
Functioning of frameworks based on which the process of supervision of
social services in countries such as Singapore, New Zeeland,
Supervision in Social Australia, Canada, USA, Great Britain and Romania. By
Work comparatively analyzing these frameworks, we noticed that
generally, there are two models formulated – the first one
Elena UNGURU1, which regards the supervisor as a professional with experiece
Antonio SANDU2 in social work, and the other model sees supervision as a
distinct profession with transdisciplinary nature, but with
1 PhD student, University of Oradea, access limited by the need for an initial training and previous
Romania; LUMEN Research Center in experience in the field of social work. We notice that, in
social & Humanistic Sciences, Iasi, general, the national frameworks identify three functions of
Romania. supervision: administrative, formative and managerial, and
place a special emphasis on the role of the supervisor as
2 Professor PhD hab., Stefan cel Mare trainer in the field of professional ethics.
University from Suceava; LUMEN
Research Center in social & Humanistic Keywords: supervision in social work; ethics; supervision framework;
Sciences, Iasi, Romania; Doctoral transdisciplinarity.
Coordinator, University of Oradea,
Romania. [email protected]
How to cite: Unguru, E., & Sandu, A. (2018). Normative and
Institutional Frameworks for the Functioning of Supervision
in Social Work. Revista Romaneasca pentru
Educatie Multidimensionala, 10(2), 69-87.
https://doi.org/10.18662/rrem/47
©2018 The Authors &

LUMEN Publishing House.
Revista Românească pentru June, 2018
Educaţie Multidimensională Volume 10, Issue 2
Introduction
In this article we aim to review a series of normative and institutional
frameworks that underpin the practice of supervision in social work. We aim
to outline an international perspective reffering to the situation of certain
states such as Singapore, New Zeeland, Australia, Canada, USA and Great
Britain. Starting from the international standards, we analysed the Romanian
perspective on supervision in social work, as it shows from the recently
adopted occupational standards.
Understandings of supervision in social work

The term supervision means a professional activity meant to contribute
to the increase in the quality of social services through the continuous
professional development of social workers (Sandu, Unguru, Ponea &
Cojocaru, 2010), facilitating the improvement of the “abilities of
professionals to reflect” and of transposing the social theory (Ponea, 2009)
in the assistant practice. Bernard and Goodyear (1998), synthesizing the
existing scientific literature, defines supervision as a professional, formative,
administrative and managerial practice offered by an experienced
professional to a professional in the same field with the purpose of
transfering knowledge and training of specific competences, useful in his
practice in order to provide as qualitative as possible services to his own
beneficiaries.
Synthesizing the scientific literature, we notice that the majority of
the authors (Tsui, 1997a; 1997b; 2004; 2005a; 2005b; Sandu, Unguru; Ponea
& Cojocaru 2010; O'Donoghue 2010; Sandu & Caras, 2014a; 2014b;
Kadushin, 2014; O'Donoghue & Tsui, 2015; Unguru & Sandu, 2017;
O'Donoghue, Ju, & Tsui, 2018; Sandu, Necula, Frunza, Unguru, & Damian,
2017; Damian, et al., 2017) have highlighted a series of functions of
supervision, among which we mention: the administrative function – the
supervisor acting as an intermediary between the organisation and the social
workers; the function of quality control of services; the function of
emotional support and facilitation of reflections on own practice; the
formative-educational function, the function of transfer of competences
from an experienced social worker (Benton, Dill & Williams, 2017) towards
a beginner social worker, and the interference as a process of stimulating the
professional’s reflection upon his own practice and finding the best solutions
in his interventions.
As part of the care practice, supervision has gradually developed,
adapting to the care models as they are implemented into practice (Burns,
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Normative and Institutional Frameworks for the Functioning of Supervision in …
Elena UNGURU, Antonio SANDU
1958; Kadushin & Harkness, 2002; Munson, 2002; Tsui, 2005b;

O’Donoghue, 2010; Vlăduţescu, 2015; Philp, Guy & Lowe, 2007).
There are two main directions regarding the evolution of
supervision, the first one following the direction of professional autonomy
of supervision towards social work in itself, and the second one targeting the
development of supervision as an intrinsic part of the professional corpus of
social work itself (Gray, 1990; Barretta-Herman, 1994; Frunză, 2017). The
Romanian model as resulting from the international standards in force, is a
synthesis of the two directions, supervision being a distinct profession,
certain preliminary conditions of qualification in the field of social work and
a minimum of 5 years experience in the profession being imposed for
gaining access to the profession.
The international framework for the functioning of the practice of

supervision
A direction for the development of supervision after the year 2000
emphasized on the professionalization of the supervisor as an external
consultant with transdisciplinary competences, both care-related and legal,
managerial, coaching-oriented and of professional training (Berger &
Mizrahi, 2001; O’Donoghue, 2010; Lonneman Doroff, 2012; Fitzpatrick,
Smith, & Wilding, 2012; Osvat, Marc, & Makai-Dimeny, 2014; Chateauneuf,
Ramde, & Avril, 2016).
Supervision of social services in South Africa

In South Africa, supervision is introduced in 1978 through Social
Service Professions Act (RSA, 1978). The south-african legislator considers,
ever since that time, that a social worker can be supervised in his
professional practice exclusively by another competent social worker who is
functioning according to all professional regulations, being registered among
the professionals in the field. The need for the emergence of supervision
started from the concern of professionals regarding the interference of the
management of institutions providing social services in the practice of social
workers. While the managers are invested with the role of quality control
and efficiency of services, another category of professionals must relate
directly with the social workers on equal terms on diminishing professional
trauma, the increase in the quality of effective practice and the improvement
of professional abilities and offering support for personal and professional
development of social workers. This new category was defined by the term
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supervisor, being considered vital for the good provision of social services to
different categories of vulnerable population.
In order for supervision to be implemented, the Department of
Social Development, along with the Professional Association of Social
Workers (SACSSP) have initiated consultations in order to establish norms
and standards regarding the supervision of social workers (DDSRAS, 2012).
The normative framework the supervision of social services in South
Africa is based on starts from the constitutional discussions. The
Constitution of South Africa includes, in Chapter 10, Art. 195, among the
principles of functioning of public administration, the obligation of public
servants to promote the highest standards of professional ethics (DDSRAS,
2012, p. 15), as well as a management of human resources that would
increase the social and professional development of the employees.
The Law of social services in 1978 and the code of ethics of
professionals in social services stipulate that a social worker can be
exclusively supervised by another certified and trained social worker.
According to DSD (18/2009) (Department of Social Development) on
recruiting and hiring social workers (Recruitment and Retention Strategy for
Social Workers) introduces the supervision of care-related professions as
part of effectively providing services. The purpose of professional
supervision is, according to DSD (August Framework for Social Welfare
Services) is to offer qualitative social services to beneficiaries and, at the
same time, offer professional support to the practitioner, as well as
improvement of social capacities of excersising his own profession
(DDSRAS, 2012, p. 15).
We note the importance of ethics in offering social services and
involving the supervisor in strengthening the ethical standards of
professionals in social work.
The framework for functioning of South-Africa supervision as a
programmatic document (DSD, 2006) is criticized by Engelbrecht (2013)
who shows that in its construction, the legacy of social work is denied, being
achieved based on a combination of texts in the international literature, and
not based on certain data-based research. In our opinion, the existence of
such referential cases allows for a comparative approach between the
practice of supervision as it appears in the discourse of supervisors and
supervised persons, and the different normative frameworks, both internally
and internationally. It is precisely the fact that these normative facts are
blamed for the fact that they don’t consider the national context of policies
referring to social services, entitles us to propose the construction of an
interpretative framework of the practice of supervision that would consider
72
the public policies existing in the field, but also of the context of practice in
the demographic and social area we investigate.
Supervision of Social Services in Singapore

As far as the supervision of social services in Singapore is concerned,
Social Work Accreditation and Advisory Board (1987) appreciates that these
were organised starting from the results of certain debates in working groups
that have analysed the methodology and the practice of supervision in
countries such as Hong Kong, New Zeeland, USA, England and Australia.
Also, a series of focus-group were conducted both with supervisors and
supervised persons in order to consider the national specificity of practice.
This practice based on proofs is fundamented in a guide (MontfortCare,
2016). The guide of supervision aims to achieve a general framework of
developing supervision in order to ensure the consistency and unity of
practice for all the community of social workers. Each organisation is invited
to contextualize the specific of supervision in the functions offered, and its
own organizational culture. The guide contains referrals on the functions of
supervision, types of supervision, the relationship of supervision, the
relationship supervisor – supervised person, the contract of supervision,
those being convergent with the ones existing in general in the literature
(Kadushin, 2014). The operational definition of supervision that the social
workers in Singapore work with, is: Supervision in social work is a process
through which a social worker, trained as supervisor, facilitates the
development of competences and professional identities of the supervised
social worker, the ethical dimension of the practice of care in the context of
the objectives specific for the organization, and in the purpose of the
superior interest of the client and the superior qualitative context of the
practice (SASW, 2000). According to this operational definition, the
emphasize is on the dimension of facilitating practice, although the guide
fundaments three functions of practice, which we consider to be its
dimensions, namely: educational, administrative and supportive. These three
dimensions are similar with the practice of supervision in other countries,
and compatible with those described in the literature.
Supervision of social services in New Zeeland

The policy regarding supervision in social work in New Zeeland is
fundamented by the association of social workers in this country. The
documents that underlie these policies are: The code of ethics of the
Association Aotearoa New Zeeland Association of Social Workers Inc.
73
(2009; 2016), the previous documents referring to supervision and the

manual of Tony Morrison (1993). We cannot fail to notice the fact that
among the documents that underlied the establishment of a public policy,
there was also an academic paper, namely the one published by Tony
Morrison (1993), thus saluting the fact that the New Zeeland practice of
supervision in social services is based on a theoretical and methodological
dimension, academically funded.
The operational definition of supervision given by the New Zeeland
Association of Social Workers talks about a process of supervision, through
which the supervisor participates in the construction of the competences of
the supervised person, through coaching and facilitation, thus helping him
fulfil his organizational, professional and personal objectives. These
objectives are also regulated and consist of the professional competence,
safe and responsible practice, continuous professional development,
professional training and support.
Among all the principles a New Zeeland supervisor must have, there
are:
- all social workers must regularly participate in sessions of
supervision;
- the superior interest of the beneficiary is higher, except for those in
which the property or safety of persons is endangered;
- supervision recognizes the ethnic and cultural diversity and
peculiarities of the client's need;
- supervision is a shared responsibility between supervisor,
supervised and the agency;
- supervision is regular and uninterrupted;
- supervision promotes non-discrimination, etc.
Supervising social services in Australia

The supervisory standards introduced by the Australian Association
of Social Workers aim to convey the values and purposes of social
assistance, as they are understood by AASW, to all social assistants through
the process of supervising practice (AASW, 2014). Supervision is defined by
the Australian Assosiation as a forum for reflection and learning based on
interactive dialogue between supervisor and supervised. The process of
dialogue guides the evaluation, critical reflection and re-planning of the work
of professionals. Supervision is a practice in which the professional has to
participate throughout his or her career. We observe from this operational
74
definition that the emphasis is placed on the supervisory control dimension,

carried out in the sense of ensuring the quality of practice.
The constitutive ethical values of the supervisor are considered to
be: respect for the person, social justice and professional integrity.
Supervision is internal and external, the external one being centered
on the supportive and formative dimension of the practice.
Australian standards are operationalized through indicators that we
are briefly presenting, with those who define the Romanian standard for the
functioning of the supervising profession.
Standards Indicators Compatibility with

the Romanian
standard
Supervisors support Supervisors set clear The standard is
their own ethical boundaries in the similar to the one in
responsibilities when supervision place in Romania, the
engaging in a relationship process of
supervisory superelevation
relationship Supervisors avoid involving a strong
engaging in ethical nature.
professional However, Romanian
relationships with standards do not
persons in a enter into details on
relationship of a the ethical context of
personal, social, supervision by
therapeutic, business making only general
or sexual nature. references to the
When there is no Code of Ethics of
other supervisor CNASR, which has at
available, the possible least partial similar
conflict of interest provisions.
must be declared to
the agency.
Supervisors maintain
the confidentiality
relationship with
supervisors, including
with regard to the
customer,
organization, except in
cases involving
confidentiality.
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Supervisors establish The supervision Although the

a supervision contract contract is negotiated supervisory
and keep records of between the agreement, although
meetings throughout supervisor and taking the form of an
the entire supervision supervised and the informed consent, is
relationship. management of the not expressly
employing provided for in the
organization. occupational
The external supervisor standard, it
supervisor has a can be understood as
contract with the an analogue in the
employing social services supply
organization as early as contract described in
the start of the the case management
provision of oversight case. We can not fail
services. This may be to notice the concern
different from the one about the ethical side
with the supervised of the provision of
person. supervisory services
A supervision contract that is common to all
contains the following: the countries whose
purpose, objectives peculiarities we have
and functions; the analyzed, including
roles, responsibilities our country.
and behavior of the
participants; frequency
and duration of
supervision; how the
recording sessions will
be recorded, where
these records will be
stored and how they
will be accessed;
confidentiality and
privacy, and their
limits, how differences
of opinion or possible
conflicts are managed,
etc.
Social assistants play Social assistants The provisions are
an active role in the contribute to similar to those in the
process of maintaining the Romanian standards
supervising in oversight relationship regarding the role of
76
accordance with their and use supervision to the supervision

own professional be able to reflect relationship in the
development needs. critically on their own personal and
practice. professional
Social assistants use development of the
supervision to identify social workers.
the need for learning
and professional
development, to set
goals and plan
personal development
needs and goals.
Table adapted from AASW (2014, p. 8)
As far as the NASW (2013) American Standards are concerned, we
must stress the fact that they emphasize the role of the supervisor's
professional judgment, which must complement the guidance given in the
guide.
Within these standards, there are several operational definitions of
supervision used by US social assistants, of which the most important one is
that the supervisory process includes a number of interlinked functions and
responsibilities that contribute to increasing accountability to the outcomes
of the practice and which are meant to ensure that clients are protected
during the intervention, and that they receive competent and ethical services
from professional social workers. During supervision, the services received
by the client are evaluated and adjusted to maximize customer benefit. It is
the responsibility of the supervisor to ensure that the supervisor provides
competent, appropriate and ethical services to the client. American standards
focus on the formative dimension of supervision and the transfer of skills
involved in the supervision process. The supervisory functions described by
NASW (2013) are administrative, supportive, educational, and the
combination of the three is absolutely necessary to provide competent and
ethical services by social workers. NASW (2013) draws attention to the
importance of the cultural context of practice in substantiating the
supervision process.
Supervision of social services in Canada

In Canada, standards for supervision in social assistance are
developed and adopted by the Board of Directors of the Order of Social
Workers and Family and Therapist Therapists.
77
Supervision is a continuous process that allows a reflexive analysis of

professional activity aimed at maintaining and developing professional
competencies and identity in an organizational context (Bourque, et al.,
2010).
The Order of Canadian Social Workers emphasizes supervising as a
process that is part of the continuous socialization of social workers by
passing on from an experienced social worker who acts as a supervisor to a
training social assistant, of knowledge, competences and professional values.
The Canadian authors Bourque et al. (2010) emphasize that supervision
should not be confused with an aid relationship, even if sometimes the
personal problems faced by social workers and which are intensified by
working in different cases may appear as topics for discussion in the process
of supervision. The Canadian perspective draws attention to the difference
between supervision and intervention, showing that the supervision process
can discuss the possible interference of personal life in professional life, but
the supervisor has to direct the supervised person to a counselor to solve
personal problems the supervisor exposes. However, we believe that
professional burn-out should be a major problem in the supervision process,
and the discomforts of the social worker's personal life due to this
phenomenon should be a major concern in the process of supervision
(Bourque, et al., 2010).
Supervising social services in the UK

In the sense of the British Association of Social Workers (BASW,
2011), supervision is facilitating and providing support to social workers in
building effective professional relationships by developing good practice and
exercising professional judgment, but also discretion in the decision-making
process. For supervision to be effective, it is necessary to combine a
managerial approach based on performance with a empowering and enabling
supervisory relationship. Supervision should improve the activity of practice,
support the development of integrated practice and the continuous
professional development of social workers. Supervision should contribute
to the development of a learning-based organizational climate and the
development of confidence in managerial competence and supervisor skills.
For this reason, supervision is seen as the centerpiece of personal and
professional development (Skills for Care and CWDC, 2007).
The operational definition of supervision, in an attempt to
operationalyl define Social Assistance Supervision, BASW (2014) shows that
this is an integrated activity in assistive practice for over 50 years, and that
78
over time the concepts have evolved from reflections on the practice of the
administrative dimension, and more recently its managerial component
(Skills for Care and CWDC, 2007). The document quotes sources as a series
of previously developed guides like the New Zealand one, that we have
presented above.
A special note in BASW standards is the transdisciplinary dimension
of supervision, especially in recent years, due to the increasingly complex
elements of the practice faced by social workers and requiring psychological,
managerial, sociological, legal, psycho-pedagogical skills (GSCC, 2008).
Supervising social services in Romania

Ştefan Cojocaru (2006; 2007) shows that in Romania, supervision
has necessarily resulted from the evolution of social assistance services,
especially in the sphere of social protection of family and child.
The national supervisory standards established by Order 288/2006
provide for the obligation for the provider of family and child protection
services to permanently dispose of an effective human resources supervision
system that should result in managers and case managers permanently
benefiting from the supervision provided by trained and experienced
specialists, which allows the legislator to view the optimal functioning of
social services (Ponea, 2009). By detailing this standard, the order contains a
series of implementation procedures that require service providers in the
family and child protection area to ensure the internal and external
supervision of the manager and case managers. As far as internal supervision
is concerned, it is the responsibility of the service coordinators to hold
individual or group supervision meetings at least once a month (Unguru &
Sandu, 2017).
As regards external supervision, this is done by specialists with
higher education in the "social-human or medical field with at least 5 years
experience in child and family services, training in supervision and
experience of at least two years in services for child and family, in addition
to the persons to whom such supervision is ensured" (Order 288/2006).
Details on supervision standards include a number of indicators, as
follows: the existence of a number of individual or team supervision
meetings, the existence of supervisory reports, lists of specialists whose
training in the field of supervision is attested.
Although mandatory from the administrative point of view
according to Order no. 288/2006 with subsequent modifications,
supervision generally remains at the level of internal supervision in the
79
organization, with very few exceptions when it is provided by social welfare

offices to the mayoralties and public institutions, whose social workers do
not meet the standards of the National College of Social Workers in
Romania, CNASR. From the preliminary interviews with persons exercising
such external oversight duties for social services in the rural area, it was
revealed that in the N.-E. area of Romania only two, maximum three social
assistance cabinets currently operate, and offer external supervision services
(Unguru & Sandu, 2017).
The practice of supervision has developed mainly in the private
environment, specifically in non-governmental organizations with foreign
partners. According to Ana Muntean (2007), the introduction of supervision
has succeeded in convincing practitioners of its importance, but it has not
yet been generalized in practice and sufficient conceptualization of a proper
paradigm of supervision in Romanian social assistance.
Another limit is the frequent confusion between organisational
control and supervision, fact which leads to the over-dimension of the
administrative and control function of supervision to the detriment of the
educational and support one, and to a relative rejection of supervision by
professionals (Zamfir, 2006; Unguru & Sandu, 2017).
According to the Supervisory occupational standard in social services
- code COR 263513, a supervisor should have the following skills:
1. Organizing the activity of the supervisor in social services;
2. Ensuring that the professional standards according to the
professional ethics in supervision are met;
3. Applying methods of supervision in the field of social services;
4. Applying types of intervention in the supervision of social
services;
5. Managing interractions/ conflicts in the professional activity
through supervision techniques;
6. Applying methods of supervision in the organizational
development specific for social services;
7. Applying methods of supervision and techniques of identifying
the need for training;
8. Applying techniques of group and team supervision in the field of
social services;
9. Complying with the legal provisions in the field of social services;
10. Acquiring mechanisms of managing the effects of the
professional experiences in personal plan.
In line with the same occupational standard, “The supervisor in
social services brings an important positive contribution to the labour
80
market, in the sector of social services and beyond, by supporting the

professional evolution and a work environment in which the professionals in
the social services can dynamically integrate the theoretical training with the
professional practice and the interest of the beneficiaries with the legislation,
as well as working procedures and resources at their disposal. Given the
presence of many categories of professionals involved in the social field,
social workers or psychologists, professionals who, in the process of
formation, have experienced professional supervision from the perspective
of their own profession, it is necessary that in the case of free professions,
the supervisor would be from the same professional category with the
professional who is a beneficiary of the supervision process (eg: psychologist
supervisor for a psychologist, social worker supervisor for a social worker).”
According to the same occupational standard, supervisors can only
be the persons who have graduated from long-term studies in one of the
fields: psychology, social work and sociology, and have a working experience
of at least 5 years in the field of social services, in the public or private
institutional environment, proven by acts that prove the working relations.
This partially contravenes the Order no. 288/2006, according to which a
supervisor can be a specialist with higher education in “the socio-human or
medical field, with experience of at least 5 years in services for child and
family, training in supervision and at least 2-year experience in services for
child and family, in addition to the persons they are offering supervision to”
(Order 288/2006). Compared to the old Order that introduces the
obligation of supervising the new occupational standard, this starts from the
idea that a professional must benefit from supervision from another
professional with the same profession, limiting the access in the profession
of supervisor to psychologists, sociologists and social workers. If by 2017,
supervision was an activity developed by a professional as part of excercising
the attributions according to the job description, now that the supervisor is a
self-employed professional, with training similar to the supervised, but who
fully or partially develops only activities of supervision according to code
COR 263513 for Supervisor in social services, to which the occupational
standard corresponds to.
Among the requirements specific for the activity of supervisor, the
professionals should form a series of skills, such as: “good knowledge of the
field of social services, a good capacity of empathy in the relationship
between self and the beneficiary, a good critical and analysis thinking of
situations that are specific to the field of social services, team spirit, fairness,
adaptability, resistance to stress factors” (FONPC, 2017).
81
Although the term occupational standard doesn’t describe what each

competence unit envisaged in the items proposed for evaluation to future
professionals, we could consider that they should know at least the
following:
 terminology specific for supervision;
 role and functions of supervision in the functioning of social
services;
 basic principles in supervision;
 legislation that applies in the field of social services;
 limitations of the relationships of supervision, including the
differences between them and control;
 techniques of developing and managing the relationship of
supervision;
 main errors that may emerge in a process of supervision;
 the ethical specificity of the activities of supervision and the
particularities of the ethical standards;
 the typology of the beneficiaries of social services;
 methods and types of specific intervention;
 applying the principle of neutrality in the relationship with the
supervised persons;
 categories and types of active organization in the field of social
services;
 the specific of the organizational culture and the types of
organizational cultures existing in the field of social services;
 the specific of processes of organizational development;
 methods of resolving conflicts;
 the specific of team work, as well as methods and techniques of
team development;
 the theory of decision, of practice of group dynamic;
 elements of measuring and quality control in supervision;
 methods of reducing the burn out phenomenon and of different
techniques that aim to reduce negative effects of professional activities on
personal plan;
 strategies for managing professional experiences and reducing the
negative effects of the professional activity;
 techniques of professional training and methods of evaluating
professional competence of employees in the social services, etc.
In addition to acquiring the theoretical and methodological
knowledge necessary for professional supervision, the supervisors must also
82
learn a number of practical skills, among which we mention: the ability to

establish objectives and expected results, to ensure necessary conditions for
developing the supervision, for building the relationship of supervision, for
applying the ethical norms specific for the relationship of individual and
group supervision, for negotiating the relationships with the representatives
of the partner organizations in agreement with the ethical norms of
supervision, of writing the supervision contracts while respecting the ethical
norms of individual and group supervision, of establishing and evaluating
the generators and the dynamic of a conflict, of selecting the right technique
for each situation, etc. (FONPC, 2017).
Conclusions
The institutional normative frameworks for functioning of
supervision in social work are relatively uniform throughout the world,
reflecting the evolution of the profession of social worker. Considering the
professionalization of supervision, there are two main directions: the first
one, widely spread, is the one of introducing supervision in the professional
body of social work, being part of the profession, and the second direction
leads to a distinct professionalization of the supervisor, starting from an
initial training and experience in social work, to which a specific formation,
different from the transdiciplinary nature, must be added.
In the particular national frameworks of each country analysed, we
notice a special concern for disseminating ethics and the transfer of ethical
competences, from the supervisor to the supervised. The Romanian specific
frameworks target a distinct professionalization of the supervisor as an
expert, with a wide range of competences, both professional – in the field of
social work, as well as in connected fields, such as sociology, law and
education.
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Revista Românească pentru Educaţie Multidimensională

ISSN: 2066-7329 | e-ISSN: 2067-9270

2018, Volume 10, Issue 2, pages: 69-87 | doi: https://doi.org/10.18662/rrem/47

Abstract: Supervision is understood as a professional,

©2018 The Authors &

Understandings of supervision in social work

1958; Kadushin & Harkness, 2002; Munson, 2002; Tsui, 2005b;

The international framework for the functioning of the practice of

Supervision of social services in South Africa

Supervision of Social Services in Singapore

Supervision of social services in New Zeeland

(2009; 2016), the previous documents referring to supervision and the

Supervising social services in Australia

definition that the emphasis is placed on the supervisory control dimension,

Standards Indicators Compatibility with

Supervisors establish The supervision Although the

accordance with their and use supervision to the supervision

Supervision of social services in Canada

Supervision is a continuous process that allows a reflexive analysis of

Supervising social services in the UK

Supervising social services in Romania

organization, with very few exceptions when it is provided by social welfare

market, in the sector of social services and beyond, by supporting the

Although the term occupational standard doesn’t describe what each

learn a number of practical skills, among which we mention: the ability to

Barretta-Herman, A. (1994). On the development of a model of supervision for

Multidimensionala, 9(3), 140-156. DOI:

National Association of Social Workers (NASW). (2013). Best Practice Standards in

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