| Home | > | Interactional Supervision: A Teaching Guide for the 4th Edition |
|
| ||||
 |
Interactional Supervision: A Teaching Guide for the 4th Edition
Jamie Langlois, Christina Pavlak, and Lawrence Shulman
2022. Item #5587t. 292 pages.
Note: This product is fulfilled as a PDF (283 pages) and PowerPoint (9 slides) only. Orders will be fulfilled once instructor status is confirmed. The primary text, Interactional Supervision, is available for sale separately.
2022. Item #5587t. 292 pages.
Note: This product is fulfilled as a PDF (283 pages) and PowerPoint (9 slides) only. Orders will be fulfilled once instructor status is confirmed. The primary text, Interactional Supervision, is available for sale separately.
Book Type:
Note: This product is fulfilled as a PDF (283 pages) and PowerPoint (9 slides) only. There are no printed materials. Because this is for instructors only, orders will be fulfilled once instructor status is confirmed. The primary text, Interactional Supervision, is available for sale separately.
For decades, Lawrence Shulman’s text, Interactional Supervision, has been the standard-bearer for teaching supervision, introducing students to the interactional model, work-phase skills, skills of helping, and the concept of parallel process. Now, for the first time, this seminal text has a companion teaching guide designed to aid instructors—both new and experienced—in the teaching of these essential materials.
Interactional Supervision: A Teaching Guide for the 4th Edition masterfully combines Shulman’s supervision principles with activities, assignments, and quizzes that align with the 2015 Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS), the nine competencies that ensure academic excellence by establishing thresholds for learning dimensions and professional proficiency. Aligned with the 13 chapters of the original text, this teaching guide provides the following:
Additional resources provide instructor support, such as guidelines for developing a syllabus, a matrix of learning to design your course according to chosen competencies, guidelines for leading online learning and discussion, instructions for developing a community of inquiry, and scoring rubrics for discussion board posts. Slides and handouts are provided to facilitate discussion and exercises.
Developed with learning outcomes in mind and a backward design approach, this teaching guide recognizes that competence is multidimensional. The exercises and assignments contained herein will ensure that your students achieve advanced competence through content attainment, application of knowledge, and creation of their own supervision identities, which are essential to the profession.
For decades, Lawrence Shulman’s text, Interactional Supervision, has been the standard-bearer for teaching supervision, introducing students to the interactional model, work-phase skills, skills of helping, and the concept of parallel process. Now, for the first time, this seminal text has a companion teaching guide designed to aid instructors—both new and experienced—in the teaching of these essential materials.
Interactional Supervision: A Teaching Guide for the 4th Edition masterfully combines Shulman’s supervision principles with activities, assignments, and quizzes that align with the 2015 Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS), the nine competencies that ensure academic excellence by establishing thresholds for learning dimensions and professional proficiency. Aligned with the 13 chapters of the original text, this teaching guide provides the following:
- Reflection Questions: Opportunities for students to articulate their knowledge, values, and cognitive and affective processes about the course content.
- Assignments: Exercises that align with specific CSWE competencies and Bloom’s taxonomy, with an eye toward the advanced skills that will be demonstrated through the completion of the work. Several assignments culminate in a term assignment, a supervision statement.
- Reading & Exam Questions: Reading questions can be used to assess knowledge in the classroom, in exams, through on-the-go quizzes, and more. Answers are provided.
- In-Class Exercises: Useful for both in-person or in an online synchronous environment, exercises align with CSWE competencies and Bloom’s taxonomy, and provide opportunities for students to apply, analyze, evaluate, and create concepts that build on content from the text.
- Online Exercises: Similar to in-class exercises, online exercises are designed to provide opportunities for students to apply, analyze, evaluate, and create concepts that build on content from the text that align with the CSWE competencies and Bloom’s taxonomy, but that are designed specifically for online asynchronous delivery with the aid of a learning management system.
Additional resources provide instructor support, such as guidelines for developing a syllabus, a matrix of learning to design your course according to chosen competencies, guidelines for leading online learning and discussion, instructions for developing a community of inquiry, and scoring rubrics for discussion board posts. Slides and handouts are provided to facilitate discussion and exercises.
Developed with learning outcomes in mind and a backward design approach, this teaching guide recognizes that competence is multidimensional. The exercises and assignments contained herein will ensure that your students achieve advanced competence through content attainment, application of knowledge, and creation of their own supervision identities, which are essential to the profession.
Acknowledgments
How to Use the Teaching Guide
Chapter 1: Introduction, Overview, and Basic Assumptions
Chapter 2: An Interactional Approach to Supervision
Chapter 3: Preparatory and Beginning Phases
Chapter 4: A Work-Phase Model
Chapter 5: Supervisory Endings and Transitions
Chapter 6: Educational Function of Supervision
Chapter 7: Evaluation Function of Supervision
Chapter 8: Supervision of Evidence-Based Practices and Evidence-Based Interventions
Chapter 9: Values, Ethics, and Legislative and Judicial Issues
Chapter 10: Formal and Informal Staff Groups
Chapter 11: Encouragement of Mutual Aid in the Staff Group
Chapter 12: Trauma, Secondary Traumatic Stress, and Disaster Stress
Chapter 13: How to Work with the System
Appendix A: Matrix of Learning: Chapter Assignments and Exercises Aligned with CSWE Competencies
Appendix B: Syllabus Snapshot
Appendix C: Bloom’s Taxonomy
Appendix D: Community of Inquiry
Appendix E: Guidelines for Online Learning: “Netiquette”
Appendix F: Guidelines for Discussion Board Posts
Appendix G: Scoring Rubrics for Discussion Board Posts
Appendix H: Handouts
Appendix I: Slides (provided separately as a PowerPoint file)
About the Authors
How to Use the Teaching Guide
Chapter 1: Introduction, Overview, and Basic Assumptions
Chapter 2: An Interactional Approach to Supervision
Chapter 3: Preparatory and Beginning Phases
Chapter 4: A Work-Phase Model
Chapter 5: Supervisory Endings and Transitions
Chapter 6: Educational Function of Supervision
Chapter 7: Evaluation Function of Supervision
Chapter 8: Supervision of Evidence-Based Practices and Evidence-Based Interventions
Chapter 9: Values, Ethics, and Legislative and Judicial Issues
Chapter 10: Formal and Informal Staff Groups
Chapter 11: Encouragement of Mutual Aid in the Staff Group
Chapter 12: Trauma, Secondary Traumatic Stress, and Disaster Stress
Chapter 13: How to Work with the System
Appendix A: Matrix of Learning: Chapter Assignments and Exercises Aligned with CSWE Competencies
Appendix B: Syllabus Snapshot
Appendix C: Bloom’s Taxonomy
Appendix D: Community of Inquiry
Appendix E: Guidelines for Online Learning: “Netiquette”
Appendix F: Guidelines for Discussion Board Posts
Appendix G: Scoring Rubrics for Discussion Board Posts
Appendix H: Handouts
Appendix I: Slides (provided separately as a PowerPoint file)
About the Authors
Lawrence Shulman, EdD, MSW, is a professor emeritus and a former dean at the University at Buffalo School of Social Work. He has been a social work practice educator for more than 40 years. Shulman has done extensive research on the core helping skills in social work practice, supervision, and child welfare. He has been a widely used consultant and trainer on direct practice, child welfare practice, school social work, family work, group work, supervision, field instruction, classroom teaching, administration, residential treatment, and the skills of working with other professionals. This occurred both in the United States and Canada and in other destinations including Norway, Hong Kong, Bermuda, and Australia. Shulman served as coeditor of The Clinical Supervisor journal published by Taylor and Francis. He also cofounded and cochaired the International and Interdisciplinary Conference on Clinical Supervision. The conference was funded by the National Institute on Drug Abuse (NIH).
Shulman has published numerous articles, monographs, and books on direct practice. Of note, he authored three previous books on supervision and is the author for the entry on supervision in the last three editions of the Social Work Encyclopedia (NASW Press and Oxford University Press). Among social work educators and scholars, Dr. Shulman’s supervision textbooks are heralded as vital for new and experienced supervisors. Through the texts, he provides a comprehensive overview of individual and group supervision practices.
Jamie Langlois, DSW, LMSW, is an assistant professor who has taught graduate social work supervision courses at Grand Valley State University for 15 years. She has designed and redesigned the supervision curriculum over the years to meet the changing Council on Social Work Education (CSWE) standards and create an engaging learner-centered experience. Shulman’s texts have continuously served as the cornerstone of the course. In 2019, Langlois graduated with a Doctorate in Social Work from the University of St. Thomas. The focus of the doctorate program was “social work teaching as practice.” She spent three years learning how to model social work values and ethics through the practice of teaching. Langlois’ research and dissertation proposed a new learner-centered framework for teaching MSW students. She keeps her supervision skills sharp by supervising field students and recent graduates for licensure.
Christina Pavlak, LMSW, has held various roles in nonprofit agencies working in the areas of program management, organizational leadership, health equity, health and social services navigation, and early childhood services. Through these roles, she has built effective teams and implemented client-level services designed to bridge healthcare and social services systems to improve community health. She has been a supervisor for over a decade, and as a practitioner, Christina independently identified and created resources to serve as an effective supervisor and provide training and coaching to new supervisors. Supervising supervisors gives Christina diverse perspectives and rich insights into the struggles that supervisors face and the knowledge and skills they need to be successful. Christina is also an adjunct professor in the School of Social Work at Grand Valley State University and teaches “Principles of Supervision.”
Shulman has published numerous articles, monographs, and books on direct practice. Of note, he authored three previous books on supervision and is the author for the entry on supervision in the last three editions of the Social Work Encyclopedia (NASW Press and Oxford University Press). Among social work educators and scholars, Dr. Shulman’s supervision textbooks are heralded as vital for new and experienced supervisors. Through the texts, he provides a comprehensive overview of individual and group supervision practices.
Jamie Langlois, DSW, LMSW, is an assistant professor who has taught graduate social work supervision courses at Grand Valley State University for 15 years. She has designed and redesigned the supervision curriculum over the years to meet the changing Council on Social Work Education (CSWE) standards and create an engaging learner-centered experience. Shulman’s texts have continuously served as the cornerstone of the course. In 2019, Langlois graduated with a Doctorate in Social Work from the University of St. Thomas. The focus of the doctorate program was “social work teaching as practice.” She spent three years learning how to model social work values and ethics through the practice of teaching. Langlois’ research and dissertation proposed a new learner-centered framework for teaching MSW students. She keeps her supervision skills sharp by supervising field students and recent graduates for licensure.
Christina Pavlak, LMSW, has held various roles in nonprofit agencies working in the areas of program management, organizational leadership, health equity, health and social services navigation, and early childhood services. Through these roles, she has built effective teams and implemented client-level services designed to bridge healthcare and social services systems to improve community health. She has been a supervisor for over a decade, and as a practitioner, Christina independently identified and created resources to serve as an effective supervisor and provide training and coaching to new supervisors. Supervising supervisors gives Christina diverse perspectives and rich insights into the struggles that supervisors face and the knowledge and skills they need to be successful. Christina is also an adjunct professor in the School of Social Work at Grand Valley State University and teaches “Principles of Supervision.”
