Starting work as a newly-qualified social worker (NQSW) is exciting: but it can be challenging, particularly if you are relocating to a rural or remote area. You may need to establish new social and professional networks while maintaining important links with your friends and family. Social work is a demanding job, so it’s important to have people and activities in your life which support your work-life balance and resilience.
In this section, we offer some tools and resources to support NQSWs to consider ways to build and sustain their support networks.
The My Support Network document offers simple questions and pointers to support NQSWs to consider how to ensure that their professional and social links develop and remain strong.
The My Support Network template can help you identify who or what supports your resilience and wellbeing as an NQSW. You will see there are six support areas identified with some suggestions provided, so you can adapt the template to suit your own situation:
[coming soon]
[links to other resources on their way)]
Working in a remote or rural area can mean that, in contrast to urban areas, newly-qualified social workers (NQSWs) don’t have the third sector organisations, specialist services or community supports available from other organisations. You may need to undertake a broader range of intervention work yourself. This requires creativity and the ability to collate resources you can use with different people.
Over time, you will develop your own social worker’s ‘toolbox’: here are some links to get you started.
Social worker Toolbox. Free tools and resources for use with children and adults.
Rediscovering and mainstreaming community social work in Scotland (Turbett 2020). In this IRISS insight publication, Colin Turbett explores the role of community social work, the strengths of its approach and it’s application in social work practice.
[coming soon: links to documents or media files]
Travelling in a remote or rural area can require careful planning, especially if you have recently moved there.
We asked some social work practitioners who work in rural areas for their strategies:
[links on their way]
Your experience of living and working in a rural community may vary from other newly-qualified social workers (NQSWs) depending on your personal and professional circumstances. Different factors will influence how you adapt to your new role.
It’s important to understand the rural economy and the challenges of living in a remote or rural area, as well as to develop knowledge of the community in which you are working.
[video link coming soon]
NQSWs and other rural practitioners can be neighbours or members of the broader community and have a formal or statutory role. This requires the development of specific skills to manage relationships and boundaries. Below are some reflective questions to consider:
[links to documents or media files on their way]
Glass, J., Bynner, C. and Chapman, C. (2020). Glasgow: Children’s Neighbourhoods
Scotland
Colin Turbett. (2019). Glasgow: The Institute for Research and Innovation in Social Services (IRISS)
Gillian Ritch. (2018). Aberdeen: The Robert Gordon University
.
[links to other resources coming soon]
The vast majority (97%) of Scotland’s land mass is defined as rural; it is inhabited by 17% of the population. Colin Turbett (in his paper, Rural Social Work in Scotland: IRISS, 2019) lays out the implications of this for social work and other public services.
Despite improvements in transport links, he notes that “differences between rural and urban living are still pronounced. The Scottish Government looks at this in terms of a continuum, with intensely populated urban areas like Glasgow at one end, and sparsely populated islands at the other.
“Geographical location on this continuum will help shape a person’s identity. It will also determine choices available to them, with affordability a factor. From both these factors, stem social advantage and disadvantage. Proximity to an urban area that can be accessed easily will result in a completely different life experience to one at the remote rural end of the continuum.
“Social work and other public services [including important third sector organisations] provided in rural areas with sparse populations are especially expensive to provide. Cuts [in public spending] are felt proportionally harder if services are not extensive in the first place.”
Working as a newly-qualified social worker in rural areas brings opportunities and challenges which are different to working in urban areas. Social workers need particular skills and knowledge to work effectively within rural communities.
We are working with stakeholders to help us develop resources for newly-qualified social workers on this page. These cover:
…
[We welcome your suggestions about themes or resources which would be helpful to include on this page.]
We want to pause to consider what we are really talking about when we plan for supporting NQSWs to learn through the early career stage.
There are several things to reflect on: What do we mean by learning?; What do we value as individuals and organisations in terms of learning?;What is it really like to learn as a social worker and what does that actually involve?; How do we develop the best opportunities for social workers to learn through work?
There are many theories about how individuals learn, how organisations learn and how we facilitate learning. Social work as a profession strongly promotes reflective learning, self-awareness and reflexivity. We will be including some information about learning theories in the next stage of the website development. It is interesting to think about what we mean by learning, what we think social workers need to learn, and how they learn. In terms of workplace learning, there are rich and diverse opportunities for social workers to learn through the direct work that they do. Understanding more about the nature of how social workers learn in the workplace can help us think about how we maximise the potential and value of this aspect of professional learning.
If you can pause for a moment and think about one of the most important things you have learned as a social worker or as a professional in your career. Then make some notes.
Many different activities lead to learning. These include formal, informal and self-directed things that individuals, teams and organisations might do. Although guidance for continuing professional learning highlights the range of possibilities that count as learning, many social workers and managers focus on organised training sessions.
Our most significant learning experiences can be through so many different aspects of our work. We are drawing from some recent research in Scotland (Ferguson, 2021) that explored the lived experiences of social workers learning through work. The study highlights that learning in social workers’ workplaces can be incredibly potent in relation to the kind of work they are doing, yet it is not a primary focus in planning for continuing professional learning.
The research was concerned with going back to explore the nature of learning in the workplace, for social workers. The study was located at the intersection of different fields of knowledge about individual learning; organisational learning; social work professional learning; and workplace learning. The central research question, “What are the lived experiences of social workers’ learning in the workplace?”, was at the core of the study, drawing from and contributing to these different areas of existing knowledge and offering new insights into how these fields connect.
The study found that learning to be, and learning as, a social worker in, through and at work is an intricate web of sensory and emotional experiences while negotiating and navigating places, spaces and tasks. The lived experiences of social workers can be understood as involving the seven superordinate themes for the group, Journey of the self; Navigating tasks; Navigating landscape and place; Learning through the body; Learning through others; Practices and conceptions of learning; and, Learning by chance. Striking metaphors helped social workers convey their experience of learning in the workplace that encompassed these themes.
Learning as a complex web (Ferguson, 2021)
The themes of social workers’ learning in the workplace should not be considered merely on a surface or simplistic level. It is important to pause and consider what these different themes might mean for an individual social worker, then how these might combine. The threads of the relationship between these themes form a web that is unique to the individual social worker, deeply connected to their embodied experience of learning and the type of work opportunities that they undertake. Understanding the nature and complexity of individual social workers’ experiences can help us design more effective workplace continuing professional learning opportunities.
We will be linking to key ideas from this research and adding more information in the next stage of the website development.
You can find out more about the research and findings “When David Bowie created Ziggy Stardust” The Lived Experiences of Social Workers Learning Through Work (Ferguson, 2021).
Several important implications arise from Ferguson’s research for those involved in supporting social workers’ learning in the workplace.
Ferguson, G M. (2021). “When David Bowie created Ziggy Stardust” The Lived Experiences of Social Workers Learning Through Work. The Open University
Find out about the workshops that Martin Kettle and Pearse McCusker ran as part of our pilot work in the west of Scotland that informed the approach to the NQSW supported year.
We introduce two templates here for supporting effective supervision for NQSW. These templates are linked with the approach detailed in the effective supervision overview for supervisors. You may already be using different approaches and templates in your practice that fit with your organisation. Please also see the training material downloads which are linked with these templates.
You can download and adapt the reflective journal for NQSWs. This is made up of the different reflective questions that we have introduced on the website. We will be updating this as our website develops so please check back for new versions.
We also recommend SSSC Supervision Learning Resource
Do you work with people who live with dementia? SSSC have an online resource to help social workers and other professionals implement the Promoting Excellence learning framework and the Standards of Care for Dementia in Scotland within their practice.
This is a detailed and focused learning resource which is ideal if you want to develop more knowledge and skills for working with people who live with dementia.
You will find the link to the Enhanced dementia practice for social workers resource below.
Please remember that if you click on these links they will take you to information and resourcs that are external to the SSSC NQSW website.
This is a specific learning resource for social workers which you can access from SSSC Enhanced dementia practice for social workers
The resource is currently being updated so you can let us know if you find any broken links.
For general introductory information about dementia, you can find links to guides and strategy from Public Health Scotland Public health Scotland Dementia Information
We’d also recommend the Psychology of Dementia team at NES and the resource Promoting Psychological Wellbeing people with dementia
Our new online guide for Dementia Ambassadors and other supporting people living with dementia can be found here Information and advice for Dementia Ambassadors
Many different models help explain the interaction between stakeholders and the different functions of supervision. Supervision policies often refer to a three or four-function model of supervision.
Morrison (2010) identified management, professional, and developmental aspects and added the role of mediation in recognition of the role of supervisors. He saw supervisors as the main link between frontline workers and management structures.
These multiple dynamics of supervision are set out by Kettle (2015), who highlights that a “task-focused approach fails to take account of the interaction between these functions,” or to “situate the dynamics of the supervisory process within the wider organisational or inter-agency context”.
Proctor (2008) advocates a three-part supervision model that has been influential, and these terms are often discussed in wider literature including the very helpful SSSC Supervision Learning Resource (SSSC, 2016).
The key domains are shown in the table below.
Normative | Ensures that staff work within a safe framework for practice Maintain trust and professional standards Exploring options within the supervision session |
Formative | The learning function Sharing knowledge and skills and experiences Problem solving and skills development Assist with understanding the people who use services better Explore alternative ways of working |
Restorative | Support for personal/professional development Building morale and confidence Ensure staff function within a safe framework for practice Maintaining their professional standards |
Proctor (2008)
A learning organisation will use multiple methods to support staff development rather than expecting everything to be provided by a line manager in individual supervision (Tsui, 2017). This may incorporate peer and group approaches, mentorship as well as consultation and coaching. Peer group work is explored in the training outline for NQSWs. The supervisor training sessions included on this website has a focus on individual models that help to take account of multiple needs.
Heron (2001) set out a model which helps us think more about the variety of interventions that might happen in supervision. Both authoritative and facilitative interventions are needed but some of the facilitative needs may also be achieved in peer-group work (particularly cathartic and catalytic interventions).
Authoritative interventions |
Prescriptive – Explicitly direct the NQSW by giving advice and direction |
Informative – Provide information to instruct and guide the NQSW |
Confronting – Challenge the NQSW’s behaviour or attitude |
Facilitative interventions |
Cathartic – Helping the NQSW to express/overcome thoughts or emotions that they have not previously confronted |
Catalytic – Help the NQSW reflect, discover and learn for themselves. Move toward self-reflection, self-direction and self-awareness |
Supportive – Build up the confidence of the NQSW by focusing on their competence, qualities and achievements |
Heron (2001)
There are several developmental models which are helpful when thinking about the domains of motivation, autonomy and awareness in supervision.
As with all models it aids our thinking rather than having a linear or universal application. Factors including career history, such as a prior experience of the care sector, may impact our developmental journey.
The categories set out in the table below are adapted from a model advanced by Stoltenberg and McNeill (2010).
Level 1 self-centred (Can I make it in this work?) |
We may be focused on getting it right and the feeling of ongoing assessment or may be frustrated by not being able to get on with it after intense assessments and scrutiny in successive placements. |
We may be feeling overwhelmed at times by greater caseloads and conflicted about doing a ‘good enough job’ rather than a comprehensive one. |
The supervisor provides a safe and structured container with regular positive feedback. |
Level 2 Client-centred (Can I help this client make it?) |
The supervisor may be less structured and reduce direct advice, legislation and policy guidance. |
Support is offered for occasional swings between feeling skilled and not able to cope with the role and needing to negotiate or ask for help. |
As the supervisory alliance grows it is seen more as support for practice than continuous assessment by the organisation. |
Level 3 Process-centred (How are we relating together?) |
Supervision becomes a joint task, more co-productive and with more power balance. |
Supervisees are less likely to use individual theory or prescribed forms of assessment and intervention as they become more comfortable with using their strengths and different range of styles in client work. |
They become more self-supervising of casework and their overall development |
Level 4 Process-in-context centred (How do processes interpenetrate?) |
As a supervisee’s skills become more refined they become integrated with the worker’s effective use of self. |
They come knowing how they want to use the session and the supervisor’s strengths. |
The supervisee may be a supervisor or practice teacher themselves by this point. |
adapted from Stoltenberg and McNeill (2010)
The evaluation report from our NQSW supported year pilots, and evidence from the current longitudinal study into the experiences of NQSWs in Scotland, identified that reflective, structured supervision and mentoring was core to the NQSW supported year. Supervision provided insight into the NQSW’s practice and overall wellbeing.
Informal support was found to be an important element alongside formal and traditional supervision with a line manager. It was felt that support to develop these informal approaches would be helpful, such as peer supervision or peer mentoring. Access to online training, resources and the development of a web-based learning resource was felt to be important.
While it is acknowledged that there are areas of very strong practice across the sector, some supervisors of NQSW indicated they would benefit from further training in supervision and engaging in developmental feedback.
Grant et al. (2019), observed wide variation in practice and that professional development took a backseat to caseload concerns:
“…a privileging of case-management over professional development in supervision” with only 65% of NQSW getting monthly supervision and 76% of respondents reporting a focus on caseload management.”
Grant et al. (2019)
This report also identified the importance of informal supports which:
“continues to emerge as a critical if underutilised mechanism for supporting professional confidence, competence and development.”
Grant et al. (2019)
A number of issues were highlighted in the report on the supported year pilots. This included giving and receiving developmental feedback. We provide more information on this in the resource about supervision models and the resource on managing boundaries.
One of the significant findings, during the pilots, was the benefits of peer supervision for NQSWs. You can find more information in the resources for NQSW and the associated training session outlines which you or your organisation can use.
Effective peer groups run will have clear boundaries of confidentiality and avoid any advice-giving. This safely helps NQSWs process thoughts and feelings arising from practice with less potential power imbalance or performance pressure than supervision with a line manager. The model also lends itself to a clear structure to avoid speaking over other participants. As a supervisor of NQSW you may play a key role in encouraging and enabling NQSWs to set up their own groups and helping your organisation to facilitate and encourage this including:
You may also find the later section on implementation guidance of particular use since introducing such models could potentially lead to concerns of oversight or inappropriate dynamics. Advice giving is inconsistent with the group model outlined but this concern may need to be worked through with colleagues or senior managers.
Groups are also valuable for supervisors and Patterson (2019), argues that small groups incorporating ‘thinking aloud’ can be used effectively to support first-line supervisors to deepen participants supervisory skills and competence.