Artist: Emma Bamblett, Wemba Wemba
Our Work, Our Ways VACCA’s Supervision Program February 2013
VAC.0001.002.0823
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 2
Acknowledgement
VACCA acknowledges
The work of Victorian Dual Diagnosis Initiative: Education and Training Unit which has assisted
the development of VACCA’s supervision model.
Our Healing Ways: A Culturally Appropriate Supervision Model for Aboriginal Workers
Victorian Dual Diagnosis Initiative: Education and Training Unit, auspiced by St. Vincent’s
Hospital, Melbourne, 2012.
Presentation on Supervision by Yolanda Finette
What supervision means to me presentation by Yolanda Finette (Glenn) at VACCA’s staff in-
service, July 2010.
The Supervision Working Group
Chrissie Warren
Sue Anne Hunter
Gabrielle Burke
Suzanne Cleary
Teresa Kerr
Lisa Curtis
Graham Briggs
Fiona Munroe
Lorena Thompson
Salina Bernard
Vicki Ross
Eveanne Liddle
Frank Palomares
The Case Management Working Group
for their development of the Orientation Checklist on page 40.
Copyright
Copyright 2013 Victorian Aboriginal Child Care Agency (VACCA)
This publication is copyright. No part may be reproduced by any process except in accordance
with the provisions of the Copyright Act 1968.
Victorian Aboriginal Child Care Agency (VACCA)
PO Box 494, Northcote Plaza, Northcote, 3070
Phone (03) 8388 1855 Fax: (03) 8388 1898
Email [email protected]
VAC.0001.002.0824
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 3
Contents
INTRODUCTION ........................................................................................................................................... 4
OUR WORK ...................................................................................................................................................................4
OUR WAYS ....................................................................................................................................................................5
OUR LANGUAGE ...........................................................................................................................................................6
THE SUPERVISION FRAMEWORK .......................................................................................................... 9
WHAT IS SUPERVISION? THE DEFINITION ..............................................................................................................9
WHAT DO WE WANT FROM SUPERVISION? THE FUNCTIONS ........................................................................... 10
DIFFERENT KINDS OF SUPERVISION ....................................................................................................................... 12
CONSULTATION ......................................................................................................................................................... 17
THE SUPERVISION CYCLE ........................................................................................................................................ 21
THE FOUNDATIONS OF SUPERVISION AT VACCA ......................................................................... 28
CULTURE .................................................................................................................................................................... 28
SAFETY........................................................................................................................................................................ 32
EMPOWERMENT ........................................................................................................................................................ 34
SERVICE ...................................................................................................................................................................... 35
SUPERVISION RESOURCES .................................................................................................................... 37
1. SUPERVISION STANDARDS .................................................................................................................................. 37
2. AN EXAMPLE OF PLANNED SUPERVISION. ........................................................................................................ 38
3. ORIENTATION CHECKLIST .................................................................................................................................. 40
4. SUPERVISION AGREEMENT ................................................................................................................................. 44
5. RECORD OF SUPERVISION ................................................................................................................................... 47
6. ANNUAL PERFORMANCE REVIEW AND RECOGNITION PROFORMA ............................................................. 49
APPENDICES .............................................................................................................................................. 50
APPENDIX 1: SHAPING THE SUPERVISION FRAMEWORK ................................................................................... 50
APPENDIX 2: WHAT IS SUPERVISION – SOME DEFINITIONS OF SUPERVISION ............................................... 57
APPENDIX 3: VACCA’S SUPERVISION WORKING GROUP .................................................................................. 58
VAC.0001.002.0825
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 4
Our Work Our Ways: VACCA’s Supervision Program
Introduction
VACCA’s supervision program has been developed in the context of VACCA’s work with Aboriginal
children and families and VACCA’s ways of doing things. It has been developed for VACCA staff
and supervisors who work in client services. It aims to support staff to deliver effective services
to Aboriginal children and families by reflecting cultural values and cultural ways, responding to
children’s safety and well being needs and meeting established service delivery standards.
Fundamental to all VACCA’s work, including supervision, are VACCA’s values – culture, safety,
empowerment and service.
The document describes VACCA’s supervision program through:
Examining the foundations of service delivery at VACCA – VACCA’s work with Aboriginal
children and families and VACCA’s ways of doing things.
Describing the supervision framework – the definition of supervision, the functions of
supervision, the different kinds of supervision and the supervision cycle
Looking at how the foundations of VACCA’s work apply in supervision
Including standards for supervision and reflective questions for supervisors.
Our Work
Our work at VACCA is complex. Supervision at VACCA must reflect and respond to the very
substantial challenges of the work we do.
At VACCA, staff engage with and deliver services to Aboriginal families with complex issues and
multiple risk factors for children. Some families live ‘on the doorstep’ of child protection (CP).
Many have had significant contact with CP; some children live away from their families in out-of-
home care. Many of these children have experienced trauma through an ongoing exposure to fear
or helplessness in the face of abuse or neglect.
Most families that come to VACCA have a history of difficult family issues and high support needs
and a future of service involvement. These families present with a complex web of challenges like
mental health, disability, family violence and substance abuse. For a number of families, the
challenges they face have existed across generations and can be traced to family experiences of
the Stolen Generations. Some families have not experienced good parenting and have not been
able to transfer these skills to their children who are today’s parents. These families also cope
with significant structural disadvantage, including low income, unemployment, poor health,
unstable housing and homelessness.
VACCA delivers a range of preventive, early intervention, family preservation and reunification
and out of home care services to Victoria’s Aboriginal children and families. VACCA staff engage
with children, families and carers and provide culturally appropriate, intensive support services.
VAC.0001.002.0826
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 5
Service delivery includes coordination and partnership with a range of health, welfare and
education services, and advice and advocacy.
Our work at VACCA occurs within a legal framework. Supervision at VACCA must allow us to be
confident that our service delivery is consistent with legislation.
Our work occurs within the Children, Youth and Families Act (2005). This legislation informs a
service delivery framework that includes the best interests’ principles and framework, the cultural
competence framework, the Looking After Children approach and confidentiality and privacy
principles. Our work is underpinned by knowledge of child development and attachment
theories and understandings about trauma and healing. Our work also occurs within the
framework of human rights legislation that recognises the distinct cultural rights of Aboriginal
people.
Our work at VACCA is regulated. Supervision at VACCA must reflect the demands and
challenges of this increasingly regulated service environment that is most evident in Agency
Registration Standards1
The Children, Youth and Families Act (2005) requires all community service organisations (CSOs)
to meet performance standards in order to be registered to deliver family services or out of home
care services (s.46). Fundamentally, we must be confident that our supervision policies,
processes and practices support effective service delivery for Aboriginal children and families
consistent with legislation and the best interests framework. Specifically, VACCA must provide
evidence, in the form of documents (like supervision agreements, records and performance
reviews), staff interviews and feedback processes to show that:
VACCA has supervision policy, processes and practices in place
VACCA’s supervision policy covers level of supervision, after hours support arrangements, process
for addressing issues and giving and getting feedback
Staff have an identified and competent supervisor and know about VACCA’s supervision policy,
processes and practices
Supervision includes regular performance reviews that check staff’s competence and identify
learning needs.
Supervisors are provided with training.
Our Ways
Our ways of delivering services at VACCA are culturally based, building on the strengths within
Aboriginal cultures to help our families.
VACCA’s strategic plan2 outlines the vision and values underpinning our services. The plan
highlights the importance to Aboriginal children and families, to Aboriginal individuals and
communities of:
Culture – children, families and communities that are culturally strong; cultural
connectedness of Aboriginal children, individuals and families; Aboriginal children’s right
to their Aboriginal identity; upholding Victoria’s Aboriginal cultural protocols, practices
and ceremonies; respecting cultural rights, obligations and responsibilities of Aboriginal
people.
Safety - children, families and communities that are safe; strengthening safety; Aboriginal
children’s right to be safe.
VAC.0001.002.0827
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 6
Empowerment – the right of self determination; a child’s right to be heard, to optimal life
opportunities through education and health; strengths based approaches; developing
Aboriginal leadership.
Service - High quality and professional service that is holistic, trauma-informed and
addresses wellbeing.
These themes of culture, safety, empowerment and service are the foundations of supervision at
VACCA. They inform and guide our practice with Aboriginal children and families; we measure
our supervision practices against them. These are not isolated but are interrelated; for example,
staff who feel culturally safe in supervision are more likely to feel empowered to engage in
discussion about Aboriginal children and families. Such collaborative discussion is more likely to
lead to children being safe, to better and more culturally appropriate services for children and
families and more informed staff.
Supervision practices and processes are informed by themes of culture, safety, empowerment
and service:
Culture - supervision is delivered within a cultural framework – in an environment of
cultural safety and with knowledge and understanding of Aboriginal ways.
Safety - supervision is safe for all staff; it is emotionally safe, empowering rather than
degrading, and culturally safe.
Empowerment - supervision is strengths based, recognising the knowledge and expertise
of staff, building confidence and capacity for self determination and developing strong
Aboriginal staff and future leaders.
Service - supervision supports effective service delivery. Service delivery for Aboriginal
children, families and carers needs to ensure the child’s safety and well being. Service
delivery is holistic, strengths based, and trauma informed. It incorporates Aboriginal ways
including storytelling, cultural symbols and ceremony and sees culture as healing,
affirming and essential to building resilience. Service delivery must be consistent with
Aboriginal professional practice and Victorian legislation and standards for service
delivery.
Our Language
The term Supervision
We have decided to use both appropriate Aboriginal language and the term supervision for our
supervision program at VACCA because:
The continued use of the word supervision:
Supervision is a widely used and understood term. New staff that have come from
different organisations will immediately have an understanding of the meaning of
supervision and the professional requirement to take responsibility and participate in
supervision. Our use of the term will better equip staff to move to other organisations
with a clear understanding of the meaning of supervision.
The elements of responsibility and accountability that are part of getting the job done are
conveyed through the term supervision.
VAC.0001.002.0828
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 7
Supervision is a professional term –The work we do at VACCA requires professional
standards and practices, emphasised through the use of appropriately professional
language.
Introducing appropriate Aboriginal language:
For some staff at VACCA, the word supervision has negative connotations – of control and
regulation (like supervised access, supervision order). This can lead staff to enter
supervision feeling disempowered. Using appropriate Aboriginal language can empower
Aboriginal staff who may have been disempowered through their lives and in previous
professional relationships. It can reinforce messages related to the importance of culture
as the basis for everything we do.
The language of supervision does not convey the support, guidance, collaboration, trust,
relationship and shared responsibility that is essential to effective supervision3.
By using the same language as other organisations, we do not reflect the richness of
Aboriginal supervision practices. We do not give a clear message that at VACCA some
things are different.
Aboriginal language has been identified as an important part of cultural connection,
strengthened intergenerational relationships and community building4. At VACCA, when
we use appropriate Aboriginal language to name our programs, this underlines the
importance of culture and reinforces that culture is part of everything we do.
Using language keeps it alive; the responsibility to be part of keeping language alive needs
to be shared by Aboriginal organisations. It is through using Aboriginal language that this
language and its meaning become more broadly understood across the community.
We need to take care and seek guidance from senior Aboriginal people to decide on the
appropriate use of Aboriginal language. If we use Aboriginal language from one language group,
this can create confusion for other Aboriginal people. We can cause offense if we use
inappropriate language.
Supervisors and Staff
In each team at VACCA there will be
Case Managers (also called case workers or senior case workers) – these staff provide
services to Aboriginal children and families.
Team Leaders (also called frontline managers) – these staff supervise case managers; they
often have quite a bit to do with Aboriginal children and families, but they are not case
managers.
Managers (also called middle managers or program managers) – these staff supervise
team leaders; they also have contact with Aboriginal children and families but not in the
way case managers do. They may be involved in difficult discussions or complex
decisions.
We have used supervisors to refer to both frontline and middle managers at VACCA when they
supervise staff. We have used staff to refer to case managers, team leaders or managers when
they are being supervised.
VAC.0001.002.0829
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 8
Aboriginal Children, Families and Communities
We have referred to Aboriginal children and families throughout this document because that is
primarily who we provide services for at VACCA. However our work is strongly community based.
VACCA is a community-controlled organisation. The children and families we work with come
from Aboriginal communities from around Australia. The children, their families and carers and
our Aboriginal staff live in Aboriginal communities across Victoria. Community is central to
VACCA’s work.
Being mindful of language
Considering the impact of your language on those you supervise is a key part of building a
respectful supervision relationship. Questions to consider include:
Is your language and meaning clear?
Is your language empowering, do you use accessible language?
Have you used language that others will be unclear about – will the need to ask for
clarification lead to shame for staff?
Have you used words that could be disrespectful to Aboriginal staff?
Have you used language that is based on racial stereotypes?
VACCA staff work in an environment that is highly regulated by government bureaucracy while
requiring staff to build relationships with colleagues from these government departments,
especially CP. Bureaucratic language can be disempowering; staff may feel reluctant to ask for
clarification of language used. They may need support from their supervisor to understand the
language used in government publications, reports or at a meeting or to challenge those who use
language that is inaccessible for the Aboriginal children and families we work with.
VAC.0001.002.0830
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 9
The Supervision Framework
What is Supervision? The Definition
The purpose
Provide the best possible service to the Aboriginal children and families that VACCA works with by
building the knowledge, skills, insight and wisdom of staff in how to support and care for their
clients and themselves, in the cultural context of working within community.
The relationship
With a skilled and experienced supervisor who is respectful, trustworthy, caring, honest and
knowledgeable about the subject matter and Aboriginal communities and who can create a safe
place for staff to reflect on their practice.
The process
Cooperative, reflective, holistic, open, validating, non-judgemental, reliable, outcome focussed,
creative. It involves mutual respect, two-way learning, making plans and facing difficult issues
together with honesty.
The context
Regular, by agreement and supported by VACCA.
The organisational context
Values and supports the vital role supervision plays in positive outcomes for Aboriginal children
and families and for VACCA staff.
The Foundations of Supervision: Culture, safety, empowerment, service
The Functions of Supervision
Working with Aboriginal children and families: Building relationship and services for
better outcomes
Looking after myself: Professional development and building resilience
Using Aboriginal professional practice: Culturally informed and relationship based
Working within community: Enjoying the positives and managing the challenges
Understanding my role in my organisation: Being accountable and valued
VAC.0001.002.0831
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 10
What do we want from Supervision? The Functions
Working with Aboriginal children and families: Building relationship and services for better outcomes
Improving services to Aboriginal children and families
Developing strategies and skills to support Aboriginal children and families in their healing
Finding solutions to problems
Advocating for Aboriginal children and families to access appropriate services
Setting useful boundaries for children and families and ourselves
Describing what we are doing in practice and exploring how that fits with what is
considered best practice
Using an Aboriginal professional practice approach in our work with Aboriginal children
and families
VAC.0001.002.0832
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 11
Looking after myself: Professional development and building resilience
Taking time to reflect on the work done
Setting direction to keep on top of things and feel productive
Continuing to build confidence in our abilities
Continuing to build professionalism and commitment
Setting good boundaries to maintain wellbeing
Managing stress and understanding self care needs
Managing the challenges and pressures of working with family, friends and community
Managing the high expectations we have of ourselves – working with our children, our
families, our community
Understanding our personal vulnerabilities and triggers
Understanding we do not know everything
Using Aboriginal professional practice: Culturally informed and relationship based
Taking a culturally informed approach in supervision and in our work with children &
families
Maintaining cultural safety in all we do
Using cultural approaches to build resilience
Being proud of our culture, its strength and resilience
Facilitating confirmation of Aboriginality and return to Country for Aboriginal children
Making sure we always use a cultural lens
For non Aboriginal staff, understanding the impact of your culture
For all staff, knowing that understanding Aboriginal culture is a lifelong journey
Working within community: Enjoying the positives and managing the challenges
Understanding how community underpins all the work we do in order to work effectively
within community
Managing the challenges and pressures of working with family, friends and community
Building the skills to manage professional and personal relationship in a way that
maintains our wellbeing and our effectiveness
Understanding and working with community dynamics and our visibility in community
Valuing the knowledge and understanding of Elders within culture and community
Understanding my role at VACCA: Being accountable and valued
Building strength in our identity, in our role at VACCA and how we fit within our team and
organisation
Building a sense of commitment and belonging that will act as both a validation for the
work we do and a protection for ourselves
Understanding organisational processes and policies to be able to work comfortably and
safely within the organisation’s guidelines
Working within the service delivery framework that applies to child and family services in
Victoria, including the best interests’ principles and practices, the cultural competence
framework, the Looking After Children approach, privacy principles and DHS standards.
Understanding VACCA’s service delivery framework, including a central focus on culture
to build resilience and improve outcomes for Aboriginal children and families.
VAC.0001.002.0833
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 12
Different kinds of supervision
Supervision at VACCA needs to be responsive to the nature and complexity of VACCA’s work, our
commitment to improve outcomes for Aboriginal children and families and our commitment to
VACCA staff. Supervision can be planned, unplanned or on the phone/online. Supervision can
include mentoring and can occur individually or in groups.
At VACCA, the staff member’s line manager provides supervision. Sometimes, this supervision
relationship between staff member and line manager cannot provide the expertise and
knowledge required to fulfil all the functions of supervision; expertise outside the line
management supervision arrangement is sought. When supervision functions occur outside the
line management relationship, this is called consultation. It can occur for issues requiring
particular cultural expertise and also includes therapeutic consultations and debriefing.
VACCA’s supervision standards reflect the importance of getting the right balance across the
different kinds of supervision – planned, unplanned, mentoring and group supervision - and to
make sure that all the supervision functions are met through a combination of line management
supervision and consultations with others.
STANDARDS
Supervision for casework staff and team leaders will occur for a minimum of two hours
each fortnight, with a minimum of one hour being planned supervision.
Planned supervision
Planned supervision is sometimes referred to as formal, structured or scheduled supervision. It is
regular, planned, by agreement, one-to-one, uninterrupted and held in a private setting. At
VACCA, the staff member’s line manager provides planned supervision on a regular basis and in
line with VACCA’s supervision standards and a supervision agreement.
Supervision for casework staff and team leaders will occur for a minimum of two hours each
fortnight, with a minimum of one hour being planned supervision. Where possible, this planned
supervision will occur fortnightly. In unusual circumstances, planned supervision sessions may
have to be delayed. Communication between supervisor and staff member about the need to
change planned supervision and the new arrangements is essential.
Other kinds of supervision tend to focus on some supervision functions; for example, debriefing is
primarily focussed on the Looking after Myself function and unplanned supervision is more likely
to focus on Working with Aboriginal children and families. Planned supervision weaves together
all supervision functions. There is an example of this in Supervision Resource 2.
When talking about a child and family in planned supervision, the staff member and supervisor
are likely to discuss the following questions:
What is happening for this Aboriginal child, their family and carer?
Do the supervisor and staff member understand the cultural issues, considerations and
requirements for the child, their family and carer?
VAC.0001.002.0834
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 13
Is our approach consistent with VACCA’s values and the principles and processes that
VACCA must adhere to as a registered CSO?
How is the work affecting the staff member?
Does the staff member need help outside the supervision relationship with this child and
family – for example staff training, mentoring or consult with another professional?
The skills used in planned supervision may also be different from other supervision. Planned
supervision is more likely to use a reflective process, while in unplanned supervision the
supervisor is more likely to take a more directive approach.
Planned supervision is based on traditional models of problem solving5 which take place in a calm
environment where people are physically comfortable and free from outside pressures. In this
calm environment, we are more likely to focus, solve problems and arrive at creative solutions.
While this can sometimes be challenging, it increases our capacity to think creatively and arrive at
good solutions. However this approach relies on the supervision environment being calm and
free from outside pressure. It also relies on a culturally safe and empowering supervision
environment.
Unplanned supervision
Unplanned supervision is sometimes referred to as corridor supervision or informal supervision6.
It is not scheduled but may be required to discuss a crisis or issue that cannot wait. Case
discussions that occur in unplanned supervision require the same focus and robust discussion and
are as binding as planned supervision.
Unplanned supervision is based on supervisors having an open door approach to supervision,
where staff can drop in when they need to. Unplanned supervision is a very important part of
work at VACCA. Because the work is complex and challenging:
Supervision needs to be immediately responsive to ensure the safety and well being of
Aboriginal children; complex issues are discussed as they arise because they cannot wait until
the next planned supervision session.
Staff may need debriefing after difficult experiences. This debriefing is about staff unloading an
experience, making some sense of it and working out a way to care for themselves in that
moment. Thus unplanned supervision can also be about staff well-being.
Staff may need to ‘report in’ to their supervisor. Sometimes their supervisor will ask them to
come back and talk about how they have managed a difficult situation; sometimes the staff
member will want to immediately talk through how they have managed an interview or
meeting; less experienced staff might lack confidence in their skills and need immediate
feedback .
Unplanned supervision and an open door policy also reflect the importance of relationship
between supervisor and staff. Sometimes, staff simply want to drop in and have a yarn.
The less formal more relaxed environment of unplanned ‘catch up’ is where staff may feel most
comfortable; it is important to balance this with planned supervision even if the staff member
feels slightly less confident. While it can resolve a problem quickly, unplanned supervision
generally lacks the reflection and forward planning of full case discussion that occurs in planned
supervision.
VAC.0001.002.0835
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 14
Unplanned supervision does not provide staff with the opportunity to plan their approaches or
reflect on their practice; their supervisor is getting information about children and families that
the staff member chooses to focus on and may not understand the challenges and complexities
across the staff member’s caseload. Unplanned supervision may not pick up other supervision
functions – like the staff member’s professional development and personal well being.
Unplanned supervision spirals
Sometimes unplanned supervision spirals – there is so much unplanned supervision that there is
never time to have planned supervision. And unplanned supervision continues to happen
because there is no planned supervision.
To stop the spiral, the supervisor needs to understand what is happening:
Does the staff member have a particularly crisis prone caseload at this time?
Is the staff member avoiding planned supervision with you?
Has the staff member had negative supervision experiences in the past?
Is the staff member seeking unplanned supervision for things that could wait till planned
supervision?
Are you taking on too much outside the supervision role that is causing you to regularly
cancel planned supervision?
Is VACCA supporting you to do your job as supervisor?
Mentoring
Mentoring is sometimes referred to as live supervision. It occurs when a supervisor comes on a
home visit or to a meeting to support and guide the staff member in their role or to demonstrate
the role. Empowering Aboriginal staff relies on understanding how staff can be supported. For
some staff doing – not talking about doing – works best and this is mentoring.
Mentoring is not a test nor does it reflect on a staff member’s skill. The work at VACCA is
complex; having the supervisor present can share the load, cut through negative patterns of
communication between staff and families or other professionals and give another perspective
about what is occurring. The staff member can see a way forward through the supervisor doing
rather than discussing. It is vital that mentoring includes discussion after the event. The staff
member may feel vulnerable with their supervisor alongside and needs quick feedback about
their practice.
Through taking a mentoring role, a supervisor could:
Demonstrate how to go about something by leading the conversation, giving difficult
messages or taking a lead role at a meeting with DHS or another professional like a teacher
Give support and guidance when a staff member finds something particularly challenging –
for example, giving evidence at court for the first time
Support the staff member if there is a dual relationship with the child, family or carer – that
of VACCA staff and also friend or family
It is also helpful for supervisors to receive mentoring from their supervisors. For example, a
manager could be involved in highly complex case discussions with the staff member and
supervisor; a manager could be involved with the staff member’s supervisor in difficult
discussions like discussing if the staff member is meeting job expectations.
VAC.0001.002.0836
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 15
Case example: Bill must attend a case plan meeting at DHS. Each time he meets with child protection, Bill finds
that they dismiss issues about the child’s connection to their Aboriginal family. Bill is becoming
increasingly anxious about the meeting and is not confident he can advocate for the child’s
cultural well-being.
At the last meeting, CP said that they were not able to supervise any access between the child and
her aunts. At this meeting, the child’s connection to their Aboriginal family and how contact can
continue to occur needs to be resolved. You decide to attend the meeting with Bill.
How would you work out what role to take at the meeting?
What would you do after the meeting?
Phone/on line supervision
Most staff will receive information and requests from their supervisor by e-mail from time to
time. It is just as important to be respectful in on line communication.
For some staff in rural areas, supervision occurs mainly on the phone or on line as there is
considerable distance between the supervisor and staff. An example of this is VACCA’s Lakidjeka
program. Phone/on line supervision is critical to manage the isolation rural staff experience and
support them in the difficult work they carry out. The same arrangements described for
supervision apply –having uninterrupted time, balancing planned and unplanned supervision and
recording supervision
At VACCA, staff in rural areas come together in their teams on a regular basis. These
opportunities to get together face to face are likely to increase the effectiveness of phone/on line
supervision. The supervisor also needs to identify local supports with the staff member when
face-to-face support is required immediately.
Group Supervision
Group supervision involves a number of staff coming together with their supervisor to discuss
client related or practice issues. Staff can present a case for discussion and get input from their
supervisor and peers or have group sessions to work together on practice issues like developing
genograms, writing report, cultural work with children. Sometimes staff will get together to talk
about the pressures of their role or the impact of community issues.
Group supervision can be a comfortable way for Aboriginal staff as this reflects time honoured
practices. It can also be empowering for staff who can provide input and advice to their
colleagues and demonstrate their skills and knowledge. For the staff member presenting a case,
their Aboriginal colleagues may know about the Aboriginal family being discussed. This
combination of supervisor and Aboriginal staff can be a powerful way of combining the cultural
and professional in action; with the skills and knowledge of all involved being respected, group
supervision can contribute to effective planning for Aboriginal children and families and empower
Aboriginal staff.
As well, working together as a team can reinforce cohesion and the sense of working in a
supportive team environment. It can cement relationships and provide alternative support
avenues for staff when their supervisor is not available.
VAC.0001.002.0837
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 16
Building staff member’s knowledge, skills, insight and wisdom can, in fact
should, come from different people and relationships.
VAC.0001.002.0838
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 17
Consultation
The complexity of our work means that some supervision functions will occur outside line
management supervision. Building staff member’s knowledge, skills, insight and wisdom can, in
fact should, come from different people and relationships. Consultation does not replace planned
supervision but supervision practice standards apply – for example information about children
and families shared at consults is confidential and consults need to be recorded in case notes.
There are some important differences between line management supervision and consultation
outside line management supervision. The line supervisor is accountable for the work in a way
that others who provide consultation are not and so needs to know about the consultation and
agree with any course of action proposed. The line supervisor also needs to be aware if there are
stressors that are impacting on the staff member (though the staff member does not need to
divulge private details if they do not want to).
Sometimes the line supervisor and staff member will attend consults together, particularly if the
consultation is related to casework. Sometimes the staff member will access consultation
through their own ‘trusted person’.
Some examples of consultation at VACCA:
Cultural consultation
Therapeutic consultation
Discussions with Colleagues
Group practice forums
Debriefing
External consultation
Cultural Consultation
As discussed, the expectation is that supervision at VACCA will always be culturally informed,
bringing together the cultural and professional. Supervision needs to build knowledge and
understanding of Aboriginal cultural values, attitudes and behaviours while providing a supportive
environment to address complex cultural issues7.
Supervision at VACCA occurs across the range of supervision relationships – where there are
Aboriginal and non-Aboriginal supervisors, Aboriginal and non-Aboriginal staff and Aboriginal
supervisors and staff from different Aboriginal cultures. Sometimes, the traditional supervision
relationship at VACCA between staff and line manager cannot provide the cultural expertise and
knowledge required. This is particularly so for non-Aboriginal supervisors. While Aboriginal
supervisors may have the cultural expertise for supervision, this should not be assumed as the
Aboriginal supervisor may be from a different Aboriginal culture or may be at a different point of
their cultural journey. Also Aboriginal staff may not be able to seek support – Looking After
Myself - from supervisors of a different gender.
Aboriginal staff describe knowing instinctively when they need to access cultural advice and
direction outside of their line supervisor by feeling that something is not ‘sitting right’ – they need
VAC.0001.002.0839
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 18
to talk with another Aboriginal person. Non-Aboriginal staff may need support to identify and
respond appropriately to complex cultural issues that require Aboriginal cultural expertise outside
of line management supervision. Cultural consultation can occur across VACCA, including from
staff who work in different programs and locations, and can occur with a trusted person from
outside VACCA. Staff will need to be mindful of their legal obligations about privacy and
confidentiality for the children and families they work with and should not use names or
identifiable descriptions8.
Supervisors will need to consider
How do you know when you need cultural consultation?
How do you know when staff you supervise need cultural consultation?
How do you find the right person for cultural consultation?
Some examples when particular cultural expertise is required are outlined on the following page.
Therapeutic Consultation
VACCA works with many Aboriginal children who have experienced trauma through fear or
helplessness in the face of abuse and neglect. Understanding the impact of this trauma on a
child’s development can help make sense of how the child feels and acts. It can assist staff and
carers to identify how they can help the child to feel safe. VACCA staff also work with family
members and carers who may have experienced trauma in their lives.
Therapeutic consultations occur for every child in VACCA’s out of home care programs through
VACCA’s Aboriginal Children’s Healing Team. This is a team of therapeutic specialists who
provide consultation to VACCA staff. Each specialist is attached to an out of home care program.
The senior Clinical Practitioner provides therapeutic consultation and training to other VACCA
programs like ACSASS and early intervention and family support.
The work of the Healing Team integrates trauma and attachment theory with understandings
about Aboriginal culture, safety, connection and belonging. Therapeutic specialists work
alongside VACCA’s staff and supervisors and assess and develop therapeutic plans for Aboriginal
children in out of home care. Therapeutic specialists also provide secondary consults and
reflective practice for VACCA staff and carers. Generally, the staff member and supervisor attend
the consult together. This means that assessments and plans can be talked through within the
consultation and any disagreement about approaches can be resolved.
Principal Practitioners
Sometimes Child Protection or VACCA initiates discussions about children and families that VACCA
work with through the DHS Principal Practitioners. Principal practitioners provide specialist
clinical advice and consultation using research and critical reflection. Principal practitioners have
high expertise in working with children and families but may not understand how this applies for
Aboriginal children and families. Supervisors and staff at VACCA will need to examine advice
given with a cultural lens.
VAC.0001.002.0840
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 19
Cultural Consultation and Supervision Functions
VAC.0001.002.0841
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 20
Discussion with Colleagues
Discussion with colleagues is sometimes called peer consultation or peer supervision. It occurs
when staff get together to discuss/ work together on client related issues or to give each other
some support. For example a more experienced staff member may visit a family with a new staff
member, or a staff member who has been to court may talk to another staff member about what
to expect.
This approach moves away from traditional top down supervision and is among colleagues in
similar roles. It is a relationship of equality where people provide different perspectives on the
work. Safety and trust can be developed between staff and taking on the responsibility of the
role can be empowering for staff. However colleagues need to feel confident enough to challenge
poor practice approaches and case related matters need to be discussed and endorsed in
supervision.
Group Practice Forums
Group practice forums involve a number of staff coming together to discuss client related or
practice issues. Sometimes these forums will be formal, with note taking and agendas; this is
valuable for staff who are unable to attend. Sometimes forums are informal; while there is a clear
purpose for the forum, there are no agendas or notes as the purpose is related to informal
debriefing and discussion.
Encouraging staff to help each other out and supporting an environment where everyone knows
that everyone else can be counted upon to offer help when needed is both supportive and
empowering for staff. For Aboriginal staff who live and work in the community, getting together
with other Aboriginal staff at VACCA can be very valuable to share experiences, develop supports
and build resilience.
Debriefing
Working with Aboriginal children and families can be complex and stressful. Talking through the
anxiety and stress of the job on a regular basis is vital for the health and well being of all staff.
This kind of debriefing is different from the debriefing counselling that is arranged at VACCA for
staff involved in a critical incident as part of VACCA’s staff well being policy.
Some staff choose to go to their peers or their supervisors for debriefing and others may go to a
trusted Elder who is experienced, part of the community and can provide culturally appropriate
support.
External Consultation
Sometimes the knowledge and understanding that staff and their supervisors need for good
practice is not readily accessible. While training can be one way of managing, there may be a
more immediate need for knowledge and understanding. In these circumstances, consulting with
an external person who knows and understands the issue – for example with drug and alcohol
specialists or mental health professional – can contribute to both supervisor and staff
understanding the issue and making well informed decisions.
VAC.0001.002.0842
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 21
While every effort can be made to consult with an external Aboriginal professional or consultant
with experience working with Aboriginal people, advice given in these consultations may not
occur in a cultural framework. Consultants may have expertise in a particular field but may not
understand how this applies for Aboriginal children and families. Supervisors and staff will need
to examine advice given with a cultural lens.
The Supervision Cycle
The best interests case practice model describes the stages of casework with children and families
as information gathering, analysis and planning, action and reviewing outcome. This staged
approach can also apply to supervision, with the stages being getting to know each other, assess
and plan, do and review. Like with casework, these supervision stages are not linear but are part
of a continuous process of assessing and reflecting. In addition and also like casework, there is a
larger more formal cycle that occurs each year. For each stage of this formal supervision process,
there are recording requirements at VACCA.
This supervision cycle can be daunting to look at but does not need to be formal. Aboriginal
cultural ways of taking a welcoming, relaxed and informal approach, taking time to build a
relationship and using stories and humour are some of the ways to make staff more confident and
comfortable through this supervision cycle.
Getting to Know each other
What do I know about this staff member’s knowledge and skills, abilities and aspirations,
culture and well being?
What do I know about the staff member’s previous supervision experiences and what
worked?
Does the staff member know about the job expectations, the supports and the
opportunities?
VAC.0001.002.0843
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 22
The relationship between supervisor and staff member is core to effective supervision and
developing a good relationship begins with getting to know each other. The supervisor will need
to talk about supervision at VACCA and get to know what other supervision experiences the staff
member has had, identify what was useful and not so useful and start to understand the best way
of approaching supervision for this staff member. In addition, the supervisor will need to be
assured that the staff member understands their job and the expectations VACCA has and that
any training they need to help them do their job has been identified in supervision.
Orientation
Starting a new job can be daunting and supervisors play the key role in welcoming new staff and
coordinating their introduction to VACCA. This introduction is called orientation.
Supervisors are responsible for ensuring their new staff are warmly welcomed and have the
information they need to work at VACCA. VACCA have developed an orientation checklist for new
staff. (Supervision Resources 1) This checklist will take some time to work through and
supervisors will need to coordinate a range of staff through the orientation process – like HR, fleet
and finance.
While working through the checklist it is important to proceed at a pace that is comfortable for
the new staff member. As stated above, core to effective supervision is the relationship – while
completing the orientation checklist is important, it does not replace the need to take time to
develop the supervision relationship.
Developing a supervision agreement
STANDARDS
Individual supervision arrangements for staff will be outlined in a supervision agreement.
This agreement is to be completed within one month of a new staff member starting at
VACCA and then at least annually, at the completion of the staff review.
The supervision agreement will also identify after hours support arrangements for staff
and re-scheduling arrangements.
A supervision agreement is also required in this stage of the supervision process. The supervision
agreement may not be completed for a number of weeks and does not need to be completed in
the one go-the important part of the process is getting to know each other. A supervision
agreement may seem daunting and bureaucratic. It can be quite straightforward, outlining what
the supervisor and staff member will do together, and includes answering questions like:
• When and where planned supervision will take place
• What skills the staff member wants to develop and a plan for developing these
• How disagreements will be managed
A suggested supervision agreement proforma is included in the Supervision Resources 4.
Messages from staff about supervision
Staff can be apprehensive about new supervision relationship. The messages below are from staff
about new supervision relationships. The staff you supervise might not make these statements
to you, but they want you to know what they are thinking and respond to their questions
VAC.0001.002.0844
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 23
VAC.0001.002.0845
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 24
Assess and Plan
Based on what I know and have observed about this staff member, what plan do I think
will support this staff member to
~ deliver good outcomes for Aboriginal children and families
~ develop professionally
What does the staff member see as the best plan for supervision?
Assessing and planning the most appropriate approach to supervision with staff builds on the
getting to know each other stage. It includes assessing the staff member’s professional
development and needs and planning an appropriate supervision approach.
Staff in the early stages of their professional development, or staff who have had a negative
experience may need a mentoring/hands on approach whereas a more experienced staff member
may need more reflective supervision. Sometimes staff need different things at different times-
sometimes staff will need to reflect, other times they will need to be told what to do, other times
they will want your help to do something together.
Staff Development Plan – Part of the Supervision Agreement
The supervision agreement includes learning goals, which are reflected in plans for staff
development and support. Staff development and support are also part of supervision. This is
because reflecting on the support and training that a staff member needs to confidently
undertake their role is an ongoing process. As different challenges or opportunities arise,
supervisors can identify the need for training, mentoring or other support with the staff member
and can facilitate opportunities.
Supervision
The different kinds of supervision and the relationship between line management supervision and
consultation are discussed earlier in this document. Staff at VACCA identified the way they
thought supervision could be explained to staff as follows:
Supervision is your right and is a priority for me.
You are valued; the work you do is important; your safety and well-being is important.
I can bring 'fresh eyes' to look at the work you are doing and the difficulties you may be
finding - We will work together to find solutions
Supervision can allow time to reflect so that it is not all about crises
There will be limits to how quickly I can respond to you
I am accountable for what you do and what happens for the children and families you
work with
I will be honest with you if anyone raises issues about your work with me; I will not listen
to 'gossip'
I will always tell you if I need to talk to others about you
My job is to focus on what is important and relevant
I can help you apply policies and standards
When I talk with you about training that could be helpful, this is to build on your existing
skill; it is not a criticism
We all make mistakes - it is important that we share mistakes, learn and move forward.
I will acknowledge and value your skills and good work
VAC.0001.002.0846
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 25
Let’s celebrate achievements together
I am curious about your work; my questions are for reflection and to understand what is
happening.
What we talk about is confidential unless it affects your well being.
My expectations of you are... What are your expectations of me?
Supervision Records
STANDARDS
Planned supervision is to be recorded by the supervisor and attached to the staff
members supervision file. The proforma (Supervision Resources 6) is recommended.
Key case decisions and case direction from unplanned supervision and consultation is to
be recorded by staff as a case note. (In case file or CRIS)
Recording supervision is a requirement at VACCA. Recording supervision helps supervisors and
staff to remember what was discussed and decided and check if supervisor and staff member
have done what they agreed to do. Supervision can also assist staff and supervisor to look back
over patterns- do we always get stuck at this point? – and this can be helpful when working with
vulnerable children and families. Looking back can also show how learning and development
needs have been addressed as they have arisen and how staff are being supported in their role.
Looking back can also reflect how far a staff member has developed professionally and this can be
empowering for staff. Working with vulnerable children and families can be demanding and at
times, demoralising. It is not unusual for staff to believe they are not making a difference or they
are not skilful at what they do. Looking back can challenge these negative views and remind staff
of the difficult role they take and the impact they have had for the Aboriginal children and
families they work with.
The supervisor is responsible for recording planned supervision. It is recommended that planned
supervision is recorded on the proforma (Supervision Resources 5). The record of planned
supervision is attached to the staff member’s supervision file. This file is different from the staff
member’s personnel file. The supervision file is subject to the same privacy and confidentiality
legislation and practices as client files. The supervision file does not ‘belong’ to the staff member;
they cannot take it when they leave VACCA.
The staff member is responsible for recording key case decisions and direction from unplanned
supervision as a case note in the client file. Some supervisors keep a ‘consult book’ to also record
key decisions from unplanned supervision.
Review
How did the staff member go with implementing the plans we made?
What have I learnt about the staff member from their actions?
What can I do to support the staff member in the future?
How is the staff member finding supervision with me?
Reviewing how a staff member is going is an ongoing part of supervision. Review also involves
openly and honestly discussing how supervision and the supervision relationship is going.
VAC.0001.002.0847
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 26
Giving Feedback
Part of supervision involves giving feedback. Giving feedback in supervision is more likely to be
effective if it is:
Strengths based - Staff are more likely to learn from what they did well. Supervisors could
consider asking staff: When do you feel like you’re doing a good job?
Honest – give feedback about things that are going well and be honest about things that
are going less well. When giving feedback that is not so good, focus on supporting and
strengthening the staff member into the future. Supervisors could consider asking: What
would you do differently next time? How can I help?
Respectful – take enough time to talk through properly and in a culturally safe space.
Addressing issues early is respectful. Encourage and listen to the staff member talk about
what they think.
Clear - avoid being vague as this can increase anxiety and effect how well staff will
understand your feedback; give specific feedback, including examples and stories.
Sometimes, despite clear and honest feedback and ongoing support and mentoring, a staff
member continues to practice in a way that is not consistent with the job requirements. These
circumstances can increase risk for the vulnerable children and families VACCA works with. The
safety of Aboriginal children relies on staff at VACCA doing their job well. Supervisors need to
discuss this situation honestly and openly with their supervisor and with human resources (HR) at
VACCA and determine if performance management processes are to be implemented. If
performance management is to occur, this needs to be with the guidance of VACCA’s HR.
Giving Feedback to your Supervisor
Regularly talking together about how supervision is working for both the supervisor and the
person being supervised is an important part of supervision. This gives an opportunity for the
staff member being supervised to talk about what is working well for them, their preferred
approach to supervision and to raise any concerns.
If a staff member has concerns about supervision, it is their responsibility to raise these concerns
with their supervisor, even though this is not always a comfortable thing to do. If supervision is
not working well, this can affect the health and well being of Aboriginal children and families and
the staff member.
First, talk with your supervisor. They may share your concerns and can work with you on
resolving the difficulties
If this does not work, the line management structure at VACCA allows you to ‘manage up’.
This means you can go and talk with your supervisor’s supervisor.
Staff Review and Recognition (Performance Reviews)
Taking planned and dedicated time to review how the staff member is going and how supervision
is going outside regular supervision is a supervision standard. However, if review has been
ongoing part of regular supervision then these staff reviews should contain no surprises.
VAC.0001.002.0848
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 27
Performance reviews also present an opportunity to review the supervision agreement and staff
development plans based on what has been identified through supervision. The staff review and
recognition proforma is in Supervision Resources 6.
STANDARDS
Performance reviews will occur before the first six months of employment is completed
and then annually. The performance review process will conclude with the completion of a
Supervision Agreement for the next 12 months.
VAC.0001.002.0849
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 28
The Foundations of Supervision at VACCA
Culture
Supervision is delivered within a cultural framework – in an environment of cultural safety and
with knowledge and understanding of Aboriginal ways.
Culture is central to identity. It defines who we are, how we think, how we communicate, what we
value and what is important to us. 9 Our culture affects the way we live our life and the way we
see ourselves and others. Culture is fundamental to our services and our staff at VACCA.
At VACCA, our staff and the children and families we work with come from around Australia and
from many different Aboriginal cultures. The cultural values and beliefs that reflect time
honoured and traditional perspectives and unite Aboriginal people across Australia also guide
service delivery and supervision at VACCA.
Aboriginal Cultural Values and Beliefs
Traditional Indigenous Australian communities were permeated by a complex set of
spiritual values – self control, self reliance, courage, kinship and friendship, empathy,
a holistic sense of oneness and interdependence, reverence for land and country and
responsibility for others.10
These values are not different to Aboriginal cultural values that guide practice and supervision at
VACCA today. Some cultural values and beliefs that guide supervision are:
VAC.0001.002.0850
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 29
Social justice, Compassion and Supervision
The experiences of trauma that exist for the Aboriginal children and families we work with are
also present for our Aboriginal staff - the trauma of history, ongoing racism and the trauma
present within Aboriginal communities. Supervisors need to appreciate the impact of trauma for
staff.
Supervisors also need to appreciate the challenges for Aboriginal staff who must work closely
with mainstream organisations. These organisations may have been involved in the Stolen
Generations, including removing the kith and kin of Aboriginal staff.
It is particularly distressing for Aboriginal staff when mainstream organisations continue practices
that are reminiscent of the Stolen Generations – Aboriginal children being removed from their
family, community and culture; viewing culture as an ‘add on’; giving low/no priority to reuniting
children with families or communities. Staff see another generation of deeply traumatised
Aboriginal children who are disconnected from community and culture in the cultural
incompetence of some mainstream organisations.
An Aboriginal worldview is based on understanding the structural disadvantage and historical
context for Aboriginal children and families and seeing individual needs in this context. Our work
involves helping children and families build resilience, find their place in their community and
raise their awareness about how past government policies and practices have contributed to their
present circumstances. This is fundamental to our service delivery and supervision practices.
Relationships, Sharing and Supervision
Aboriginal people see the relationships and connections in life. People are seen holistically – the
physical, emotional, social, spiritual and cultural are intrinsically linked; Aboriginal people see
themselves in relationship to their family, their kin, their environment, their ancestors and their
land and value relationships and the responsibilities each person has to each other.
It is the relationship between supervisor and staff that is fundamental to effective supervision.
Supervisors need to take time to get to know staff and build relationships. Respect comes from
relationships, rather than simply who you are or the position you hold. Sharing is a strongly
promoted value and there is an obligation to share if others are in need. Supervision that is based
on concepts like individualism, objectivity and professional distance are unlikely to be effective
with Aboriginal staff.
Building relationships and Aboriginal ways
Staff at VACCA use Aboriginal cultural ways in their practice with Aboriginal children and families.
In the same way, Aboriginal ways in supervision can contribute to Aboriginal staff being
comfortable with supervision. Taking a welcoming, relaxed and informal approach, taking time to
build a relationship, sharing stories and using humour are some of the ways for staff to feel more
confident and comfortable in supervision.
Yet this requires the supervisor to be skilful in their approach. For instance, listening to staff tell
you their story includes hearing the words, thoughts and feelings of the staff member, being
comfortable with silence, being patient to hear the whole story and being able to hear the staff
member’s story even when it is painful for them and emotional for you.
VAC.0001.002.0851
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 30
Living and Working in Community
Many Aboriginal staff live and work in the same community and this can raise challenges in terms
of dual responsibility to community and to VACCA. Aboriginal staff can be questioned or criticised
within their community for decisions they have made for a child’s safety; some Aboriginal people
in the community can hold unrealistic expectations of Aboriginal staff. Supervisors need to
discuss these issues with staff, recognising the real challenges and dilemmas staff face in their
practice.
Working and living in the same community also means that the separation of work and home – of
personal and professional – does not exist for Aboriginal staff in the same way as for other staff.
In fact many Aboriginal staff see this distinction as irrelevant to them. This is not easy for
Aboriginal staff who can be at added risk of burn out because of the complexity of their work and
community relationships. Supervisors need to prioritise their role of supporting staff to take
good care of themselves and balance their work and the rest of their life.
After Hours Contact
Aboriginal staff at VACCA have discussed the importance of being prepared for after hours
contact about the Aboriginal children and families they work with and supervisors need to assist
staff with this. Experienced Aboriginal staff discussed being respectful to the person making the
contact, listening briefly to what is being said so they can determine if there are immediate safety
issues and suggesting how contact should be made the next day - Having a yarn with them to
work out if it was something that could wait until the next day. If it is urgent, do something.
Having Dual Relationships
A dual relationship means having a relationship with a client or colleague outside work – that
is having a personal and professional relationship. This is not uncommon for Aboriginal staff.
When staff have a dual relationship with a client, supervisors will need to support their Aboriginal
staff to identify when and how they need to pull back for their own well-being when there is a
dual relationship with a client. This can involve
Reviewing with the staff member if they are the best person to work with a particular
child – maybe the close personal relationship between the staff member and the child’s
family means that the child needs to be allocated to another staff member
Discussing how the staff member can get added support to manage the challenges the
dual relationship may pose.
Continuing to talk about the impact of the dual relationship with the staff member;
making sure they are taking care of themselves.
Supervising a family member or close friend is also challenging, as you will be caring for two
relationships – the personal and the professional. There will be personal expectations related to
the friendship and organisational expectations about supervision. These two parts – personal and
professional – may not always fit well together. What a person expects from their friend or family
may clash with what VACCA expects from the supervisor. Similar reflections as those outlined
when there is a dual relationship with a client also apply for a supervisor to discuss with their
supervisor.
VAC.0001.002.0852
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 31
Respect for Elders in Supervision
Elders hold a unique place as leaders in Aboriginal communities. Leadership is earned after a life
journey and knowledge and power is demonstrated in capability. The Elder carries his authority in
his sacred wisdom and this is displayed in his or her conduct and words.11
Elders will be involved in VACCA’s work. They may be on a carer approval panel or be part of the
Board; they may be part of a family you are working with; they may be a staff member you
supervise or they may supervise you.
Supervising an Elder can involve challenges. Supervisors will need to face these challenges
honestly, being respectful to the Elder and acknowledging the importance of their role in the
community while seeking advice about how best to supervise the Elder. As with all supervision,
taking time to get to know each other and to develop a relationship is vital.
If you are supervising an Elder or if an Elder is your supervisor and you find that you are unable to
voice disagreement about services for Aboriginal children and families, then this issue must be
discussed quickly and honestly. The safety of Aboriginal children relies on open and honest
supervision relationships and this includes being able to talk through disagreements about service
approaches.
Spiritual Identity and Supervision
Aboriginal people have a deep connection with their land, which is central to their spiritual
identity. The land is described as sustaining and comforting, fundamental to their health, their
relationships and their culture and identity. The Aboriginal staff you supervise may need your
support to return to their land as this can sustain them through difficult times and contribute to
their well-being.
Cultural competence
Cultural competence involves being knowledgeable about another person’s culture, being self-
reflective and sensitive to one’s own biases and integrating this knowledge and reflection with
practice.
At VACCA we ask supervisors to:
Understand - Working across cultures is not so much about ‘being a cultural expert’ as
about understanding. If a non-Aboriginal supervisor is to understand Aboriginal cultures,
then the Aboriginal staff member will lead the way. Communication and relationships
are key to understanding another’s culture - listening to different views, different
approaches and different ways, keeping an open mind, being sensitive to and respecting
differences and trying to understand what life is like for the staff you supervise.
Accept that you will not know it all and that culture is complex and dynamic. The idea
that the supervisor is the expert and the staff member the ‘empty vessel’ is not part of
working at VACCA. Aboriginal staff can bring understanding and knowledge about
Aboriginal children and families, about cultural ways and communication. Non-Aboriginal
staff can bring expertise about child and family welfare. Supervision at VACCA involves
two way learning.
Reflect on your own culture and the way this could influence how you see things.
VAC.0001.002.0853
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 32
Safety
Supervision is emotionally safe, empowering rather than degrading, and culturally safe for
staff.
Creating a Culturally Safe Environment for Supervision
Cultural safety means an environment that is safe for people; where there is no assault, challenge
or denial of their identity, of who they are and what they need. It is about shared respect, shared
meaning, shared knowledge and experience of learning and living and working together with
dignity and truly listening12. Unsafe cultural practice includes any action which diminishes,
demeans or disempowers the cultural identity and well being of an individual.
We commonly think about safety for the children and families we work with. However safety is
also important in supervision where the responsibility for creating and maintaining a culturally
safe supervision environment rests with all staff. At VACCA we want staff to experience culturally
safe supervision.
However, the supervision relationship does not occur in a vacuum. It is influenced by a range of
things, including the staff member’s previous experiences with people in authority like teachers
and the staff member’s previous supervision relationships. For Aboriginal staff supervised by non
Aboriginal supervisors, the relationship can also be influenced by differences – different ways of
communicating, different values and different ways of looking at things. If these differences are
not respected then the staff member is unlikely to feel culturally safe in supervision.
Culturally safe supervision relies on the supervisor seeking the staff member’s views about the
cultural safety of supervision and reflecting on the impact of their culture on supervision.
Some key questions for supervisors to consider are:
Have I asked staff about their past experience of supervision?
Have I asked staff about how they find supervision with me?
Do the staff I supervise challenge me, disagree with me and give their assessments and
views?
Do I make assumptions about the Aboriginal staff I supervise based on previous
experiences with Aboriginal staff?
Are the Aboriginal staff I supervise reluctant to say what they think?
Do the Aboriginal staff I supervise avoid planned supervision?
Does supervision occur in a physical environment that is welcoming and comfortable?
Does it include appropriate Aboriginal cultural images?
Reflecting on your Culture
Non-Aboriginal staff at VACCA may have not been called upon to think about their culture. If you
are part of the dominant culture then your culture is everywhere – in the media and politics,
underpinning the health and education systems you and your family access and the child and
family welfare system you work within.
VAC.0001.002.0854
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 33
Being part of the dominant culture offers privileges that are generally taken for granted. White
feminist scholar Peggy McIntosh, commenting on the hidden power relationship between white
Americans and African-Americans, suggests that there are at least 50 ways in which white people
are privileged by their membership of the dominant culture, including:
If I need to move to rent or buy or if I need credit my skin colour will not be an obstruction
to getting the property.
I can turn on the television and see my race widely and positively represented.
I can be sure that my children will be given curricular materials that testify to the
existence of their race.
I am never asked to speak for all the people of my racial group.
I can go home from most meetings of organizations I belong to feeling somewhat tied in,
rather than isolated, out-of-place, outnumbered, unheard, held at a distance or feared.13
At VACCA, Aboriginal staff would add to this list of privileges for their non-Aboriginal colleagues:
I can attend a meeting without being questioned about my qualifications.
I can attend a meeting without being talked over or misunderstood.
I can meet with other professionals in an environment that is familiar and comfortable,
where my way of discussing issues is respected and my use of language confers authority.
My knowledge and understanding of children and families and my assessments of risk and
protection for the children I work with are respected.
The children and families I work with can access services that reflect their values and their
ways
Understanding the impact of the dominant culture on Aboriginal staff is essential to good
supervision. Aboriginal staff can enter relationships with non-Aboriginal colleagues, including
supervisors, feeling powerless. Supervisors need to develop awareness of their own culture and
the impact this has on the supervision relationship:
Do I appreciate the unique knowledge and skills that Aboriginal staff bring to their role at
VACCA?
Do I respect the understanding staff have about the best ways to engage and work with
Aboriginal children and families?
Do I make sure that staff I supervise feel culturally safe?
Am I aware of the sense of distrust and powerlessness that staff may feel in their
interactions with me, with colleagues from mainstream services?
Have I talked with staff about their experiences of racism and cultural abuse?
Is my way of doing things empowering for staff I supervise?
What makes supervision culturally safe?
Aboriginal staff at VACCA were asked to identify what they saw as fundamental to creating a
culturally safe supervision environment. They said:
Take the time to get to know each other
Listen
Understand that respect is earned not automatic and that the hierarchy that is part of
supervision is not familiar in Aboriginal cultures
VAC.0001.002.0855
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 34
Understand the power dynamics between supervisor and staff member, the impact this
will have on supervision, particularly for Aboriginal staff
Give strong messages that supervision is important and put aside enough time for
supervision
Give strong messages that the staff member is important – ‘you are important; this is
your time’
Work together in supervision - Set the agenda and establish priorities together, explore
options and take responsibility together
Manage information shared respectfully but understand that it is each staff member’s
choice to disclose personal information
Be respectful – Staff are not talked at or told to do; there is respect for different ideas and
approaches
Finally, culturally safe supervision is supervision that empowers staff.
Empowerment
Supervision is strengths based, recognising the knowledge and expertise of staff, building
confidence and capacity for self determination and developing strong Aboriginal staff and
future leaders.
Empowering staff to have the confidence and capacity to do the job stems from a strengths based
approach14 to supervision. Being strengths based does not mean talking up a person in a false
way. It is about honesty, encouragement and motivation. It relies on a supervisor getting to
know staff and being able to identify their individual strengths and the environmental strengths
around them.
Individual Strengths
Aspirations: the staff member’s aspirations-their dreams, hopes and goals Competencies: what is the staff member good at, their abilities and skills, their
resilience and motivation
Confidence: this is about the staff member’s belief in themselves and how much they think they can influence their future
Environmental Strengths
Opportunities: what opportunities are available for the staff member to help them achieve their aspirations
Resources: what resources exist for the staff member to help them achieve their aspirations (like training, mentoring, other job opportunities)
Social relationships: meaningful relationships that can support the staff member through their journey
Together the supervisor and staff member discuss and develop a plan that focuses on the strengths the staff member brings.
What are your strengths?
What keeps you strong?
Who supports you?
What are you good at?
VAC.0001.002.0856
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 35
What are your hopes and goals?
What have you done well in the past?
Key for the supervisor is what role they will play in terms of supporting the staff member and providing opportunities:
How do I help staff identify their strengths and how to keep strong?
How do I encourage staff in ongoing learning and development?
Am I clear about how the staff I supervise learn new skills the best?
How do I support staff to manage the challenges and stresses of the job they do without
losing confidence in their abilities?
How do I help staff to be focussed on their aspirations and balance their work and their
life?
Service
Supervision supports effective service delivery. Service delivery must be consistent with
Aboriginal professional practice and Victorian legislation and standards for service delivery.
… effective work with parents and families only flourishes when the staff members undertaking
that complex and often difficult work are looked after well. Supervision is one of the best ways of
achieving this.15
At VACCA, service delivery occurs within the Children, Youth and Families Act, the best interests’
framework and the Looking After Children approaches. Service delivery is based on Aboriginal
professional practice - Such practice is holistic, strengths based, and trauma informed.
Culture is at the heart of Aboriginal professional practice. Aboriginal ways like storytelling,
cultural symbols and ceremony are incorporated into service delivery. An informal approach is
taken to engage families; assessments build on Aboriginal understandings of family, community,
history and culture. Family strengthening approaches address underlying issues with families
through a positive, culturally appropriate and familiar approach. Culture is essential to heal,
affirm, strengthen and build resilience.
Supervisors influence Services
How staff deliver services to Aboriginal children, families and carers is directly influenced by how
staff are supervised. Supervisors model the values, attitudes and beliefs they want staff to show
towards children and families. Supervisors who are respectful, strengths based and take time for
supervision are more likely to have staff who take similar approaches and reflect similar qualities
with the Aboriginal children and families they provide a service to.
Supervisors might think about the words that best describe their way of thinking and behaving:
Listen carefully, ask rather than assume, busy and rushed, always running, trustworthy – keep my
word, culturally aware, respect differences, talk about strengths and opportunities, miss
appointments, allow interruptions, cannot say no, think clearly, ask for advice when I do not know,
guide and discuss, tell, lead, inspire,...
Is this the way you want staff to be with the Aboriginal children and families we work with?
VAC.0001.002.0857
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 36
Supervisors help develop new services
In child and family services, supervisors have been essential in identifying the need for new
services. Much of the information that is used to develop new services comes from supervisors.
Supervisors should know about Aboriginal children and families – what they are facing each day?
How they are responding to the services offered? What kinds of services are most likely to make
a difference? What services are not working and why?
In Aboriginal organisations, because much policy and practice development emerges from
government departments and mainstream community service organisations, focus on what works
for Aboriginal children and families is critical. Supervisors at VACCA need to understand
mainstream policy and practices, assess the impact for Aboriginal children and families, include
Aboriginal cultural and Aboriginal ways for Aboriginal families and advocate with mainstream
services for more culturally responsive services.
VAC.0001.002.0858
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 37
Supervision Resources
1. Supervision Standards
VACCA has established the following supervision standards consistent with Community Service
Organisation Registration Standards. These standards are minimum required to support staff to
deliver effective services to Aboriginal children and families. There will be times when more
supervision is required to support staff to deliver effective services – for example new staff or
staff working with children and families who are very complex. If supervisors are unable to meet
these standards for any reason then they need to advise their manager.
Supervision for casework staff and team leaders will occur for a minimum of two hours
each fortnight, with a minimum of one hour being planned supervision.
Individual supervision arrangements for staff will be outlined in a supervision agreement.
This is to be completed within one month of a new staff member starting at VACCA and
then at least annually, at the completion of the performance review.
The supervision agreement will also identify after hours support arrangements for staff
and re-scheduling arrangements.
Performance reviews will occur before the first six months of employment is completed
and then annually. The performance review process will conclude with the completion of
a Supervision Agreement for the next 12 months.
Planned supervision will be recorded. It is recommended that planned supervision is
recorded on the proforma.
Key case decisions and direction from unplanned supervision and consultation will be
recorded in case files as a case note.
VAC.0001.002.0859
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 38
2. An example of planned supervision.
In supervision, we do not consciously divide our discussion across the functions of supervision –
now we will talk about looking after myself, now working with community – but these functions
weave through our case discussion (and impact on how we record supervision). Supervisors will
also find that supervision uses a range of approaches – for example reflection, mentoring,
debriefing, organising – within one supervision session.
Case Example
Emily has worked in VACCA’s kinship care program for 18 months. She is the contracted case
manager for Mary, aged 5. Two years ago, Mary was hospitalised after serious physical abuse
from Mary’s mother’s partner. Mary’s mother disappeared when Mary was in hospital and has
not had any contact with Mary or the family. Mary lives with her paternal grandmother.
Mary’s paternal grandmother is a strong Aboriginal woman who cares for Mary and her four
cousins. Mary is settled and loves living with her grandmother; she spends loads of time with her
extended family and sees her dad when he comes home. While Mary’s language is not well
developed and she becomes frustrated when people do not understand her, she starts primary
school in one month.
Last week, Mary’s mother came to VACCA. She said that she had got her act together and Mary
no longer needed to live with her grandmother. She wants Mary returned to her care now.
Supervision Discussion
Beginning the Discussion Supervision Approach Supervision
Function
Access arranged for Mary
and her mother in three
days. When Emily talked
with Mary’s PGM she
became very angry and
would not be part of talking
with Mary about access.
What will we do now to
support access?
Reflection
Could we have talked with Mary’s
grandmother about Mary’s mothers
return differently so that she could
have supported Mary?
Discussion and Planning
How can we involve Mary’s
grandmother now?
How will we manage access?
Looking After
Myself-
Professional
development
Working with
Aboriginal Children
and Families
Responding to Mary’s
mother saying she wants to
take care of Mary.
Organisational Processes
Consistent with contracted case
management arrangements, need to
meet and talk with DHS
Mentoring
Supervisor will attend to support Emily
who has had limited experience with
Understanding my
role in my
organisation
Looking After
Myself-
Professional
VAC.0001.002.0860
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 39
DHS CP team leader development
Emily says she is angry with
Mary’s mum –– she knew
Mary was being physically
harmed, she left Mary in
hospital and has not been
heard of for 2 years
Debriefing
Supervisor discusses how Emily might
manage her anger towards Mary’s mum
Looking After
Myself
Building Resilience
Discussing Mary’s
educational needs - support
to start school, developing
an Education Plan
Discussion
What would help Mary most at school?
Education Plan as per Looking After
Children
Working with
Aboriginal children
and families
Understanding my
role in my
organisation
Supporting the school to
effectively manage Mary’s
responses to stress
Discussion
We need school and home on same
page. Arrange a care team meeting and
involve VACCA’s therapeutic consultant
to discuss meeting Mary’s needs when
she becomes upset
Working with
Aboriginal children
and families –
healing and
responding
Emily has talked briefly with
therapeutic consultant and is
keen to learn more about
healing for Aboriginal
children
Training at Koorie Kids Mental health
identified as being a good place to start
Looking After
Myself –
professional
development
Mary’s maternal grandfather
has also said that he wants
to be more involved and
support his daughter. He has
not been keen to talk with
Emily and has cancelled two
meetings so far.
Consult with cultural consultant about
best way to engage with Mary’s
maternal grandfather
Working with
Community
VAC.0001.002.0861
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 40
3. Orientation Checklist
Welcome to your New Position Congratulations. You are starting a new job that will make a difference to the Aboriginal
children and families you work with. Your role is very important. You will find that your
work can be satisfying and rewarding but also challenging. It will take a few months to settle
into your role and begin to understand the issues and complexities. We want you to feel
supported in your new work environment at VACCA. This checklist is a starting point.
Your first week in the job... Your first week can be pretty daunting. Take these first days to get to know your new work
colleagues and to get to know your way around VACCA.
Your supervisor will have set up some meetings with key people for you to talk to –
like Human Resources and Fleet (Cars).
You will be shown around and introduced to lots of people. Don’t worry if you can’t
remember everyone’s names.
There will be lots of paperwork (Human Resources will want to know bank details
etc), organising (everything from your desk to your identification) and reading
(program manuals, policy and procedures)
Remember that your supervisor is your ‘home base’. Any questions about what you are
learning can be raised with your supervisor – we have left space for you to record questions
as you go.
We want to make sure that all of the areas outlined below are covered so you have been given
the information you need to work at VACCA. By the end of the first week, when you go
through this list with your supervisor, we want you to confidently tick off each area.
Work Environment ✓
New Starter Kit and welcome to VACCA information
ID and Access Card
Computer and Network Connected
Network Login provided
Email address set up
Phone set up – including how to set up and activate voicemail
Workstation set up with everything needed and ergonomically arranged
Stationery provided
Emergency procedures for work area has been explained and I understand them
fully
New Staff Member Questions:
VAC.0001.002.0862
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 41
Location of Office and Facilities
The location of kitchen, toilets, utilities room, first aid kit, stationery cupboard
The location of emergency exits
I know my way around the building
The location of other VACCA offices
The location of the main services VACCA works with
I know my way around the immediate area – local public transport, where I can
park my car, local cafes and food stores.
New Staff Member Questions:
My new Job
I have been given a copy of my Position Description
I have met with my line supervisor and have my next supervision scheduled
I have discussed my role and responsibilities with my supervisor
I know where to find information and to get help
Workplace reporting requirements have been explained to me
I have read and am comfortable about working within the VACCA Client Service
Manual
My supervisor has discussed OH&S and Privacy with me and I know who the
OH&S and Privacy Officer/s are
My supervisor has discussed the importance of respecting the Aboriginal
children and families I work with and my role in ensuring cultural safety for my
clients and colleagues
I have dates set for VACCA induction training
My Team
I have been introduced to my colleagues and the Manager in my work area
I have been introduced to key staff at VACCA and understand their role
I know about team meetings, staff meetings, case consultations
New Staff Member Questions:
VAC.0001.002.0863
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 42
HR Induction
HR Induction Appointment has explained:
Code of conduct Confidentiality/Privacy Declaration of pre-existing injury Complaints Occupational Health and Safety (OHS) Employee Assistance Program (EAP) Time in Lieu Annual Leave Sick Leave Electronic time sheet
HR requirements of new staff
Complete all HR forms Provided bank account details and tax file no. for payroll
Read, understand and agree to comply with VACCA Policies
Finance Induction
Finance appointment has explained
Petty Cash Finance roles and responsibilities
IT Induction
IT Induction has explained Process for IT problems Location of VACCA website and manuals, resources and materials – Z
Drive
New Staff Member Questions:
Your first month in the job... We hope that you have settled in a bit and understand more about working at VACCA. Your
first week was an outline of organization and program information. You met other VACCA
staff – colleagues from your program, your supervisor and the manager of your program as
well as other staff you will work with at VACCA. For the rest of the month, your supervisor
wants to help you to develop a more in depth understanding of your work here at VACCA.
Program Overview ✓
Organizational Chart, Program Structure and overview
Child protection interface
Relationships with other key stakeholders
Duty or Intake system
Program funding and reporting requirements, including targets, have been
explained
VAC.0001.002.0864
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 43
Information Management
CRIS/CRISP/IRIS/SMART/SHIP have been explained & training needs
identified
Records Management and Documentation have been explained and training
needs identified.
Supervision and Staff Wellbeing
My supervisor and I have completed a supervision agreement and started to
identify my training needs
I have supervision dates and times.
I know when my 6-month probationary review and annual reviews will occur.
I have booked in to VACCA training
Staff wellbeing policy and Employment Assistance Program have been
discussed
Case allocation and shadowing arrangements are in place
My supervisor and I have started to talk about the potential challenges of
working and living in community
New Staff Member Questions:
Legislation and Practice Principles
My supervisor has discussed with me:
Legislation Best Interests Principles and Framework Looking After Children Duty of Care Aboriginal Child Placement Principle
Practice Requirements
My supervisor has discussed with me:
Critical Incident Reporting Child Safety Policy and reporting Planning requirements – Care Plans, Cultural Support Plans,
Educational Support Plans
New Staff Member Questions:
Date all areas completed__________________________
Signature of Supervisor____________________
Signature of staff member____________________________
VAC.0001.002.0865
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 44
Copy to be placed on HR file and staff supervision file .
4. Supervision Agreement
(This is an example supervision agreement; people can take out or add in what they choose.)
This is a supervision agreement between (Supervisee)……………..............................................
And (Supervisor)……………………………………………………………………...................................................
From the ………………………..............................until its review on the ………………………………..........
What is supervision?
The purpose: to provide the best possible service to the Aboriginal children and families that
VACCA works with by building the knowledge, skills, insight and wisdom of staff in how to
support and care for their clients and themselves, in the cultural context of working within
community.
The relationship: is with a skilled and experienced supervisor who is respectful, trustworthy,
caring, honest and knowledgeable about the subject matter and the local Aboriginal community
and who can create a safe place for staff to reflect on their practice.
The process: cooperative, reflective, holistic, open, validating, non-judgemental, reliable,
outcomes focussed, creative. It involves mutual respect, two way learning, making plans and
facing difficult issues together with honesty.
My Learning Goals are: ………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………...........
………………………………………………………………………………………………………………………………………………
Frequency and Venue: We will meet for ………………… (How often supervision will happen)…... which will be arranged (at
the end of each supervision session/scheduled each 6 months). We have agreed that each of us
will ensure that there are no unnecessary interruptions (mobiles, phone and people).
Recording Supervision: Each planned supervision needs to be recorded. Information about children and families should
be attached to the client file. Other information should be kept on the staff member’s
supervision file. The supervision record needs to record the date and time of supervision and
record areas of discussion and action and responsibility for action.
Procedures: We have agreed that the following arrangements will take place in the following situations:
1. Unplanned Supervision
We recognises that the nature of VACCA’s work will mean that unplanned supervision will
occur as required between planned supervision times.
2. Re scheduling supervision
VAC.0001.002.0866
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 45
If supervision has to be cancelled, it will be re-scheduled at the point of cancellation within 5
working days of the cancelled session or, if cancelled because of ill health, with five days of the
staff member/supervisor returning to work.
3. After Hours supervision
When an emergency occurs after hours then ....
4. Supervisor Absent
If the staff member’s supervisor is absent for more than two weeks, then the staff member
should approach the supervisor’s line manager to arrange planned and unplanned supervision.
5. Disagreements
Where there are disagreements, disputes or conflict between supervisor and staff member:
Each person has the responsibility to raise issues of concern as they arise and work towards a
speedy resolution with a respectful attitude. If a disagreement cannot be resolved, then staff
member and supervisor need to talk to your supervisor’s manager.
5. Confidentiality
While confidentiality will generally be upheld, exceptions are where there is a risk of harm to
anyone, where there are ethical/legal concerns, where there are accountability issues.
Roles and Responsibilities: We have agreed that as supervisor I will take
responsibility for:
- Time keeping
- Giving feedback
- Taking care of the supervisory relationship
- Creating a safe place
- Following up any ethical issues
- Keeping notes of sessions
- Providing a..... (Timeline) ... progress
report.......
We have agreed that as staff member you will
be responsible for:
- Preparing for supervision
- Presenting in supervision
- Your learning (objectives)
- Applying learning from supervision
- Feedback to self and to supervisor
- Keeping notes of supervision sessions
Setting the Agenda for Supervision: Each planned supervision session begins with setting the agenda. Suggested items for agenda
are:
Administration – Any plans to take leave; Any other admin issues – transport, back up for
visits, on call
Case Discussions
Review last supervision
Are you currently concerned about the immediate safety of any child on your caseload
over the next few weeks?
Have you visited/made contact with all children on your caseload in the past ??
What are the 3-4 children you want to discuss
Issues that you want to have consults about
Training/professional development issues
Evaluation and Review:
VAC.0001.002.0867
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 46
We have agreed that informal evaluation of Supervision, including feedback for staff member and
supervisor, will take place every ....... session
Formal evaluations will take place every six months or as requested by either staff member or
supervisor
Re-negotiation of Agreement: At any time the supervisor and/or the staff member may initiate discussion about the agreement
or any part of it. This will be done in advance so that there is time available to prepare.
Supervisee: …………………………………………………………………………………… Date: .............................
Signed: ………………………………………………………………………………………….
Supervisor: ………………………………………………………………………………………Date:…………………………..
Signed:
…………………………………………………………………………………………………………………….............................
Manager: ………………………………………………………………………………………… Date: .........……... ………..
Signed: ……………………………………………………………………………………………….....................................
VAC.0001.002.0868
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 47
5. Record of Supervision
The purpose of supervision is to build the knowledge, skills, insight and wisdom of staff through an
empowering and respectful relationship with their supervisor. Planned supervision needs to
attend to the five functions of supervision in the context of culture, safety, empowerment and
service. The functions of supervision are working with Aboriginal children and families, looking
after myself, Using Aboriginal professional practice, working within community, Understanding my
role at VACCA. This is an example record of supervision agreement; people can take out or add in
what they choose.
Staff member: Supervisor
Date of Supervision
Supervision Time
TIL worked in last fortnight Total TIL
Agenda 1. Administration Plans for leave
Other admin issues – transport, back up for visits, on call
Events over next fortnight – court activity, LAC, Case Plans
2. Case Discussions
Review agreed actions from last supervision
Are you currently concerned about the immediate safety of
any child on your caseload over the next few weeks?
Have you visited/made contact with all children on your
caseload as negotiated. (Generally this will be every 2
weeks with contracted case management)
What are the cases you want to discuss today
3. Training/professional development/ consultation issues
4. Relationships with other organsations
5. Highlights/achievements/positive outcomes
Action Plan for Support and Development Area Action Responsibility
Consults
Training/Professional
development
Health, safety and well
being
Date/Time for next Supervision:
VAC.0001.002.0869
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 48
Action Plan for Casework – for each client
Case discussion
Action Responsibility
VAC.0001.002.0870
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 49
6. Annual Performance Review and Recognition Proforma
TO BE DEVELOOPED BY VACCA HR
VAC.0001.002.0871
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 50
Appendices
Appendix 1: Shaping the Supervision Framework
In developing VACCA’s supervision framework, in addition to listening to staff about supervision,
the supervision working group needed to be mindful of other documents that shape supervision
practices, processes and requirements. The key documents that we referred to are
1. VACCA’s vision and values
2. VACCA’s existing staff well being policy that includes supervision
3. VACCA’s performance review and professional development program.
4. VACCA’s Workforce Strategy Review (WSR)
5. DHS Registration Standards and Evidence Guides for Community Service Organisations
1.VACCA’s Vision and Values
Our vision is that our children, young people, families and communities are thriving - culturally
strong, empowered and safe. Our purpose is to strengthen the safety, wellbeing and cultural
connectedness of Aboriginal children, individuals and families in their community.
Our Principles and Values
We believe in the principles of the right of Aboriginal people to self-determination and the rights
of the child and we commit to uphold Victorian Aboriginal cultural protocols.
Best interest of the Child
Our children have the right to be heard, to be nurtured and safe
They have the right to optimal life opportunities including access to education, healthcare
and the development of social and emotional wellbeing
Aboriginal children have the right to their Aboriginal identity
Wherever possible we believe that families offer the best environment for raising
children.
Aboriginal Cultural observance
We believe that wherever possible and practicable compliance with Aboriginal protocols,
cultural practice and ceremony is integral in helping us achieve successful outcomes.
Respect
We pay respect to and commit to comply with the individual and collective cultural rights,
obligations and responsibilities of Aboriginal people in our operations, management and
in the delivery of our service.
Healing and Empowerment
We believe in empowering the people we serve.
We use a strengths-based approach in our services and help our clients make choices for
their future.
Excellence
We believe that the community we service expects and are entitled to a high quality and
professional service.
VAC.0001.002.0872
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 51
Our Approach is serving the Victorian Aboriginal Community by continuing to develop an
Aboriginal model of service that is holistic, trauma-informed and addresses the wellbeing of
clients, community and staff.
2. VACCA’s staff well being policy
Fundamental to the delivery of services that are culturally relevant, effective and responsive to
the needs of Aboriginal children, families and communities is a culturally appropriate supervision
program that supports staff in their work, provides cultural guidance and leadership and ensures
accountability to the vision, values, beliefs and work of VACCA.
3. VACCA’s Performance review and professional development program.
Performance review and professional development program occurs with four stages:
Staff understand their job and the key activities within their job (position description,
orientation)
Staff identify any training that they need to help them with their job (professional
development and training, study leave)
Staff are provided with regular feedback on how they are going (supervision)
How staff are going in their job is reviewed regularly – (3 month/6 month review, annual
review)
4. VACCA’s Workforce Strategy Review (WSR)
The WSR identified the lack of time for adequate supervision. Supervisors struggle to create time
and opportunity for the structured supervision that they know their staff need; staff recognise that
their leaders are too stretched to provide reliable supervision. In turn, leaders are missing out on
the supervision they need
The WSR recommended the delivery of leadership training in delivering formal supervision to
include
Exercising role authority
Informal supervision
Formal supervision
5. Registration Standards and Evidence Guide
VACCA must provide evidence, in the form of documents (like supervision records and
performance reviews), staff interviews and feedback processes to show that we are doing what
we have said we would in the following areas:
VACCA has supervision policy, processes and practices in place
VACCA supervision policy covers level of supervision, after hours support arrangements,
process for addressing issues (supervision) and giving and getting feedback (performance
review)
Staff have an identified and competent supervisor (staff selection) and know about
VACCA’s supervision policy, processes and practices (Supervision agreement)
Supervision must include regular performance reviews that check staff’s competence and
identify learning needs. (performance review)
Supervisors must be provided with training
VAC.0001.002.0873
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 52
6. VACCA’s Internal Review, 2011
VACCA’s internal review recommended the review and consolidation of VACCA’s Supervision
Framework. Recommendations relevant to the Supervision Working Group are:
Complete the development of the supervision model; this model is to be implemented
across all programs by January 2012.
Review Supervision Well-Being proforma; current utilisation and compliance is
inconsistently applied across programs.
Develop supervision training program when review of current policy is completed.
Develop central system for auditing compliance with supervision requirements for staff
and carers.
VAC.0001.002.0874
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 53
Registration Standards and Evidence Guide -Staff Supervision
When referred to, supervision has same definition across programs Supervision refers to support,
direction and performance monitoring including teaching and feedback, information provision and
accountability functions provided to staff by a senior staff member.
Program Supervision Standards
Family and Early
parenting
services
Service providers will review staff performance regularly to identify staff
learning needs.
Service providers will have policies and procedures to provide accessible
pre-service, induction and ongoing training for management, staff and
volunteers to enable them to effectively perform their roles and meet
client needs.
Service providers will have staff supervision policies in place (such as level
of supervision and arrangements for after-hours support) that are
reviewed regularly and specify that each staff member has an
appropriately skilled team leader/manager as an identified supervisor.
Cultural Support
Plan program
AND
AFDM Program
AND
Aboriginal
Family
preservation
and restoration
Service providers will have policies, processes and/or practices in place to
ensure staff have the required skills, qualifications, knowledge, values,
competencies and cultural competence for their positions and
responsibilities in order to meet the needs of infants, children, young
people and families.
Service providers’ policies and practices will promote professional
development to enable staff members to gain any competencies they
need to meet their job requirements.
Service providers will undertake an analysis of staffing levels to ensure the
individual needs of children, young people and families are met and the
service provider acts to recruit staff where gaps are identified.
Service providers will have a staff recruitment strategy in place that:
~ considers the individual and cultural needs of the client group
(including the required cultural competence and understanding of
people with disabilities) and seeks to increase the number of
Aboriginal and culturally and linguistically diverse staff available (as
required in their service area)
~ enables the service provider to meet targets and their service
agreement obligations
~ highlights the roles and expectations of staff, the service provider and
the department
~ specifies training requirements for staff in relation to the children,
young people and families they support, for example, CRIS training,
Beginning Practice training.
ACSASS Supervision will include debriefing, providing direction regarding staff
casework, including assistance with practical strategies and assessments.
Feedback to staff regarding their performance will be provided and
supervision will also address accountability issues.
VAC.0001.002.0875
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 54
Home based
care
CSOs will provide supervision to staff (see Supervision in the glossary) and
ensure as a minimum that:
Every staff member has an identified supervisor, with whom they have
regular contact.
Staff are provided with regular supervision that is
~ uninterrupted
~ professional and confidential
~ documented in supervision or staff files
~ based on mutually defined expectations
~ based on clear and open communication
~ a responsibility shared between supervisor and staff.
Issues identified in supervision are acted on appropriately.
A formal process is put in place for debriefing after critical incidents.
Staff providing supervision should have the appropriate skills and
qualifications required for this task. Staff providing supervision should also
receive regular, ongoing supervision in their role from appropriately qualified
and skilled senior staff.
CSOs will identify the developmental needs of staff and provide opportunities
and resources required for their ongoing professional development.
CSOs will ensure staff have timely access to information and training that
ensures they are competent to meet the specific needs of children in the care
of the CSO. For example, training may be required in Looking After Children,
sexual assault, challenging behaviours, a therapeutic approach to care,
effective management of a medical condition, disability or any other special
needs.
CSOs will ensure staff who deliver training to potential foster carers in Shared
Stories Shared Lives Victoria (or Our Carers for Our Kids) have fully completed
the relevant familiarization training before delivering training.
CSOs will ensure staff who undertake assessments of potential foster carers
using Step by Step Victoria (or the Step by Step Aboriginal assessment tool)
have fully completed the relevant familiarization training before undertaking
assessments.
CSOs will ensure staff receive information and training on culturally
appropriate caring to ensure every child’s cultural values, beliefs and practices
are respected and upheld.
CSOs will have policies and procedures to assess the performance of staff and
address performance issues.
VAC.0001.002.0876
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 55
Residential Care CSOs will have written policies and procedures in place concerning staff
supervision. These policies and procedures will require that:
every residential care staff member has an identified supervisor with
whom they have regular contact and easy access
direct care staff are provided with regular supervision and support
staff providing supervision and support to direct care staff posses the
appropriate skills and qualifications for this task
staff providing support and supervision and support to direct care staff
also receive ongoing supervision and support in their role from
appropriately qualified and skilled senior staff.
CSOs will have policies and procedures in place to identify the development
needs of direct care staff and supervisory staff.
CSOs will have policies and procedures in place to manage critical or stressful
incidents and the impact this has on staff and the children. Policies should
outline procedures relating to debriefing, defusing and on-call support.
CSOs will provide the opportunities and resources required for the ongoing
professional development of staff.
CSOs will have a written code of conduct in place for all CSO staff and
management.
VAC.0001.002.0877
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 56
VACCA’s Internal Review, 2011
Supervision, Performance Monitoring and Review
1. Internal Review Summary
In October 2011 VACCA commenced a Supervision Project to
Assess supervision practice and performance across the organisation
Review the current VACCA Supervision Framework
Assess and determine a model of supervision embedding ‘culture’ and the developmental
needs of the VACCA workforce.
Redevelop VACCA supervision records/tools and supervision manuals to enhance usability
and relevance and monitor its provision in all program areas.
Scope the training and support needs of staff responsible for supervision
Develop a training module/schedule for implementation in late 2011/12 to strengthen
the quality of this staff support.
2. VACCA Action Plan
Review and consolidate VACCA Supervision Framework
a) VACCA to complete Supervision project commenced in May 2011 to determine supervision
model to be adopted by the organisation for implementation across all programs by January
2012.
b) VACCA Supervision Well-Being proforma to be reviewed as current utilisation and compliance
is inconsistently applied across programs.
c) Develop supervision training program across the organisation on completion of review of
current policy.
d) Strengthen the formal supervision of the Residential Care staff including Team Leaders, Cultural
Support Staff member, CIRC Staff member and Case staff member by the Residential Care
Manager.
e) Update and implement a Performance Review Plan for Managers and Coordinators.
f) Develop a supervisor's manual for the Team Leaders in Residential Care
g) Develop centralised system for auditing compliance regarding supervision of staff and carers
across the organisation.
3. Summary Audit Findings
that the organisational culture reflects the values of the organisation and is embedded
within the service delivery process relating to staff support
a clearly developed Supervision Policy is in place, is well communicated and accessible to
staff
that supervision for staff across programs is not consistently undertaken and in some
programs is not occurring to standard or VACCA policy.
Supervision that is conducted is not consistently recorded on the VACCA Supervision
Record Template and in some cases no supervision record is held at all
VAC.0001.002.0878
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 57
Appendix 2: What is Supervision – Some definitions of Supervision
Supervision is a process by which the department gives a Child Protection practitioner
responsibility to work with another practitioner to meet the department’s objective to ensure the
safety and wellbeing of children at risk of significant harm.
Child Protection Supervision Standards, DHS (2005) adapted from Morrison, T., (2001)
Supervision assists staff to understand issues associated with their practice, to gain new insights
and perspectives, and to develop their knowledge and skills while supporting staff and improving
consumer and carer outcomes.
Victorian Government Department of Human Services, Mental Health Branch (2005)
Supervision is the process of providing support, direction, knowledge and skill enhancement to a
staff member in a way that develops their work practices as well as their understanding of the job
they undertake.
Victorian Aboriginal Child Care Agency (2008)
Supervision is the process of being with a skilled, experienced and wise person who respectfully,
caringly and honestly supports a staff member to reflect on their work in a meaningful way, learn
and grow as an Aboriginal staff member in the context of working with community.
Its purpose is to provide support, direction, knowledge and skill to a staff member so that they
can learn and grow as an Aboriginal staff member in the context of working with community and
provide the best possible service to Aboriginal children and families that VACCA works with.
Adapted from Our Healing Ways, VDDI: Education and Training Unit (2012)
VAC.0001.002.0879
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 58
Appendix 3: VACCA’s Supervision Working Group
Aboriginal Communities
Aboriginal communities
are not all the same - they
have different strengths
and vulnerabilities,
different protocols and
obligations
Shared History - of
dispossession,
communities devastated,
Stolen Generations,
cultures and relationships
denied
Family and community
obligations and
responsibilities
Strong community
connections and
friendships
Role and authority of
Elders
Cultural protocols
Trauma in community –
suicide, ill health, infant
mortality...
Adversity in community –
poverty, homelessness,
unemployment
Live
in two worlds which can
have conflicting values
Aboriginal Staff
Aboriginal people are not
all the same-they have
different connections to
their culture and
community
Some Aboriginal staff have
experienced adversity,
some have experienced CP
intervention as children
and spent time in Out of
Home Care
Personal and professional
are interwoven - some staff
live and work in their
community
Staff may have experienced
racism and discrimination
in the broader community
Staff may have experienced
hostility and criticism in
their contact with
mainstream services
Staff may have experienced
lateral violence within their
community
From these experiences of
racism, criticism and lateral
violence, staff can lose
confidence and be
disempowered
Close family and
community networks
Staff have high
expectations of themselves
that they can achieve
change for children and
families
Community expectations of
staff are high
VACCA
Informal rather than
bureaucratic and
regimented
Conversational and oral as
well as written
Personal rather than
remote, prefer face to
face interactions
Inclusive not selective or
restricted
Value diversity
We learn from and
support each other to
grow, personally and
professionally
Our personal lives matter
Community affairs are our
affairs
Relationship not process
driven
High visibility within
community
Accountability and
responsibility to
community
Work is complex and
challenging
Work is stressful and
demanding
Level of responsibility is
high
VAC.0001.002.0880
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 59
Supervision
Arrangements
Select and train staff to
have skills to supervise
Prioritise supervision
across the organisation
Effective supervision
standards – realistic
workloads/ratios, privacy
for supervision, frequency
of supervision
Supervision can be formal,
informal, mentoring,
phone, joint visits
Supervision can include
debriefing, personal
support, complex staff
relationships, balance of
personal and professional
Beliefs about supervision
Supervision is a
relationship
Supervision is a journey
Mutual respect and trust
is essential
Take the time to build
trust and confidence
Well being of staff is
fundamental to effective
supervision
Wisdom is not held by
one person
Shared responsibility -
collaboration
Positive- value staff,
highlight skills, celebrate
achievements
Strengths based –
building on strengths and
attributes of staff
Culturally informed
Challenging -
Safe place to reflect on
practice, acknowledge
mistakes without fear of
blame, disagree
Support for staff who
have experienced trauma
– close to surface, can be
reignited by professional
experiences – help staff
to recognise triggers
Part of network of
support for staff
Can be complex –
supervising staff who are
related, have close
relationships, are Elders,
Supervisor Attributes
Culturally competent
Empathic
Creative
Value diversity
Open to new ways
Able to think reflectively
Faces up to difficult issues
honestly
High level of self
awareness
Understand impact of
work
Able to contain crises
Balanced approach
Does not think they have
all the answers
Honest about mistakes
VAC.0001.002.0881
Staff Supervision Program DRAFT
Version No. 6, August 2013. Page 60
Endnotes
1 This is a broad summary of what the evidence guides say. Details are included in Appendix 1. 2 VACCA’s vision and values are outlined in Appendix 2
3 In New Zealand, Bradley et al have identified traditional Maori roles (and Maori language) related to
supervision, including helper, supporter, organizer, guide, shelterer, advocate, planner… (O’Donoghue and
Tsui, 2012) 4 The Aboriginal and Torres Strait Islander Affairs Committee, House of Representatives, Australian
Parliament: Inquiry into Indigenous youth in the criminal justice system 5 Bruce Perry The Boy who was raised As a Dog.
6 At VACCA, we do not refer to informal supervision as this may imply a more casual and less professional
discussion and less binding decisions– staff might think that they can take or leave the plans made and
decisions reached in informal supervision. This is not so. 7 Adapted from McKenna et al in Scerra, N., Models of Supervision: Providing Effective support to Aboriginal
staff. Australian Aboriginal Studies, 2012/1 8 Aboriginal communities are small and close knit. Using descriptions like the family with three children
under 4 who live in Box Hill can identify families as readily as using names. 9 Bamblett, M., 2001, Speaking up not talking down: doing the rights thing by strengthening culture as
resilience for indigenous children, Melbourne: VACCA 10
McEwan, A., Tsey, K. & the Empowerment Research Team 2008, The Role of Spirituality in Social and
Emotional Wellbeing Initiatives: The Family Wellbeing Program at Yarrabah, (Discussion Paper No. 7),
Cooperative Research Centre for Aboriginal Health, Darwin. 11
Botsman, P.,2008, Change Robed in Justice – Australia’s Indigenous National Leader Emerges, Peter
Botsman’s Working Papers at http://www.workingpapers.com.au/publishedpapers/2684.html 12
Robin Williams 13
McIntosh, P., 1988, White privilege and male privilege: a personal account of coming to see
correspondences through work in women’s studies. Working paper no 189, Wellesley MA 02181, Wellesley
College Centre for Research on Women. 14
Rapp and Goscha, 2006, The Strengths Model Oxford University Press N.Y. in Our Healing Ways Our
Healing Ways: A Culturally Appropriate Supervision Model for Aboriginal Workers, Victorian Dual Diagnosis
Initiative: Education and Training Unit, auspiced by St. Vincent’s Hospital, Melbourne, 2012 15
http://www.familyandparenting.org/NR/exeres/5381B588-74AE-4156-BA0C-6DD669C33A8
VAC.0001.002.0882