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Virtual Supervision
by Jeannette Baca, DSW, LCSW, LISW, and Mary Kirk, DSW, LICSW
Social workers moved quickly and creatively to address remote service delivery as a response to the COVID pandemic to ensure clients had access to essential supports, services, and resources. Additionally, and in terms of professional development, social workers adapted to virtual supervision during this time, in lieu of face-to-face contacts. While recognizing the challenges of this mode of supervision, we heartedly embrace and hold up the amazing opportunities that virtual supervision brings. Good supervision is gold, and benefits abound for both newer and seasoned social workers and impact our client systems (Alexander et al., 2022).
Now that virtual supervision is embraced, supervisors and new practitioners want guidance to break barriers in remote supervision. This article highlights key concepts to establish quality and accessibility in this mode of supervision and proposes a model of “pay it forward” supervision and consultation.
Quality Virtual Supervision—Attending to Technology
At the outset, quality virtual supervision includes attending to technology. Martin, Kumar, and Lizarondo (2017) wrote about effective uses of technology in clinical supervision, using the term “telesupervision.” The pandemic brought forward an opportunity to hone supervision practices via video or telephonic conferencing platforms. The NASW Code of Ethics was updated in 2017 to include the use of technology in social work practice and again at the beginning of the pandemic to remind us of ethical practices (see NASW 2020 update, https://www.socialworkers.org/Practice/Infectious-Diseases/Coronavirus/Telehealth). We can extrapolate that the NASW ethical standards apply in all social work supervision services, whether provided face to face or virtually, including the use of HIPAA-compliant software and technology (see NASW and ASWB supervision guidelines, https://www.socialworkers.org/LinkClick.aspx?fileticket=GBrLbl4BuwI=&portalid=0).
Without question, privacy and confidentiality concerns within virtual social work supervision must be addressed and secured to create a trusting environment for open communication. Ethical virtual supervision means the supervisor and supervisee explicitly make sure that other listeners are not present in “virtual spaces” and physical spaces (home or office). Additionally, as with face-to-face supervision, any ethical and legal concerns that might arise in emergent situations within the context of the supervisory relationship must be addressed. Logistically speaking, any issues with the assistive technology used in the supervisory arrangement, such as incompatibility with certain platforms, requires a technological nimbleness and “know-how” to problem solve for successful virtual supervision meetings.
Virtual communication needs special attention. Remember to be clear with communication and frequently check in to see that the messages you are sending and receiving are accurate. Be transparent, and discuss what is working and what could be done to make improvements at the end of each supervision session. Regularly review the platform you are using, and stay open to adjusting (e.g., switching from video to phone or vice versa). Be prepared for technology failures and plan for “unplanned” interruptions.
Quality Virtual Supervision—Accessibility
Virtual social work supervision invites accessibility for newer social workers serving in communities with limited or minimal supervision options. Historically, social workers in rural communities had limited access to specialized supervision. Virtual supervision opens new opportunities. It reduces financial strains related to transportation, including access to public transportation, vehicle maintenance, parking, and gas, because commuting is reduced or eliminated. Virtual supervision also offers accessibility through convenience and flexibility around various scheduling issues. Moreover, virtual supervision increases accessibility for those with hearing impairments, as volume can be adjusted and closed captioning can be enabled on some platforms.
Quality virtual supervision includes a level of cultural responsiveness. Supervisors should tune in to potential assumptions regarding technology and internet access that may or may not be available to social workers. When offering virtual supervision, remember to ask about regular access to private space, technology, connectivity, and other necessary resources to ensure an engaging experience. Recognize the multilayered variations of social workers’ own lives and challenges, including income disparities, single parent households, multigenerational responsibilities, and trauma reminders.
Quality Virtual Supervision—Pay It Forward
Social work is a relational profession in which most established practitioners benefit from generous mentors, colleagues, and professional networks. Experienced social workers can use the new virtual landscape to more easily “pay it forward” by offering free or low-cost supervision. Providing free virtual supervision provides the opportunity to learn more skills and stay current, while simultaneously helping new social workers establish themselves professionally, meet their supervision requirements, and avoid taking on further debt. We have benefitted from supportive colleagues and golden supervision. In turn, we offer pro bono supervision to new social workers. The one caveat is that supervisees agree to pay it forward once they are licensed and have some experience. This is just one way we can contribute to building our workforce.
Quality Virtual Supervision—Virtual Best Practices
Virtual supervision isn’t going away, and there are practices we can follow to build connection and fine tune virtual supervision (Martin, Kumar, and Lizarondo, 2017). Consider the following suggestions.
- Begin with supervisees’ preference for telephone or video contact, and use that platform.
- Define and maintain boundaries and mutual respect.
- Consider your surroundings, and think about the lighting, as well as what is behind you and visible during your meetings.
- Try to minimize distracting noises, and use earbuds and noise canceling machines.
- Be creative about planning for confidential space prior to supervision sessions, and be detailed about your adherence to confidentiality.
- When using a video conferencing platform, set the expectation that cameras remain on.
- Share specific information regarding your space and how this might impact privacy. For example, explain how your office door is closed during sessions with a sign to please not interrupt.
- Make sure to discuss how supervision will be documented, and let supervisees know how they can access the records you are maintaining.
- Begin supervision by checking in with one another.
- Spend time intentionally addressing mutual agenda items related to the administrative, supportive, and educational functions of supervision.
- Lastly, be present!
Quality Virtual Supervision—Being “Present”
The use of technology for supervision does not negate the need to communicate our presence. Just as in face-to-face supervision sessions, supervisors should stay focused and avoid distractions such as text messages from cell phones or email notifications that might pop up on the computer screen. If needed, be deliberate about monitoring your regulation during sessions through your own specific mindful practices. You may even offer to co-regulate and take a few deep breaths together.
Engaging in reflection and supervision via technology and “on a screen” requires intention to avoid missing or misinterpreting the many non-verbal and body language cues that occur beyond the face in communication. Indeed, it may be challenging for some social workers to trust and feel connected to the supervisor when using technology. On the contrary, others may feel more comfortable accessing supervision and discussing their work challenges through alternative technology formats.
Quality Virtual Supervision—Benefits of Consultation
Supervision offers both newer and seasoned social workers opportunities to reflect on their work with clients. Offering virtual supervision includes many of the same strategies of building rapport and establishing a productive professional relationship as face-to-face supervision.
While supervision is required for new clinical social workers entering the field, there is also tremendous value in seeking out consultation beyond licensing. Each state social work licensing board has individual guidance and requirements for licensure at the BSW, MSW, and advanced practice levels. Social workers who have met their licensure requirements for supervision still benefit from “peer supervision” or reciprocal consultation when wrestling with ethical dilemmas and processing challenging situations.
It is important that supervisors stay current and relevant. Seek out and attend updated workshops on supervision models and strategies to build connections and enhance support. Supervisees benefit from reflecting on supervision and asking for the supports needed to best serve clients. Supervisors and supervisees working remotely are encouraged to look for conferences on remote service delivery to continually assess best practices.
This article aims to break barriers with virtual supervision by outlining technology considerations, describing accessibility benefits, and providing best practices for quality supervision. Virtual social work supervision, consultation, and service delivery are here to stay. We ask supervisors to “take stock” of current practices and lean into virtual supervision to remove barriers and create opportunities for everyone to succeed.
Virtual practices continue to evolve. Supervisors and new practitioners are encouraged to remain vigilant by attending trainings to stay current. Finally, consider a “pay it forward” supervision model to share and forward our professional social work values.
References
Alexander, K., Humphreys, C., Wise, S., & Zhou, A. (2022). The attitudes and beliefs of the child protection workforce and why they matter to children who live with violence. Child & Family Social Work, 28(1), 210-221. doi: 10.1111/cfs.12954.
Martin P., Kumar S., & Lizarondo L. (2017). Effective use of technology in clinical supervision. Internet Intervention, 22(8), 35-39. doi: 10.1016/j.invent.2017.03.001.
Jeannette Baca is Assistant Professor at the Facundo Valdez School of Social Work at New Mexico Highlands University and a licensed clinical independent social worker in New Mexico. Dr. Baca has more than 30 years of social work practice and leadership experiences within organizations serving families impacted by domestic violence and continues to offer “pay it forward” supervision to new social workers entering the profession.
Mary Kirk is Assistant Professor teaching in the Bachelor of Social Work program at Winona State University and is a licensed clinical independent social worker in Minnesota. Dr. Kirk’s practice experience includes serving children and their families in school, medical, and clinical settings. Dr. Kirk also enjoys supporting new social workers through a “pay it forward” supervision model.