Often social work is associated with Child Protection Services. However, social work as a profession grew out of the attempts of people particularly women, often volunteers to heal social bills. The main issue that these women tackled was poverty although it was not always so. In the last century, social workers were mainly helping veterans to return to their normal lives after experiencing traumatizing events in the First World War. As of today, however, social workers mainly operate in healthcare centers, schools, health-care clinics, and numerous social center organizations. In these places, they serve the sick as well as the underprivileged. In other cases, some social workers offer counseling services to any individual who needs them through their private practices. At the pivot of social work, education lays the foundation that many professions have a mutual set of core proficiencies. For instance, the acquaintance of human trait within its social context, ethics, and professionalism, the capability to make logic of communal research and the knowledge of social service delivery systems (Cousins, 2004) . Most social workers focus on irrefutable social labor which commonly encompasses detecting and handling mental disorders.
The supervision of practitioners and students has been and remains central to social work since its evolution as a recognized profession. Essential to this course is the knowledge of being expert with more skill, information, and skill in managing the exercise and advance of additional with less. Social work supervision is composed of four content areas of supervision that are; professional impact continued learning, job management and direct practice. The paper will detail a critical analysis of an interview I conducted involving a social work Supervisor at The New York City Children’s Center-Queens Campus (NYCCC).
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Description of the agency and population served.
The New York City Children’s Center is a state office within New York State and is better referred to as office mental health (OMH). It mainly deals with comprehensive behavioral healthcare services for both children and adolescents that have severe and persistent mental illnesses. The mental healthcare facility was first opened in the year 1970 on February under the direction of Dr. Lauretta Bender. The main reason for setting up the facility was because Dr. Bender felt that adolescents and children at Creedmoor Psychiatric Center could be more effectively treated in an independent setting that will be wholly dedicated to their care than on a unit within an adult psychiatric center. As of today, NYCCC is one of the largest psychiatric facilities for both children and adolescents in the United States. The facility boots of a large staff comprising of mental health professionals and child care workers that are wholly dedicated to providing coordinated treatment and services with an established commitment to community and family involvement.
The treatment type that is being provided at the facility is individualized with the emphasis being placed on family involvement. Moreover, the application of best practices is mainly provided by multi-disciplinary groups composed of psychologists, psychiatrist, nurses, pediatricians, social staff, teachers, leisure therapists, imaginative arts therapists expert child care workforce, all who work with the assistance of comprehensive case management services. The facility further offers additional treatment methods at Day Treatment which is a day school for mentally ill students ranging from 6-15 years old. However, mental health services are provided by the OMH staff while the DOE staff provides the education services.
Responsibilities of the Social Work Supervisor
Advise the students on their plan for supervisory conferences by providing information on the anticipated frequency and length of their sessions.
Describe other opportunities for additional supervision opportunities if they exist (Cousins, 2004) . They provide task supervision in cases where task supervision is a component of a patient’s placement.
They teach mental health students the process of integrating theory and practice.
Critical analysis of the interview
In mental healthcare practice, social work supervision may be grouped into administrative, supportive and educational supervision.
Administrative supervision
This is a supervisory activity that is synonymous with management. It involves the implementation of administrative methods that enable social workers to provide effective and appropriate services to clients (Kadushin & Harkness, 2014) . In other words, it is particularly oriented towards organizational demands or agency policies and is focused towards the level of functioning of a supervisee on their work assignments and job.
Supportive Supervision
It is a type of social labor supervision that works to decrease occupation stress that interferes with the work performance of supervisors by providing them with nurturing conditions that encourage their self-efficacy and compliments their success (Kadushin & Harkness, 2014) . In other words, this is a type of supervision that is underscored by a climate of safety and trust where individuals under a supervisor can develop their sense of professional identity.
Educational Supervision
This method of supervision is concerned with the professional concerns of supervisees and relates to specific cases within social work. It works by helping supervisees to understand the concept of social work philosophy better, to become more self-aware and to refine their skills and knowledge regarding social work (Osmond & Darlington, 2005) . It gives emphasis to the training needs of a social worker and staff development. It involves activities in which a supervisor guides a supervisee on assessment, treatment and intervention methods, and the identification and resolution of ethical issues within social work.
Therefore, to ensure the development of ethical, competent and professional social workers the three modes of supervision that is, administrative, supportive and educational need to be combined.
According to the interviewee from NYCCC, social work supervision is an ongoing process that involves self-awareness. It is being aware of student's changing earning styles throughout their experiences in social work. However, the supervision itself is said to involve an extensive array of specialties that are encompassed in a scheme of social work specifically intended at amassing the efficacy of services and cultivating the value of life for entities (Weld, 2012) . The resolution of administration, therefore, is developed progressively from the organization and monitoring of actions of the social operative to ensure personal and professional advance while at the same time improving the quality of services offered (Cousins, 2004) . It offers individuals the opportunity to receive support theoretically and practically through recommendations, suggestions or ideas.
The activity of social work supervision entails a variety of functions and responsibilities that are interrelated with each other. Each of these functions contributes to a larger outcome that mainly ensures that the interests of clients are protected and that the services that they receive from professional social workers are ethical (Cousins, 2004) . During the supervision process, the services that are rendered to clients are evaluated and adjusted as required with the intent of increasing benefits to clients. Thus, it is the obligation of the supervisor to ensure that during the delivery of services, supervisees provide appropriate, competent and ethical services to clients (Kadushin & Harkness, 2014) . The link between the overseer and supervisee is, therefore, built on reliance, support, confidentiality, and empathic experiences. Other qualities are crucial for supervisory relationships such as safety, self-care, feedback, and respect.
The rapport amid the superior and the supervisee is crucial where the influence of personal identity and organizational authority collude. More importantly, the relationship is the key to maintaining professional supervision (Cousins, 2004) . Since social work superintendents have influence by benefit of their place, they do not need to toil as hard as supervisees to create guiding association. However, crucial to maintaining a professional supervisory bond is trust. In cases where there exists a climate of mistrust within an organization, supervision cannot proceed (Osmond & Darlington, 2005) . Both the superintendent and supervisee must, therefore, labor together to create a climate of trust, and supervisors must be industrious to dodge consuming any info that they cultured regarding the supervisee in contradiction of them.
It can be said that the maximum elusive area of management is the empowering of participants through uninterrupted evaluation and feedback. The main goals of supervision thus include increasing the cognizance of the roles and errands of social workers, promoting both personal and expert development, providing feedback, deliberating knowledge prospects and maintaining standards in the field of mental health (Weld, 2012) . The process of social work supervision thus supports experts to advance their talents of reflection to narrow the break amid theory and practice. In other words, social work direction is a professional summit that is hosted in a systematized environment and conveyed by parties. Therefore its foremost objective is to improve the aptitude of the overseen to arbitrate in their affiliation with clienteles to maintain and amplify expertise.
The overall experience of achieving positive supervision depends on the supervisory relationship that exists between the supervisor and the supervisee. Having a good and open relationship is a path to leading more productive sessions and achieving more honest and helpful feedback. Lack of honesty, openness, positive attitude and listening does not result in a good relationship between a supervisor and a supervisee (Cousins, 2004) . For instance, in cases where individuals do not need to convert more contented in their controlling relationship, the result is the existence of bias opinions and feedback. As social work supervisors, most feel that for an organization to be affirmative, the setting chosen should be right. In doing so, a quiet chamber that allows equally the superintendent and supervisee to have the opening to replicate openly and honestly on their labor without any disruptions is obtained (Kadushin & Harkness, 2014) . Thus to be a good supervisor, one has to have adequate knowledge in the field of supervision to be able to provide structured supervision.
The path to becoming a social work supervisor is not at all easy for everyone. Social work supervision takes patience, time and courage. It is a process that requires one to give it their all. In their line of work, a supervisor has to provide a supportive environment, encourage the open expression of concerns, sustain personnel in deliberating subjects that are measured to be a distasteful, partaking own opinions and feelings, heartening workers to compact flexibly with refrains of power and permitting mistakes (Cousins, 2004) . All of these require extreme perseverance and patience which not every human possesses. Often, problems will arise when dealing with social work staff as some individuals are opposed to supervision, each having their own reasons for doing so. All supervisors need to know how to better utilize the power they have over students by determining how they hold it, use it, how and why so as to build positive relationships for better outcomes (Weld, 2012) . In the process of doing so, a supervisor can develop skills in their field of operation that will enable him or her to acquire the ability to convey respect to the people they are working with and to develop professional ability to make supervision a "human experience."
The appearance of a social worker on the specialized who practice command depends on their preceding capabilities specifically on the visions they have on the part and duties of being a controller. Supervision entails a lot of guidance and controlling of activities, collaboration and training, sustenance and assisting in compound circumstances, fairness and mentoring (Cousins, 2004) . In some case s, however, other individuals perceive the administrator as someone who averts them from creating slipups although this is often considered as an over-approximation of the roles and aptitude of the supervisor. Even though the action of supervision often surges and improves the value of social services that are being offered to clients and decreases the number of risks of errors committed by societal workers, in the practice of social labor, the presence of supervisor alone does not often necessarily mean total elimination of errors.
Conclusion
For effective social work practice to be achieved, adequate supervision is required. Social work supervision, therefore, needs to be good and structured. Regular supervisory should be done in all social work settings with honesty and trust on the rapport amid superintendent and supervisee being given the utmost importance.
References
Cousins, C. (2004). Becoming a social work supervisor: A significant role transition. Australian Social Work , 52 (2), 175-186.
Kadushin, A., & Harkness, D. (2014). Supervision in Social Work (5th Edition ed.). New York: Columbia University Press.
Osmond, J., & Darlington, Y. (2005). Reflective analysis: Techniques for facilitating reflection. Australian Social Work , 58 (1), 1-13.
Weld, N. (2012). A practical guide to transformative supervision for the helping professions . Philadelphia: Jessica Kingsley Publishers.
