menu
Different people will have different experiences with supervision, not all of them positive and supportive. In some organisation’s supervision can take a more managerial form, where employees actions are investigated and penalised. In others still, supervision is irregular or not well-established. Of course, there are good examples of supervision out there. These typically create a space for employees to reflect, grow and feel supported and are centred on the supervisee’s needs.
There are different forms of supervision, primarily, supervision can be individual or in a group setting. Both forms can be useful and sometimes a combination of both can be the most adaptive. For example, there can be individual supervision between frontline practitioners and their managers and then a group reflection session between peers. Group supervision can also promote more consistent practice, through providing space to consider how best practice can be implemented in dynamic and sometimes challenging work environments.
The purposes of supervision or one-to-ones include support, reflection, and learning. For these to be achieved supervision needs to not be judgemental or punitive. It also should be well established or not just happen when there a urgent matter. It can hard to prioritise one-to-ones when the workload is high, but it can further worsen the work environment when staff support is not prioritised. Although counterintuitive, taking the time for supervision (individual or in group) can create more time elsewhere, as well-supported staff tend to work more efficiently and effectively. More importantly, well-supported staff means that a healthy environment is established, which young people in the service will perceive and overall contribute to a comfortable and safe atmosphere.
Reflective questions can guide you in identifying how to potentially improve supervision in your organisation. It might be useful to discuss these questions at a team meeting, as there likely will be agreement between team members.
You can read more about supervision in this guide from Iriss and you can also search within their website for other resources on supervision.
*Relationship-based practice is an approach that prioritises building trusting, consistent, and empathetic relationships as the foundation for support. *It recognises that meaningful change and positive outcomes are more likely when young people feel valued, understood, and safe in their interactions with adults. *It focuses on the quality of the human connection rather than solely on procedures, emphasising active listening, authenticity, and mutual respect.
*Trauma-informed practice recognises how common trauma is, and how deeply it shapes young people’s development, behaviour, and relationships. *It aims to create safety, avoid re-traumatisation, and promote resilience and healing. *Early experiences leave lasting marks on body and mind. Trauma-informed practice takes this knowledge and applies it so practitioners and organisations can build safe, healing spaces.
Introductions matter — when, how, and where they happen can shape a young person’s entire experience of transition. For young people in care, transitions are often the most difficult times, especially when they involve changes in trusted relationships. This guide looks at how to approach introductions and referrals through the lens of relational practice, focusing on building trust and avoiding unnecessary stress.
What do IT systems and relationships have in common? Both usually run in the background and are easily taken for granted. Yet, IT systems can have a big influence on the quality of relationships and relational practice in general.
One of the first things you learn when you start your job is when you need to arrive and when you need to leave. Have you ever considered that the pattern of your work affects the relationships you are building?
Organisational values influence the working culture. They can inspire workers to follow the organisation's mission. However, for them to have an impact they need to be developed with staff and young people.
It is important to keep learning and growing. Recognise your staff’s value and expertise by developing internal training and discussion sessions. Enable staff to learn and train more. Training should not be a tick-box exercise but a place for growth and reflection.
Relationships are shaped by the culture of organisations. Sometimes one person who ‘doesn’t get it’ can create relational barriers for an entire team. So, it’s easy to see why recruiting the right people is critical to create and maintain a relational organisation.
Strong relationships take time, effort, and trust. For young people with care experience, this can be more complex, requiring patience, consistency, and a clear sense of boundaries. With the right approach, you can build positive, lasting connections that support the young person’s growth and relational skills.
Relationships are essential to all parts of life and encompass both our professional and personal lives. They are a vital part of the support networks for our young people and the stronger the relationship the better we can all do our jobs, perhaps making them feel less like a job and more like a vocation. And perhaps more importantly, the stronger the relationship the more important a young person might feel.
