Supervision Satisfaction Among Social Work Students in Israel: Supervision Components, Peer Support, and Trauma-Related Factors

Ronit Reuven Even Zahav, Tehila Refaeli, Shahar Shemesh, Shelly Gottlieb, Anat Ben-Porat

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

Purpose: Supervision is an essential part of social work education. Accordingly, supervision satisfaction plays an important role in the development of the students’ professional identity. However, the factors contributing to supervision satisfaction among social work students have rarely been examined. This study examined the contribution of supervision components, peer support, secondary traumatization, and vicarious post-traumatic growth (VPTG) to supervision satisfaction. Method: Self-report questionnaires were distributed to 259 undergraduate social work students. Correlation and hierarchical linear regression analyses were performed. Results: Higher supervision satisfaction was predicted by the educational and supportive components of supervision, peer support, and VPTG, whereas the administrative component of supervision satisfaction and secondary traumatization predicted lower supervision satisfaction. Discussion: The findings highlight the negative ramifications of secondary traumatization and the positive contribution that supportive and educational supervision, peer support, and VPTG can have on social work students’ supervision satisfaction. Practical implications for practice and policy are discussed.

Original languageEnglish
Pages (from-to)884-894
Number of pages11
JournalResearch on Social Work Practice
Volume30
Issue number8
DOIs
StatePublished - 1 Nov 2020

Keywords

  • education
  • secondary traumatization
  • supervision
  • supervision satisfaction
  • vicarious post-traumatic growth

ASJC Scopus subject areas

  • Social Sciences (miscellaneous)
  • Sociology and Political Science
  • Psychology (all)

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