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

被引：5

作者：

Zahav, Ronit Reuven Even ^{[1
]}

Refaeli, Tehila ^{[2
]}

Shemesh, Shahar ^{[3
]}

Gottlieb, Shelly ^{[3
]}

Ben-Porat, Anat ^{[3
]}

机构：

[1] Ruppin Acad Ctr, Fac Social & Community Sci, Dept Social Work, Emek Hefer, Israel

[2] Ben Gurion Univ Negev, Charlotte B & Jack J Spitzer Dept Social Work, Beer Sheva, Israel

[3] Bar Ilan Univ, Louis & Gabi Weisfeld Sch Social Work, Ramat Gan, Israel

来源：

RESEARCH ON SOCIAL WORK PRACTICE | 2020年 / 30卷 / 08期

关键词：

supervision; supervision satisfaction; education; secondary traumatization; vicarious post-traumatic growth; VICARIOUS POSTTRAUMATIC GROWTH; SECONDARY TRAUMATIZATION; PROFESSIONAL IDENTITY; SELF-CARE; STRESS; EDUCATION; SURVIVORS; CHALLENGES; COUNSELORS; THERAPISTS;

D O I：

10.1177/1049731520936755

中图分类号：

C916 [社会工作、社会管理、社会规划];

学科分类号：

1204 ;

摘要：

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.

引用

页码：884 / 894

页数：11

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