Our Work, Our Ways VACCA’s Supervision Program · Our Work Our Ways: VACCA’s . Supervision Program Introduction VAAs supervision program has been developed in the context of VAAs

Artist: Emma Bamblett, Wemba Wemba

Our Work, Our Ways VACCA’s Supervision Program February 2013

VAC.0001.002.0823

Staff Supervision Program DRAFT

Version No. 6, August 2013. Page 2

Acknowledgement

VACCA acknowledges

The work of Victorian Dual Diagnosis Initiative: Education and Training Unit which has assisted

the development of VACCA’s supervision model.

Our Healing Ways: A Culturally Appropriate Supervision Model for Aboriginal Workers

Victorian Dual Diagnosis Initiative: Education and Training Unit, auspiced by St. Vincent’s

Hospital, Melbourne, 2012.

Presentation on Supervision by Yolanda Finette

What supervision means to me presentation by Yolanda Finette (Glenn) at VACCA’s staff in-

service, July 2010.

The Supervision Working Group

Chrissie Warren

Sue Anne Hunter

Gabrielle Burke

Suzanne Cleary

Teresa Kerr

Lisa Curtis

Graham Briggs

Fiona Munroe

Lorena Thompson

Salina Bernard

Vicki Ross

Eveanne Liddle

Frank Palomares

The Case Management Working Group

for their development of the Orientation Checklist on page 40.

Copyright

Copyright 2013 Victorian Aboriginal Child Care Agency (VACCA)

This publication is copyright. No part may be reproduced by any process except in accordance

with the provisions of the Copyright Act 1968.

Victorian Aboriginal Child Care Agency (VACCA)

PO Box 494, Northcote Plaza, Northcote, 3070

Phone (03) 8388 1855 Fax: (03) 8388 1898

Email [email protected]

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Contents

INTRODUCTION ........................................................................................................................................... 4

OUR WORK ...................................................................................................................................................................4

OUR WAYS ....................................................................................................................................................................5

OUR LANGUAGE ...........................................................................................................................................................6

THE SUPERVISION FRAMEWORK .......................................................................................................... 9

WHAT IS SUPERVISION? THE DEFINITION ..............................................................................................................9

WHAT DO WE WANT FROM SUPERVISION? THE FUNCTIONS ........................................................................... 10

DIFFERENT KINDS OF SUPERVISION ....................................................................................................................... 12

CONSULTATION ......................................................................................................................................................... 17

THE SUPERVISION CYCLE ........................................................................................................................................ 21

THE FOUNDATIONS OF SUPERVISION AT VACCA ......................................................................... 28

CULTURE .................................................................................................................................................................... 28

SAFETY........................................................................................................................................................................ 32

EMPOWERMENT ........................................................................................................................................................ 34

SERVICE ...................................................................................................................................................................... 35

SUPERVISION RESOURCES .................................................................................................................... 37

1. SUPERVISION STANDARDS .................................................................................................................................. 37

2. AN EXAMPLE OF PLANNED SUPERVISION. ........................................................................................................ 38

3. ORIENTATION CHECKLIST .................................................................................................................................. 40

4. SUPERVISION AGREEMENT ................................................................................................................................. 44

5. RECORD OF SUPERVISION ................................................................................................................................... 47

6. ANNUAL PERFORMANCE REVIEW AND RECOGNITION PROFORMA ............................................................. 49

APPENDICES .............................................................................................................................................. 50

APPENDIX 1: SHAPING THE SUPERVISION FRAMEWORK ................................................................................... 50

APPENDIX 2: WHAT IS SUPERVISION – SOME DEFINITIONS OF SUPERVISION ............................................... 57

APPENDIX 3: VACCA’S SUPERVISION WORKING GROUP .................................................................................. 58

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Our Work Our Ways: VACCA’s Supervision Program

Introduction

VACCA’s supervision program has been developed in the context of VACCA’s work with Aboriginal

children and families and VACCA’s ways of doing things. It has been developed for VACCA staff

and supervisors who work in client services. It aims to support staff to deliver effective services

to Aboriginal children and families by reflecting cultural values and cultural ways, responding to

children’s safety and well being needs and meeting established service delivery standards.

Fundamental to all VACCA’s work, including supervision, are VACCA’s values – culture, safety,

empowerment and service.

The document describes VACCA’s supervision program through:

Examining the foundations of service delivery at VACCA – VACCA’s work with Aboriginal

children and families and VACCA’s ways of doing things.

Describing the supervision framework – the definition of supervision, the functions of

supervision, the different kinds of supervision and the supervision cycle

Looking at how the foundations of VACCA’s work apply in supervision

Including standards for supervision and reflective questions for supervisors.

Our Work

Our work at VACCA is complex. Supervision at VACCA must reflect and respond to the very

substantial challenges of the work we do.

At VACCA, staff engage with and deliver services to Aboriginal families with complex issues and

multiple risk factors for children. Some families live ‘on the doorstep’ of child protection (CP).

Many have had significant contact with CP; some children live away from their families in out-of-

home care. Many of these children have experienced trauma through an ongoing exposure to fear

or helplessness in the face of abuse or neglect.

Most families that come to VACCA have a history of difficult family issues and high support needs

and a future of service involvement. These families present with a complex web of challenges like

mental health, disability, family violence and substance abuse. For a number of families, the

challenges they face have existed across generations and can be traced to family experiences of

the Stolen Generations. Some families have not experienced good parenting and have not been

able to transfer these skills to their children who are today’s parents. These families also cope

with significant structural disadvantage, including low income, unemployment, poor health,

unstable housing and homelessness.

VACCA delivers a range of preventive, early intervention, family preservation and reunification

and out of home care services to Victoria’s Aboriginal children and families. VACCA staff engage

with children, families and carers and provide culturally appropriate, intensive support services.

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Service delivery includes coordination and partnership with a range of health, welfare and

education services, and advice and advocacy.

Our work at VACCA occurs within a legal framework. Supervision at VACCA must allow us to be

confident that our service delivery is consistent with legislation.

Our work occurs within the Children, Youth and Families Act (2005). This legislation informs a

service delivery framework that includes the best interests’ principles and framework, the cultural

competence framework, the Looking After Children approach and confidentiality and privacy

principles. Our work is underpinned by knowledge of child development and attachment

theories and understandings about trauma and healing. Our work also occurs within the

framework of human rights legislation that recognises the distinct cultural rights of Aboriginal

people.

Our work at VACCA is regulated. Supervision at VACCA must reflect the demands and

challenges of this increasingly regulated service environment that is most evident in Agency

Registration Standards1

The Children, Youth and Families Act (2005) requires all community service organisations (CSOs)

to meet performance standards in order to be registered to deliver family services or out of home

care services (s.46). Fundamentally, we must be confident that our supervision policies,

processes and practices support effective service delivery for Aboriginal children and families

consistent with legislation and the best interests framework. Specifically, VACCA must provide

evidence, in the form of documents (like supervision agreements, records and performance

reviews), staff interviews and feedback processes to show that:

VACCA has supervision policy, processes and practices in place

VACCA’s supervision policy covers level of supervision, after hours support arrangements, process

for addressing issues and giving and getting feedback

Staff have an identified and competent supervisor and know about VACCA’s supervision policy,

processes and practices

Supervision includes regular performance reviews that check staff’s competence and identify

learning needs.

Supervisors are provided with training.

Our Ways

Our ways of delivering services at VACCA are culturally based, building on the strengths within

Aboriginal cultures to help our families.

VACCA’s strategic plan2 outlines the vision and values underpinning our services. The plan

highlights the importance to Aboriginal children and families, to Aboriginal individuals and

communities of:

Culture – children, families and communities that are culturally strong; cultural

connectedness of Aboriginal children, individuals and families; Aboriginal children’s right

to their Aboriginal identity; upholding Victoria’s Aboriginal cultural protocols, practices

and ceremonies; respecting cultural rights, obligations and responsibilities of Aboriginal

people.

Safety - children, families and communities that are safe; strengthening safety; Aboriginal

children’s right to be safe.

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Empowerment – the right of self determination; a child’s right to be heard, to optimal life

opportunities through education and health; strengths based approaches; developing

Aboriginal leadership.

Service - High quality and professional service that is holistic, trauma-informed and

addresses wellbeing.

These themes of culture, safety, empowerment and service are the foundations of supervision at

VACCA. They inform and guide our practice with Aboriginal children and families; we measure

our supervision practices against them. These are not isolated but are interrelated; for example,

staff who feel culturally safe in supervision are more likely to feel empowered to engage in

discussion about Aboriginal children and families. Such collaborative discussion is more likely to

lead to children being safe, to better and more culturally appropriate services for children and

families and more informed staff.

Supervision practices and processes are informed by themes of culture, safety, empowerment

and service:

Culture - supervision is delivered within a cultural framework – in an environment of

cultural safety and with knowledge and understanding of Aboriginal ways.

Safety - supervision is safe for all staff; it is emotionally safe, empowering rather than

degrading, and culturally safe.

Empowerment - supervision is strengths based, recognising the knowledge and expertise

of staff, building confidence and capacity for self determination and developing strong

Aboriginal staff and future leaders.

Service - supervision supports effective service delivery. Service delivery for Aboriginal

children, families and carers needs to ensure the child’s safety and well being. Service

delivery is holistic, strengths based, and trauma informed. It incorporates Aboriginal ways

including storytelling, cultural symbols and ceremony and sees culture as healing,

affirming and essential to building resilience. Service delivery must be consistent with

Aboriginal professional practice and Victorian legislation and standards for service

delivery.

Our Language

The term Supervision

We have decided to use both appropriate Aboriginal language and the term supervision for our

supervision program at VACCA because:

The continued use of the word supervision:

Supervision is a widely used and understood term. New staff that have come from

different organisations will immediately have an understanding of the meaning of

supervision and the professional requirement to take responsibility and participate in

supervision. Our use of the term will better equip staff to move to other organisations

with a clear understanding of the meaning of supervision.

The elements of responsibility and accountability that are part of getting the job done are

conveyed through the term supervision.

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Supervision is a professional term –The work we do at VACCA requires professional

standards and practices, emphasised through the use of appropriately professional

language.

Introducing appropriate Aboriginal language:

For some staff at VACCA, the word supervision has negative connotations – of control and

regulation (like supervised access, supervision order). This can lead staff to enter

supervision feeling disempowered. Using appropriate Aboriginal language can empower

Aboriginal staff who may have been disempowered through their lives and in previous

professional relationships. It can reinforce messages related to the importance of culture

as the basis for everything we do.

The language of supervision does not convey the support, guidance, collaboration, trust,

relationship and shared responsibility that is essential to effective supervision3.

By using the same language as other organisations, we do not reflect the richness of

Aboriginal supervision practices. We do not give a clear message that at VACCA some

things are different.

Aboriginal language has been identified as an important part of cultural connection,

strengthened intergenerational relationships and community building4. At VACCA, when

we use appropriate Aboriginal language to name our programs, this underlines the

importance of culture and reinforces that culture is part of everything we do.

Using language keeps it alive; the responsibility to be part of keeping language alive needs

to be shared by Aboriginal organisations. It is through using Aboriginal language that this

language and its meaning become more broadly understood across the community.

We need to take care and seek guidance from senior Aboriginal people to decide on the

appropriate use of Aboriginal language. If we use Aboriginal language from one language group,

this can create confusion for other Aboriginal people. We can cause offense if we use

inappropriate language.

Supervisors and Staff

In each team at VACCA there will be

Case Managers (also called case workers or senior case workers) – these staff provide

services to Aboriginal children and families.

Team Leaders (also called frontline managers) – these staff supervise case managers; they

often have quite a bit to do with Aboriginal children and families, but they are not case

managers.

Managers (also called middle managers or program managers) – these staff supervise

team leaders; they also have contact with Aboriginal children and families but not in the

way case managers do. They may be involved in difficult discussions or complex

decisions.

We have used supervisors to refer to both frontline and middle managers at VACCA when they

supervise staff. We have used staff to refer to case managers, team leaders or managers when

they are being supervised.

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Aboriginal Children, Families and Communities

We have referred to Aboriginal children and families throughout this document because that is

primarily who we provide services for at VACCA. However our work is strongly community based.

VACCA is a community-controlled organisation. The children and families we work with come

from Aboriginal communities from around Australia. The children, their families and carers and

our Aboriginal staff live in Aboriginal communities across Victoria. Community is central to

VACCA’s work.

Being mindful of language

Considering the impact of your language on those you supervise is a key part of building a

respectful supervision relationship. Questions to consider include:

Is your language and meaning clear?

Is your language empowering, do you use accessible language?

Have you used language that others will be unclear about – will the need to ask for

clarification lead to shame for staff?

Have you used words that could be disrespectful to Aboriginal staff?

Have you used language that is based on racial stereotypes?

VACCA staff work in an environment that is highly regulated by government bureaucracy while

requiring staff to build relationships with colleagues from these government departments,

especially CP. Bureaucratic language can be disempowering; staff may feel reluctant to ask for

clarification of language used. They may need support from their supervisor to understand the

language used in government publications, reports or at a meeting or to challenge those who use

language that is inaccessible for the Aboriginal children and families we work with.

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The Supervision Framework

What is Supervision? The Definition

The purpose

Provide the best possible service to the Aboriginal children and families that VACCA works with by

building the knowledge, skills, insight and wisdom of staff in how to support and care for their

clients and themselves, in the cultural context of working within community.

The relationship

With a skilled and experienced supervisor who is respectful, trustworthy, caring, honest and

knowledgeable about the subject matter and Aboriginal communities and who can create a safe

place for staff to reflect on their practice.

The process

Cooperative, reflective, holistic, open, validating, non-judgemental, reliable, outcome focussed,

creative. It involves mutual respect, two-way learning, making plans and facing difficult issues

together with honesty.

The context

Regular, by agreement and supported by VACCA.

The organisational context

Values and supports the vital role supervision plays in positive outcomes for Aboriginal children

and families and for VACCA staff.

The Foundations of Supervision: Culture, safety, empowerment, service

The Functions of Supervision

Working with Aboriginal children and families: Building relationship and services for

better outcomes

Looking after myself: Professional development and building resilience

Using Aboriginal professional practice: Culturally informed and relationship based

Working within community: Enjoying the positives and managing the challenges

Understanding my role in my organisation: Being accountable and valued

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What do we want from Supervision? The Functions

Working with Aboriginal children and families: Building relationship and services for better outcomes

Improving services to Aboriginal children and families

Developing strategies and skills to support Aboriginal children and families in their healing

Finding solutions to problems

Advocating for Aboriginal children and families to access appropriate services

Setting useful boundaries for children and families and ourselves

Describing what we are doing in practice and exploring how that fits with what is

considered best practice

Using an Aboriginal professional practice approach in our work with Aboriginal children

and families

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Looking after myself: Professional development and building resilience

Taking time to reflect on the work done

Setting direction to keep on top of things and feel productive

Continuing to build confidence in our abilities

Continuing to build professionalism and commitment

Setting good boundaries to maintain wellbeing

Managing stress and understanding self care needs

Managing the challenges and pressures of working with family, friends and community

Managing the high expectations we have of ourselves – working with our children, our

families, our community

Understanding our personal vulnerabilities and triggers

Understanding we do not know everything

Using Aboriginal professional practice: Culturally informed and relationship based

Taking a culturally informed approach in supervision and in our work with children &

families

Maintaining cultural safety in all we do

Using cultural approaches to build resilience

Being proud of our culture, its strength and resilience

Facilitating confirmation of Aboriginality and return to Country for Aboriginal children

Making sure we always use a cultural lens

For non Aboriginal staff, understanding the impact of your culture

For all staff, knowing that understanding Aboriginal culture is a lifelong journey

Working within community: Enjoying the positives and managing the challenges

Understanding how community underpins all the work we do in order to work effectively

within community

Managing the challenges and pressures of working with family, friends and community

Building the skills to manage professional and personal relationship in a way that

maintains our wellbeing and our effectiveness

Understanding and working with community dynamics and our visibility in community

Valuing the knowledge and understanding of Elders within culture and community

Understanding my role at VACCA: Being accountable and valued

Building strength in our identity, in our role at VACCA and how we fit within our team and

organisation

Building a sense of commitment and belonging that will act as both a validation for the

work we do and a protection for ourselves

Understanding organisational processes and policies to be able to work comfortably and

safely within the organisation’s guidelines

Working within the service delivery framework that applies to child and family services in

Victoria, including the best interests’ principles and practices, the cultural competence

framework, the Looking After Children approach, privacy principles and DHS standards.

Understanding VACCA’s service delivery framework, including a central focus on culture

to build resilience and improve outcomes for Aboriginal children and families.

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Different kinds of supervision

Supervision at VACCA needs to be responsive to the nature and complexity of VACCA’s work, our

commitment to improve outcomes for Aboriginal children and families and our commitment to

VACCA staff. Supervision can be planned, unplanned or on the phone/online. Supervision can

include mentoring and can occur individually or in groups.

At VACCA, the staff member’s line manager provides supervision. Sometimes, this supervision

relationship between staff member and line manager cannot provide the expertise and

knowledge required to fulfil all the functions of supervision; expertise outside the line

management supervision arrangement is sought. When supervision functions occur outside the

line management relationship, this is called consultation. It can occur for issues requiring

particular cultural expertise and also includes therapeutic consultations and debriefing.

VACCA’s supervision standards reflect the importance of getting the right balance across the

different kinds of supervision – planned, unplanned, mentoring and group supervision - and to

make sure that all the supervision functions are met through a combination of line management

supervision and consultations with others.

STANDARDS

Supervision for casework staff and team leaders will occur for a minimum of two hours

each fortnight, with a minimum of one hour being planned supervision.

Planned supervision

Planned supervision is sometimes referred to as formal, structured or scheduled supervision. It is

regular, planned, by agreement, one-to-one, uninterrupted and held in a private setting. At

VACCA, the staff member’s line manager provides planned supervision on a regular basis and in

line with VACCA’s supervision standards and a supervision agreement.

Supervision for casework staff and team leaders will occur for a minimum of two hours each

fortnight, with a minimum of one hour being planned supervision. Where possible, this planned

supervision will occur fortnightly. In unusual circumstances, planned supervision sessions may

have to be delayed. Communication between supervisor and staff member about the need to

change planned supervision and the new arrangements is essential.

Other kinds of supervision tend to focus on some supervision functions; for example, debriefing is

primarily focussed on the Looking after Myself function and unplanned supervision is more likely

to focus on Working with Aboriginal children and families. Planned supervision weaves together

all supervision functions. There is an example of this in Supervision Resource 2.

When talking about a child and family in planned supervision, the staff member and supervisor

are likely to discuss the following questions:

What is happening for this Aboriginal child, their family and carer?

Do the supervisor and staff member understand the cultural issues, considerations and

requirements for the child, their family and carer?

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Is our approach consistent with VACCA’s values and the principles and processes that

VACCA must adhere to as a registered CSO?

How is the work affecting the staff member?

Does the staff member need help outside the supervision relationship with this child and

family – for example staff training, mentoring or consult with another professional?

The skills used in planned supervision may also be different from other supervision. Planned

supervision is more likely to use a reflective process, while in unplanned supervision the

supervisor is more likely to take a more directive approach.

Planned supervision is based on traditional models of problem solving5 which take place in a calm

environment where people are physically comfortable and free from outside pressures. In this

calm environment, we are more likely to focus, solve problems and arrive at creative solutions.

While this can sometimes be challenging, it increases our capacity to think creatively and arrive at

good solutions. However this approach relies on the supervision environment being calm and

free from outside pressure. It also relies on a culturally safe and empowering supervision

environment.

Unplanned supervision

Unplanned supervision is sometimes referred to as corridor supervision or informal supervision6.

It is not scheduled but may be required to discuss a crisis or issue that cannot wait. Case

discussions that occur in unplanned supervision require the same focus and robust discussion and

are as binding as planned supervision.

Unplanned supervision is based on supervisors having an open door approach to supervision,

where staff can drop in when they need to. Unplanned supervision is a very important part of

work at VACCA. Because the work is complex and challenging:

Supervision needs to be immediately responsive to ensure the safety and well being of

Aboriginal children; complex issues are discussed as they arise because they cannot wait until

the next planned supervision session.

Staff may need debriefing after difficult experiences. This debriefing is about staff unloading an

experience, making some sense of it and working out a way to care for themselves in that

moment. Thus unplanned supervision can also be about staff well-being.

Staff may need to ‘report in’ to their supervisor. Sometimes their supervisor will ask them to

come back and talk about how they have managed a difficult situation; sometimes the staff

member will want to immediately talk through how they have managed an interview or

meeting; less experienced staff might lack confidence in their skills and need immediate

feedback .

Unplanned supervision and an open door policy also reflect the importance of relationship

between supervisor and staff. Sometimes, staff simply want to drop in and have a yarn.

The less formal more relaxed environment of unplanned ‘catch up’ is where staff may feel most

comfortable; it is important to balance this with planned supervision even if the staff member

feels slightly less confident. While it can resolve a problem quickly, unplanned supervision

generally lacks the reflection and forward planning of full case discussion that occurs in planned

supervision.

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Unplanned supervision does not provide staff with the opportunity to plan their approaches or

reflect on their practice; their supervisor is getting information about children and families that

the staff member chooses to focus on and may not understand the challenges and complexities

across the staff member’s caseload. Unplanned supervision may not pick up other supervision

functions – like the staff member’s professional development and personal well being.

Unplanned supervision spirals

Sometimes unplanned supervision spirals – there is so much unplanned supervision that there is

never time to have planned supervision. And unplanned supervision continues to happen

because there is no planned supervision.

To stop the spiral, the supervisor needs to understand what is happening:

Does the staff member have a particularly crisis prone caseload at this time?

Is the staff member avoiding planned supervision with you?

Has the staff member had negative supervision experiences in the past?

Is the staff member seeking unplanned supervision for things that could wait till planned

supervision?

Are you taking on too much outside the supervision role that is causing you to regularly

cancel planned supervision?

Is VACCA supporting you to do your job as supervisor?

Mentoring

Mentoring is sometimes referred to as live supervision. It occurs when a supervisor comes on a

home visit or to a meeting to support and guide the staff member in their role or to demonstrate

the role. Empowering Aboriginal staff relies on understanding how staff can be supported. For

some staff doing – not talking about doing – works best and this is mentoring.

Mentoring is not a test nor does it reflect on a staff member’s skill. The work at VACCA is

complex; having the supervisor present can share the load, cut through negative patterns of

communication between staff and families or other professionals and give another perspective

about what is occurring. The staff member can see a way forward through the supervisor doing

rather than discussing. It is vital that mentoring includes discussion after the event. The staff

member may feel vulnerable with their supervisor alongside and needs quick feedback about

their practice.

Through taking a mentoring role, a supervisor could:

Demonstrate how to go about something by leading the conversation, giving difficult

messages or taking a lead role at a meeting with DHS or another professional like a teacher

Give support and guidance when a staff member finds something particularly challenging –

for example, giving evidence at court for the first time

Support the staff member if there is a dual relationship with the child, family or carer – that

of VACCA staff and also friend or family

It is also helpful for supervisors to receive mentoring from their supervisors. For example, a

manager could be involved in highly complex case discussions with the staff member and

supervisor; a manager could be involved with the staff member’s supervisor in difficult

discussions like discussing if the staff member is meeting job expectations.

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Case example: Bill must attend a case plan meeting at DHS. Each time he meets with child protection, Bill finds

that they dismiss issues about the child’s connection to their Aboriginal family. Bill is becoming

increasingly anxious about the meeting and is not confident he can advocate for the child’s

cultural well-being.

At the last meeting, CP said that they were not able to supervise any access between the child and

her aunts. At this meeting, the child’s connection to their Aboriginal family and how contact can

continue to occur needs to be resolved. You decide to attend the meeting with Bill.

How would you work out what role to take at the meeting?

What would you do after the meeting?

Phone/on line supervision

Most staff will receive information and requests from their supervisor by e-mail from time to

time. It is just as important to be respectful in on line communication.

For some staff in rural areas, supervision occurs mainly on the phone or on line as there is

considerable distance between the supervisor and staff. An example of this is VACCA’s Lakidjeka

program. Phone/on line supervision is critical to manage the isolation rural staff experience and

support them in the difficult work they carry out. The same arrangements described for

supervision apply –having uninterrupted time, balancing planned and unplanned supervision and

recording supervision

At VACCA, staff in rural areas come together in their teams on a regular basis. These

opportunities to get together face to face are likely to increase the effectiveness of phone/on line

supervision. The supervisor also needs to identify local supports with the staff member when

face-to-face support is required immediately.

Group Supervision

Group supervision involves a number of staff coming together with their supervisor to discuss

client related or practice issues. Staff can present a case for discussion and get input from their

supervisor and peers or have group sessions to work together on practice issues like developing

genograms, writing report, cultural work with children. Sometimes staff will get together to talk

about the pressures of their role or the impact of community issues.

Group supervision can be a comfortable way for Aboriginal staff as this reflects time honoured

practices. It can also be empowering for staff who can provide input and advice to their

colleagues and demonstrate their skills and knowledge. For the staff member presenting a case,

their Aboriginal colleagues may know about the Aboriginal family being discussed. This

combination of supervisor and Aboriginal staff can be a powerful way of combining the cultural

and professional in action; with the skills and knowledge of all involved being respected, group

supervision can contribute to effective planning for Aboriginal children and families and empower

Aboriginal staff.

As well, working together as a team can reinforce cohesion and the sense of working in a

supportive team environment. It can cement relationships and provide alternative support

avenues for staff when their supervisor is not available.

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Building staff member’s knowledge, skills, insight and wisdom can, in fact

should, come from different people and relationships.

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Consultation

The complexity of our work means that some supervision functions will occur outside line

management supervision. Building staff member’s knowledge, skills, insight and wisdom can, in

fact should, come from different people and relationships. Consultation does not replace planned

supervision but supervision practice standards apply – for example information about children

and families shared at consults is confidential and consults need to be recorded in case notes.

There are some important differences between line management supervision and consultation

outside line management supervision. The line supervisor is accountable for the work in a way

that others who provide consultation are not and so needs to know about the consultation and

agree with any course of action proposed. The line supervisor also needs to be aware if there are

stressors that are impacting on the staff member (though the staff member does not need to

divulge private details if they do not want to).

Sometimes the line supervisor and staff member will attend consults together, particularly if the

consultation is related to casework. Sometimes the staff member will access consultation

through their own ‘trusted person’.

Some examples of consultation at VACCA:

Cultural consultation

Therapeutic consultation

Discussions with Colleagues

Group practice forums

Debriefing

External consultation

Cultural Consultation

As discussed, the expectation is that supervision at VACCA will always be culturally informed,

bringing together the cultural and professional. Supervision needs to build knowledge and

understanding of Aboriginal cultural values, attitudes and behaviours while providing a supportive

environment to address complex cultural issues7.

Supervision at VACCA occurs across the range of supervision relationships – where there are

Aboriginal and non-Aboriginal supervisors, Aboriginal and non-Aboriginal staff and Aboriginal

supervisors and staff from different Aboriginal cultures. Sometimes, the traditional supervision

relationship at VACCA between staff and line manager cannot provide the cultural expertise and

knowledge required. This is particularly so for non-Aboriginal supervisors. While Aboriginal

supervisors may have the cultural expertise for supervision, this should not be assumed as the

Aboriginal supervisor may be from a different Aboriginal culture or may be at a different point of

their cultural journey. Also Aboriginal staff may not be able to seek support – Looking After

Myself - from supervisors of a different gender.

Aboriginal staff describe knowing instinctively when they need to access cultural advice and

direction outside of their line supervisor by feeling that something is not ‘sitting right’ – they need

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to talk with another Aboriginal person. Non-Aboriginal staff may need support to identify and

respond appropriately to complex cultural issues that require Aboriginal cultural expertise outside

of line management supervision. Cultural consultation can occur across VACCA, including from

staff who work in different programs and locations, and can occur with a trusted person from

outside VACCA. Staff will need to be mindful of their legal obligations about privacy and

confidentiality for the children and families they work with and should not use names or

identifiable descriptions8.

Supervisors will need to consider

How do you know when you need cultural consultation?

How do you know when staff you supervise need cultural consultation?

How do you find the right person for cultural consultation?

Some examples when particular cultural expertise is required are outlined on the following page.

Therapeutic Consultation

VACCA works with many Aboriginal children who have experienced trauma through fear or

helplessness in the face of abuse and neglect. Understanding the impact of this trauma on a

child’s development can help make sense of how the child feels and acts. It can assist staff and

carers to identify how they can help the child to feel safe. VACCA staff also work with family

members and carers who may have experienced trauma in their lives.

Therapeutic consultations occur for every child in VACCA’s out of home care programs through

VACCA’s Aboriginal Children’s Healing Team. This is a team of therapeutic specialists who

provide consultation to VACCA staff. Each specialist is attached to an out of home care program.

The senior Clinical Practitioner provides therapeutic consultation and training to other VACCA

programs like ACSASS and early intervention and family support.

The work of the Healing Team integrates trauma and attachment theory with understandings

about Aboriginal culture, safety, connection and belonging. Therapeutic specialists work

alongside VACCA’s staff and supervisors and assess and develop therapeutic plans for Aboriginal

children in out of home care. Therapeutic specialists also provide secondary consults and

reflective practice for VACCA staff and carers. Generally, the staff member and supervisor attend

the consult together. This means that assessments and plans can be talked through within the

consultation and any disagreement about approaches can be resolved.

Principal Practitioners

Sometimes Child Protection or VACCA initiates discussions about children and families that VACCA

work with through the DHS Principal Practitioners. Principal practitioners provide specialist

clinical advice and consultation using research and critical reflection. Principal practitioners have

high expertise in working with children and families but may not understand how this applies for

Aboriginal children and families. Supervisors and staff at VACCA will need to examine advice

given with a cultural lens.

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Cultural Consultation and Supervision Functions

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Discussion with Colleagues

Discussion with colleagues is sometimes called peer consultation or peer supervision. It occurs

when staff get together to discuss/ work together on client related issues or to give each other

some support. For example a more experienced staff member may visit a family with a new staff

member, or a staff member who has been to court may talk to another staff member about what

to expect.

This approach moves away from traditional top down supervision and is among colleagues in

similar roles. It is a relationship of equality where people provide different perspectives on the

work. Safety and trust can be developed between staff and taking on the responsibility of the

role can be empowering for staff. However colleagues need to feel confident enough to challenge

poor practice approaches and case related matters need to be discussed and endorsed in

supervision.

Group Practice Forums

Group practice forums involve a number of staff coming together to discuss client related or

practice issues. Sometimes these forums will be formal, with note taking and agendas; this is

valuable for staff who are unable to attend. Sometimes forums are informal; while there is a clear

purpose for the forum, there are no agendas or notes as the purpose is related to informal

debriefing and discussion.

Encouraging staff to help each other out and supporting an environment where everyone knows

that everyone else can be counted upon to offer help when needed is both supportive and

empowering for staff. For Aboriginal staff who live and work in the community, getting together

with other Aboriginal staff at VACCA can be very valuable to share experiences, develop supports

and build resilience.

Debriefing

Working with Aboriginal children and families can be complex and stressful. Talking through the

anxiety and stress of the job on a regular basis is vital for the health and well being of all staff.

This kind of debriefing is different from the debriefing counselling that is arranged at VACCA for

staff involved in a critical incident as part of VACCA’s staff well being policy.

Some staff choose to go to their peers or their supervisors for debriefing and others may go to a

trusted Elder who is experienced, part of the community and can provide culturally appropriate

support.

External Consultation

Sometimes the knowledge and understanding that staff and their supervisors need for good

practice is not readily accessible. While training can be one way of managing, there may be a

more immediate need for knowledge and understanding. In these circumstances, consulting with

an external person who knows and understands the issue – for example with drug and alcohol

specialists or mental health professional – can contribute to both supervisor and staff

understanding the issue and making well informed decisions.

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While every effort can be made to consult with an external Aboriginal professional or consultant

with experience working with Aboriginal people, advice given in these consultations may not

occur in a cultural framework. Consultants may have expertise in a particular field but may not

understand how this applies for Aboriginal children and families. Supervisors and staff will need

to examine advice given with a cultural lens.

The Supervision Cycle

The best interests case practice model describes the stages of casework with children and families

as information gathering, analysis and planning, action and reviewing outcome. This staged

approach can also apply to supervision, with the stages being getting to know each other, assess

and plan, do and review. Like with casework, these supervision stages are not linear but are part

of a continuous process of assessing and reflecting. In addition and also like casework, there is a

larger more formal cycle that occurs each year. For each stage of this formal supervision process,

there are recording requirements at VACCA.

This supervision cycle can be daunting to look at but does not need to be formal. Aboriginal

cultural ways of taking a welcoming, relaxed and informal approach, taking time to build a

relationship and using stories and humour are some of the ways to make staff more confident and

comfortable through this supervision cycle.

Getting to Know each other

What do I know about this staff member’s knowledge and skills, abilities and aspirations,

culture and well being?

What do I know about the staff member’s previous supervision experiences and what

worked?

Does the staff member know about the job expectations, the supports and the

opportunities?

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The relationship between supervisor and staff member is core to effective supervision and

developing a good relationship begins with getting to know each other. The supervisor will need

to talk about supervision at VACCA and get to know what other supervision experiences the staff

member has had, identify what was useful and not so useful and start to understand the best way

of approaching supervision for this staff member. In addition, the supervisor will need to be

assured that the staff member understands their job and the expectations VACCA has and that

any training they need to help them do their job has been identified in supervision.

Orientation

Starting a new job can be daunting and supervisors play the key role in welcoming new staff and

coordinating their introduction to VACCA. This introduction is called orientation.

Supervisors are responsible for ensuring their new staff are warmly welcomed and have the

information they need to work at VACCA. VACCA have developed an orientation checklist for new

staff. (Supervision Resources 1) This checklist will take some time to work through and

supervisors will need to coordinate a range of staff through the orientation process – like HR, fleet

and finance.

While working through the checklist it is important to proceed at a pace that is comfortable for

the new staff member. As stated above, core to effective supervision is the relationship – while

completing the orientation checklist is important, it does not replace the need to take time to

develop the supervision relationship.

Developing a supervision agreement

STANDARDS

Individual supervision arrangements for staff will be outlined in a supervision agreement.

This agreement is to be completed within one month of a new staff member starting at

VACCA and then at least annually, at the completion of the staff review.

The supervision agreement will also identify after hours support arrangements for staff

and re-scheduling arrangements.

A supervision agreement is also required in this stage of the supervision process. The supervision

agreement may not be completed for a number of weeks and does not need to be completed in

the one go-the important part of the process is getting to know each other. A supervision

agreement may seem daunting and bureaucratic. It can be quite straightforward, outlining what

the supervisor and staff member will do together, and includes answering questions like:

• When and where planned supervision will take place

• What skills the staff member wants to develop and a plan for developing these

• How disagreements will be managed

A suggested supervision agreement proforma is included in the Supervision Resources 4.

Messages from staff about supervision

Staff can be apprehensive about new supervision relationship. The messages below are from staff

about new supervision relationships. The staff you supervise might not make these statements

to you, but they want you to know what they are thinking and respond to their questions

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Assess and Plan

Based on what I know and have observed about this staff member, what plan do I think

will support this staff member to

~ deliver good outcomes for Aboriginal children and families

~ develop professionally

What does the staff member see as the best plan for supervision?

Assessing and planning the most appropriate approach to supervision with staff builds on the

getting to know each other stage. It includes assessing the staff member’s professional

development and needs and planning an appropriate supervision approach.

Staff in the early stages of their professional development, or staff who have had a negative

experience may need a mentoring/hands on approach whereas a more experienced staff member

may need more reflective supervision. Sometimes staff need different things at different times-

sometimes staff will need to reflect, other times they will need to be told what to do, other times

they will want your help to do something together.

Staff Development Plan – Part of the Supervision Agreement

The supervision agreement includes learning goals, which are reflected in plans for staff

development and support. Staff development and support are also part of supervision. This is

because reflecting on the support and training that a staff member needs to confidently

undertake their role is an ongoing process. As different challenges or opportunities arise,

supervisors can identify the need for training, mentoring or other support with the staff member

and can facilitate opportunities.

Supervision

The different kinds of supervision and the relationship between line management supervision and

consultation are discussed earlier in this document. Staff at VACCA identified the way they

thought supervision could be explained to staff as follows:

Supervision is your right and is a priority for me.

You are valued; the work you do is important; your safety and well-being is important.

I can bring 'fresh eyes' to look at the work you are doing and the difficulties you may be

finding - We will work together to find solutions

Supervision can allow time to reflect so that it is not all about crises

There will be limits to how quickly I can respond to you

I am accountable for what you do and what happens for the children and families you

work with

I will be honest with you if anyone raises issues about your work with me; I will not listen

to 'gossip'

I will always tell you if I need to talk to others about you

My job is to focus on what is important and relevant

I can help you apply policies and standards

When I talk with you about training that could be helpful, this is to build on your existing

skill; it is not a criticism

We all make mistakes - it is important that we share mistakes, learn and move forward.

I will acknowledge and value your skills and good work

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Let’s celebrate achievements together

I am curious about your work; my questions are for reflection and to understand what is

happening.

What we talk about is confidential unless it affects your well being.

My expectations of you are... What are your expectations of me?

Supervision Records

STANDARDS

Planned supervision is to be recorded by the supervisor and attached to the staff

members supervision file. The proforma (Supervision Resources 6) is recommended.

Key case decisions and case direction from unplanned supervision and consultation is to

be recorded by staff as a case note. (In case file or CRIS)

Recording supervision is a requirement at VACCA. Recording supervision helps supervisors and

staff to remember what was discussed and decided and check if supervisor and staff member

have done what they agreed to do. Supervision can also assist staff and supervisor to look back

over patterns- do we always get stuck at this point? – and this can be helpful when working with

vulnerable children and families. Looking back can also show how learning and development

needs have been addressed as they have arisen and how staff are being supported in their role.

Looking back can also reflect how far a staff member has developed professionally and this can be

empowering for staff. Working with vulnerable children and families can be demanding and at

times, demoralising. It is not unusual for staff to believe they are not making a difference or they

are not skilful at what they do. Looking back can challenge these negative views and remind staff

of the difficult role they take and the impact they have had for the Aboriginal children and

families they work with.

The supervisor is responsible for recording planned supervision. It is recommended that planned

supervision is recorded on the proforma (Supervision Resources 5). The record of planned

supervision is attached to the staff member’s supervision file. This file is different from the staff

member’s personnel file. The supervision file is subject to the same privacy and confidentiality

legislation and practices as client files. The supervision file does not ‘belong’ to the staff member;

they cannot take it when they leave VACCA.

The staff member is responsible for recording key case decisions and direction from unplanned

supervision as a case note in the client file. Some supervisors keep a ‘consult book’ to also record

key decisions from unplanned supervision.

Review

How did the staff member go with implementing the plans we made?

What have I learnt about the staff member from their actions?

What can I do to support the staff member in the future?

How is the staff member finding supervision with me?

Reviewing how a staff member is going is an ongoing part of supervision. Review also involves

openly and honestly discussing how supervision and the supervision relationship is going.

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Giving Feedback

Part of supervision involves giving feedback. Giving feedback in supervision is more likely to be

effective if it is:

Strengths based - Staff are more likely to learn from what they did well. Supervisors could

consider asking staff: When do you feel like you’re doing a good job?

Honest – give feedback about things that are going well and be honest about things that

are going less well. When giving feedback that is not so good, focus on supporting and

strengthening the staff member into the future. Supervisors could consider asking: What

would you do differently next time? How can I help?

Respectful – take enough time to talk through properly and in a culturally safe space.

Addressing issues early is respectful. Encourage and listen to the staff member talk about

what they think.

Clear - avoid being vague as this can increase anxiety and effect how well staff will

understand your feedback; give specific feedback, including examples and stories.

Sometimes, despite clear and honest feedback and ongoing support and mentoring, a staff

member continues to practice in a way that is not consistent with the job requirements. These

circumstances can increase risk for the vulnerable children and families VACCA works with. The

safety of Aboriginal children relies on staff at VACCA doing their job well. Supervisors need to

discuss this situation honestly and openly with their supervisor and with human resources (HR) at

VACCA and determine if performance management processes are to be implemented. If

performance management is to occur, this needs to be with the guidance of VACCA’s HR.

Giving Feedback to your Supervisor

Regularly talking together about how supervision is working for both the supervisor and the

person being supervised is an important part of supervision. This gives an opportunity for the

staff member being supervised to talk about what is working well for them, their preferred

approach to supervision and to raise any concerns.

If a staff member has concerns about supervision, it is their responsibility to raise these concerns

with their supervisor, even though this is not always a comfortable thing to do. If supervision is

not working well, this can affect the health and well being of Aboriginal children and families and

the staff member.

First, talk with your supervisor. They may share your concerns and can work with you on

resolving the difficulties

If this does not work, the line management structure at VACCA allows you to ‘manage up’.

This means you can go and talk with your supervisor’s supervisor.

Staff Review and Recognition (Performance Reviews)

Taking planned and dedicated time to review how the staff member is going and how supervision

is going outside regular supervision is a supervision standard. However, if review has been

ongoing part of regular supervision then these staff reviews should contain no surprises.

VAC.0001.002.0848



Performance reviews also present an opportunity to review the supervision agreement and staff

development plans based on what has been identified through supervision. The staff review and

recognition proforma is in Supervision Resources 6.

STANDARDS

Performance reviews will occur before the first six months of employment is completed

and then annually. The performance review process will conclude with the completion of a

Supervision Agreement for the next 12 months.

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The Foundations of Supervision at VACCA

Culture

Supervision is delivered within a cultural framework – in an environment of cultural safety and

with knowledge and understanding of Aboriginal ways.

Culture is central to identity. It defines who we are, how we think, how we communicate, what we

value and what is important to us. 9 Our culture affects the way we live our life and the way we

see ourselves and others. Culture is fundamental to our services and our staff at VACCA.

At VACCA, our staff and the children and families we work with come from around Australia and

from many different Aboriginal cultures. The cultural values and beliefs that reflect time

honoured and traditional perspectives and unite Aboriginal people across Australia also guide

service delivery and supervision at VACCA.

Aboriginal Cultural Values and Beliefs

Traditional Indigenous Australian communities were permeated by a complex set of

spiritual values – self control, self reliance, courage, kinship and friendship, empathy,

a holistic sense of oneness and interdependence, reverence for land and country and

responsibility for others.10

These values are not different to Aboriginal cultural values that guide practice and supervision at

VACCA today. Some cultural values and beliefs that guide supervision are:

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Social justice, Compassion and Supervision

The experiences of trauma that exist for the Aboriginal children and families we work with are

also present for our Aboriginal staff - the trauma of history, ongoing racism and the trauma

present within Aboriginal communities. Supervisors need to appreciate the impact of trauma for

staff.

Supervisors also need to appreciate the challenges for Aboriginal staff who must work closely

with mainstream organisations. These organisations may have been involved in the Stolen

Generations, including removing the kith and kin of Aboriginal staff.

It is particularly distressing for Aboriginal staff when mainstream organisations continue practices

that are reminiscent of the Stolen Generations – Aboriginal children being removed from their

family, community and culture; viewing culture as an ‘add on’; giving low/no priority to reuniting

children with families or communities. Staff see another generation of deeply traumatised

Aboriginal children who are disconnected from community and culture in the cultural

incompetence of some mainstream organisations.

An Aboriginal worldview is based on understanding the structural disadvantage and historical

context for Aboriginal children and families and seeing individual needs in this context. Our work

involves helping children and families build resilience, find their place in their community and

raise their awareness about how past government policies and practices have contributed to their

present circumstances. This is fundamental to our service delivery and supervision practices.

Relationships, Sharing and Supervision

Aboriginal people see the relationships and connections in life. People are seen holistically – the

physical, emotional, social, spiritual and cultural are intrinsically linked; Aboriginal people see

themselves in relationship to their family, their kin, their environment, their ancestors and their

land and value relationships and the responsibilities each person has to each other.

It is the relationship between supervisor and staff that is fundamental to effective supervision.

Supervisors need to take time to get to know staff and build relationships. Respect comes from

relationships, rather than simply who you are or the position you hold. Sharing is a strongly

promoted value and there is an obligation to share if others are in need. Supervision that is based

on concepts like individualism, objectivity and professional distance are unlikely to be effective

with Aboriginal staff.

Building relationships and Aboriginal ways

Staff at VACCA use Aboriginal cultural ways in their practice with Aboriginal children and families.

In the same way, Aboriginal ways in supervision can contribute to Aboriginal staff being

comfortable with supervision. Taking a welcoming, relaxed and informal approach, taking time to

build a relationship, sharing stories and using humour are some of the ways for staff to feel more

confident and comfortable in supervision.

Yet this requires the supervisor to be skilful in their approach. For instance, listening to staff tell

you their story includes hearing the words, thoughts and feelings of the staff member, being

comfortable with silence, being patient to hear the whole story and being able to hear the staff

member’s story even when it is painful for them and emotional for you.

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Living and Working in Community

Many Aboriginal staff live and work in the same community and this can raise challenges in terms

of dual responsibility to community and to VACCA. Aboriginal staff can be questioned or criticised

within their community for decisions they have made for a child’s safety; some Aboriginal people

in the community can hold unrealistic expectations of Aboriginal staff. Supervisors need to

discuss these issues with staff, recognising the real challenges and dilemmas staff face in their

practice.

Working and living in the same community also means that the separation of work and home – of

personal and professional – does not exist for Aboriginal staff in the same way as for other staff.

In fact many Aboriginal staff see this distinction as irrelevant to them. This is not easy for

Aboriginal staff who can be at added risk of burn out because of the complexity of their work and

community relationships. Supervisors need to prioritise their role of supporting staff to take

good care of themselves and balance their work and the rest of their life.

After Hours Contact

Aboriginal staff at VACCA have discussed the importance of being prepared for after hours

contact about the Aboriginal children and families they work with and supervisors need to assist

staff with this. Experienced Aboriginal staff discussed being respectful to the person making the

contact, listening briefly to what is being said so they can determine if there are immediate safety

issues and suggesting how contact should be made the next day - Having a yarn with them to

work out if it was something that could wait until the next day. If it is urgent, do something.

Having Dual Relationships

A dual relationship means having a relationship with a client or colleague outside work – that

is having a personal and professional relationship. This is not uncommon for Aboriginal staff.

When staff have a dual relationship with a client, supervisors will need to support their Aboriginal

staff to identify when and how they need to pull back for their own well-being when there is a

dual relationship with a client. This can involve

Reviewing with the staff member if they are the best person to work with a particular

child – maybe the close personal relationship between the staff member and the child’s

family means that the child needs to be allocated to another staff member

Discussing how the staff member can get added support to manage the challenges the

dual relationship may pose.

Continuing to talk about the impact of the dual relationship with the staff member;

making sure they are taking care of themselves.

Supervising a family member or close friend is also challenging, as you will be caring for two

relationships – the personal and the professional. There will be personal expectations related to

the friendship and organisational expectations about supervision. These two parts – personal and

professional – may not always fit well together. What a person expects from their friend or family

may clash with what VACCA expects from the supervisor. Similar reflections as those outlined

when there is a dual relationship with a client also apply for a supervisor to discuss with their

supervisor.

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Respect for Elders in Supervision

Elders hold a unique place as leaders in Aboriginal communities. Leadership is earned after a life

journey and knowledge and power is demonstrated in capability. The Elder carries his authority in

his sacred wisdom and this is displayed in his or her conduct and words.11

Elders will be involved in VACCA’s work. They may be on a carer approval panel or be part of the

Board; they may be part of a family you are working with; they may be a staff member you

supervise or they may supervise you.

Supervising an Elder can involve challenges. Supervisors will need to face these challenges

honestly, being respectful to the Elder and acknowledging the importance of their role in the

community while seeking advice about how best to supervise the Elder. As with all supervision,

taking time to get to know each other and to develop a relationship is vital.

If you are supervising an Elder or if an Elder is your supervisor and you find that you are unable to

voice disagreement about services for Aboriginal children and families, then this issue must be

discussed quickly and honestly. The safety of Aboriginal children relies on open and honest

supervision relationships and this includes being able to talk through disagreements about service

approaches.

Spiritual Identity and Supervision

Aboriginal people have a deep connection with their land, which is central to their spiritual

identity. The land is described as sustaining and comforting, fundamental to their health, their

relationships and their culture and identity. The Aboriginal staff you supervise may need your

support to return to their land as this can sustain them through difficult times and contribute to

their well-being.

Cultural competence

Cultural competence involves being knowledgeable about another person’s culture, being self-

reflective and sensitive to one’s own biases and integrating this knowledge and reflection with

practice.

At VACCA we ask supervisors to:

Understand - Working across cultures is not so much about ‘being a cultural expert’ as

about understanding. If a non-Aboriginal supervisor is to understand Aboriginal cultures,

then the Aboriginal staff member will lead the way. Communication and relationships

are key to understanding another’s culture - listening to different views, different

approaches and different ways, keeping an open mind, being sensitive to and respecting

differences and trying to understand what life is like for the staff you supervise.

Accept that you will not know it all and that culture is complex and dynamic. The idea

that the supervisor is the expert and the staff member the ‘empty vessel’ is not part of

working at VACCA. Aboriginal staff can bring understanding and knowledge about

Aboriginal children and families, about cultural ways and communication. Non-Aboriginal

staff can bring expertise about child and family welfare. Supervision at VACCA involves

two way learning.

Reflect on your own culture and the way this could influence how you see things.

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Safety

Supervision is emotionally safe, empowering rather than degrading, and culturally safe for

staff.

Creating a Culturally Safe Environment for Supervision

Cultural safety means an environment that is safe for people; where there is no assault, challenge

or denial of their identity, of who they are and what they need. It is about shared respect, shared

meaning, shared knowledge and experience of learning and living and working together with

dignity and truly listening12. Unsafe cultural practice includes any action which diminishes,

demeans or disempowers the cultural identity and well being of an individual.

We commonly think about safety for the children and families we work with. However safety is

also important in supervision where the responsibility for creating and maintaining a culturally

safe supervision environment rests with all staff. At VACCA we want staff to experience culturally

safe supervision.

However, the supervision relationship does not occur in a vacuum. It is influenced by a range of

things, including the staff member’s previous experiences with people in authority like teachers

and the staff member’s previous supervision relationships. For Aboriginal staff supervised by non

Aboriginal supervisors, the relationship can also be influenced by differences – different ways of

communicating, different values and different ways of looking at things. If these differences are

not respected then the staff member is unlikely to feel culturally safe in supervision.

Culturally safe supervision relies on the supervisor seeking the staff member’s views about the

cultural safety of supervision and reflecting on the impact of their culture on supervision.

Some key questions for supervisors to consider are:

Have I asked staff about their past experience of supervision?

Have I asked staff about how they find supervision with me?

Do the staff I supervise challenge me, disagree with me and give their assessments and

views?

Do I make assumptions about the Aboriginal staff I supervise based on previous

experiences with Aboriginal staff?

Are the Aboriginal staff I supervise reluctant to say what they think?

Do the Aboriginal staff I supervise avoid planned supervision?

Does supervision occur in a physical environment that is welcoming and comfortable?

Does it include appropriate Aboriginal cultural images?

Reflecting on your Culture

Non-Aboriginal staff at VACCA may have not been called upon to think about their culture. If you

are part of the dominant culture then your culture is everywhere – in the media and politics,

underpinning the health and education systems you and your family access and the child and

family welfare system you work within.

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Being part of the dominant culture offers privileges that are generally taken for granted. White

feminist scholar Peggy McIntosh, commenting on the hidden power relationship between white

Americans and African-Americans, suggests that there are at least 50 ways in which white people

are privileged by their membership of the dominant culture, including:

If I need to move to rent or buy or if I need credit my skin colour will not be an obstruction

to getting the property.

I can turn on the television and see my race widely and positively represented.

I can be sure that my children will be given curricular materials that testify to the

existence of their race.

I am never asked to speak for all the people of my racial group.

I can go home from most meetings of organizations I belong to feeling somewhat tied in,

rather than isolated, out-of-place, outnumbered, unheard, held at a distance or feared.13

At VACCA, Aboriginal staff would add to this list of privileges for their non-Aboriginal colleagues:

I can attend a meeting without being questioned about my qualifications.

I can attend a meeting without being talked over or misunderstood.

I can meet with other professionals in an environment that is familiar and comfortable,

where my way of discussing issues is respected and my use of language confers authority.

My knowledge and understanding of children and families and my assessments of risk and

protection for the children I work with are respected.

The children and families I work with can access services that reflect their values and their

ways

Understanding the impact of the dominant culture on Aboriginal staff is essential to good

supervision. Aboriginal staff can enter relationships with non-Aboriginal colleagues, including

supervisors, feeling powerless. Supervisors need to develop awareness of their own culture and

the impact this has on the supervision relationship:

Do I appreciate the unique knowledge and skills that Aboriginal staff bring to their role at

VACCA?

Do I respect the understanding staff have about the best ways to engage and work with

Aboriginal children and families?

Do I make sure that staff I supervise feel culturally safe?

Am I aware of the sense of distrust and powerlessness that staff may feel in their

interactions with me, with colleagues from mainstream services?

Have I talked with staff about their experiences of racism and cultural abuse?

Is my way of doing things empowering for staff I supervise?

What makes supervision culturally safe?

Aboriginal staff at VACCA were asked to identify what they saw as fundamental to creating a

culturally safe supervision environment. They said:

Take the time to get to know each other

Listen

Understand that respect is earned not automatic and that the hierarchy that is part of

supervision is not familiar in Aboriginal cultures

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Understand the power dynamics between supervisor and staff member, the impact this

will have on supervision, particularly for Aboriginal staff

Give strong messages that supervision is important and put aside enough time for

supervision

Give strong messages that the staff member is important – ‘you are important; this is

your time’

Work together in supervision - Set the agenda and establish priorities together, explore

options and take responsibility together

Manage information shared respectfully but understand that it is each staff member’s

choice to disclose personal information

Be respectful – Staff are not talked at or told to do; there is respect for different ideas and

approaches

Finally, culturally safe supervision is supervision that empowers staff.

Empowerment

Supervision is strengths based, recognising the knowledge and expertise of staff, building

confidence and capacity for self determination and developing strong Aboriginal staff and

future leaders.

Empowering staff to have the confidence and capacity to do the job stems from a strengths based

approach14 to supervision. Being strengths based does not mean talking up a person in a false

way. It is about honesty, encouragement and motivation. It relies on a supervisor getting to

know staff and being able to identify their individual strengths and the environmental strengths

around them.

Individual Strengths

Aspirations: the staff member’s aspirations-their dreams, hopes and goals Competencies: what is the staff member good at, their abilities and skills, their

resilience and motivation

Confidence: this is about the staff member’s belief in themselves and how much they think they can influence their future

Environmental Strengths

Opportunities: what opportunities are available for the staff member to help them achieve their aspirations

Resources: what resources exist for the staff member to help them achieve their aspirations (like training, mentoring, other job opportunities)

Social relationships: meaningful relationships that can support the staff member through their journey

Together the supervisor and staff member discuss and develop a plan that focuses on the strengths the staff member brings.

What are your strengths?

What keeps you strong?

Who supports you?

What are you good at?

VAC.0001.002.0856



What are your hopes and goals?

What have you done well in the past?

Key for the supervisor is what role they will play in terms of supporting the staff member and providing opportunities:

How do I help staff identify their strengths and how to keep strong?

How do I encourage staff in ongoing learning and development?

Am I clear about how the staff I supervise learn new skills the best?

How do I support staff to manage the challenges and stresses of the job they do without

losing confidence in their abilities?

How do I help staff to be focussed on their aspirations and balance their work and their

life?

Service

Supervision supports effective service delivery. Service delivery must be consistent with

Aboriginal professional practice and Victorian legislation and standards for service delivery.

… effective work with parents and families only flourishes when the staff members undertaking

that complex and often difficult work are looked after well. Supervision is one of the best ways of

achieving this.15

At VACCA, service delivery occurs within the Children, Youth and Families Act, the best interests’

framework and the Looking After Children approaches. Service delivery is based on Aboriginal

professional practice - Such practice is holistic, strengths based, and trauma informed.

Culture is at the heart of Aboriginal professional practice. Aboriginal ways like storytelling,

cultural symbols and ceremony are incorporated into service delivery. An informal approach is

taken to engage families; assessments build on Aboriginal understandings of family, community,

history and culture. Family strengthening approaches address underlying issues with families

through a positive, culturally appropriate and familiar approach. Culture is essential to heal,

affirm, strengthen and build resilience.

Supervisors influence Services

How staff deliver services to Aboriginal children, families and carers is directly influenced by how

staff are supervised. Supervisors model the values, attitudes and beliefs they want staff to show

towards children and families. Supervisors who are respectful, strengths based and take time for

supervision are more likely to have staff who take similar approaches and reflect similar qualities

with the Aboriginal children and families they provide a service to.

Supervisors might think about the words that best describe their way of thinking and behaving:

Listen carefully, ask rather than assume, busy and rushed, always running, trustworthy – keep my

word, culturally aware, respect differences, talk about strengths and opportunities, miss

appointments, allow interruptions, cannot say no, think clearly, ask for advice when I do not know,

guide and discuss, tell, lead, inspire,...

Is this the way you want staff to be with the Aboriginal children and families we work with?

VAC.0001.002.0857



Supervisors help develop new services

In child and family services, supervisors have been essential in identifying the need for new

services. Much of the information that is used to develop new services comes from supervisors.

Supervisors should know about Aboriginal children and families – what they are facing each day?

How they are responding to the services offered? What kinds of services are most likely to make

a difference? What services are not working and why?

In Aboriginal organisations, because much policy and practice development emerges from

government departments and mainstream community service organisations, focus on what works

for Aboriginal children and families is critical. Supervisors at VACCA need to understand

mainstream policy and practices, assess the impact for Aboriginal children and families, include

Aboriginal cultural and Aboriginal ways for Aboriginal families and advocate with mainstream

services for more culturally responsive services.

VAC.0001.002.0858



Supervision Resources

1. Supervision Standards

VACCA has established the following supervision standards consistent with Community Service

Organisation Registration Standards. These standards are minimum required to support staff to

deliver effective services to Aboriginal children and families. There will be times when more

supervision is required to support staff to deliver effective services – for example new staff or

staff working with children and families who are very complex. If supervisors are unable to meet

these standards for any reason then they need to advise their manager.

Supervision for casework staff and team leaders will occur for a minimum of two hours

each fortnight, with a minimum of one hour being planned supervision.

Individual supervision arrangements for staff will be outlined in a supervision agreement.

This is to be completed within one month of a new staff member starting at VACCA and

then at least annually, at the completion of the performance review.

The supervision agreement will also identify after hours support arrangements for staff

and re-scheduling arrangements.

Performance reviews will occur before the first six months of employment is completed

and then annually. The performance review process will conclude with the completion of

a Supervision Agreement for the next 12 months.

Planned supervision will be recorded. It is recommended that planned supervision is

recorded on the proforma.

Key case decisions and direction from unplanned supervision and consultation will be

recorded in case files as a case note.

VAC.0001.002.0859



2. An example of planned supervision.

In supervision, we do not consciously divide our discussion across the functions of supervision –

now we will talk about looking after myself, now working with community – but these functions

weave through our case discussion (and impact on how we record supervision). Supervisors will

also find that supervision uses a range of approaches – for example reflection, mentoring,

debriefing, organising – within one supervision session.

Case Example

Emily has worked in VACCA’s kinship care program for 18 months. She is the contracted case

manager for Mary, aged 5. Two years ago, Mary was hospitalised after serious physical abuse

from Mary’s mother’s partner. Mary’s mother disappeared when Mary was in hospital and has

not had any contact with Mary or the family. Mary lives with her paternal grandmother.

Mary’s paternal grandmother is a strong Aboriginal woman who cares for Mary and her four

cousins. Mary is settled and loves living with her grandmother; she spends loads of time with her

extended family and sees her dad when he comes home. While Mary’s language is not well

developed and she becomes frustrated when people do not understand her, she starts primary

school in one month.

Last week, Mary’s mother came to VACCA. She said that she had got her act together and Mary

no longer needed to live with her grandmother. She wants Mary returned to her care now.

Supervision Discussion

Beginning the Discussion Supervision Approach Supervision

Function

Access arranged for Mary

and her mother in three

days. When Emily talked

with Mary’s PGM she

became very angry and

would not be part of talking

with Mary about access.

What will we do now to

support access?

Reflection

Could we have talked with Mary’s

grandmother about Mary’s mothers

return differently so that she could

have supported Mary?

Discussion and Planning

How can we involve Mary’s

grandmother now?

How will we manage access?

Looking After

Myself-

Professional

development

Working with

Aboriginal Children

and Families

Responding to Mary’s

mother saying she wants to

take care of Mary.

Organisational Processes

Consistent with contracted case

management arrangements, need to

meet and talk with DHS

Mentoring

Supervisor will attend to support Emily

who has had limited experience with

Understanding my

role in my

organisation

Looking After

Myself-

Professional

VAC.0001.002.0860



DHS CP team leader development

Emily says she is angry with

Mary’s mum –– she knew

Mary was being physically

harmed, she left Mary in

hospital and has not been

heard of for 2 years

Debriefing

Supervisor discusses how Emily might

manage her anger towards Mary’s mum

Looking After

Myself

Building Resilience

Discussing Mary’s

educational needs - support

to start school, developing

an Education Plan

Discussion

What would help Mary most at school?

Education Plan as per Looking After

Children

Working with

Aboriginal children

and families

Understanding my

role in my

organisation

Supporting the school to

effectively manage Mary’s

responses to stress

Discussion

We need school and home on same

page. Arrange a care team meeting and

involve VACCA’s therapeutic consultant

to discuss meeting Mary’s needs when

she becomes upset

Working with

Aboriginal children

and families –

healing and

responding

Emily has talked briefly with

therapeutic consultant and is

keen to learn more about

healing for Aboriginal

children

Training at Koorie Kids Mental health

identified as being a good place to start

Looking After

Myself –

professional

development

Mary’s maternal grandfather

has also said that he wants

to be more involved and

support his daughter. He has

not been keen to talk with

Emily and has cancelled two

meetings so far.

Consult with cultural consultant about

best way to engage with Mary’s

maternal grandfather

Working with

Community

VAC.0001.002.0861



3. Orientation Checklist

Welcome to your New Position Congratulations. You are starting a new job that will make a difference to the Aboriginal

children and families you work with. Your role is very important. You will find that your

work can be satisfying and rewarding but also challenging. It will take a few months to settle

into your role and begin to understand the issues and complexities. We want you to feel

supported in your new work environment at VACCA. This checklist is a starting point.

Your first week in the job... Your first week can be pretty daunting. Take these first days to get to know your new work

colleagues and to get to know your way around VACCA.

Your supervisor will have set up some meetings with key people for you to talk to –

like Human Resources and Fleet (Cars).

You will be shown around and introduced to lots of people. Don’t worry if you can’t

remember everyone’s names.

There will be lots of paperwork (Human Resources will want to know bank details

etc), organising (everything from your desk to your identification) and reading

(program manuals, policy and procedures)

Remember that your supervisor is your ‘home base’. Any questions about what you are

learning can be raised with your supervisor – we have left space for you to record questions

as you go.

We want to make sure that all of the areas outlined below are covered so you have been given

the information you need to work at VACCA. By the end of the first week, when you go

through this list with your supervisor, we want you to confidently tick off each area.

Work Environment ✓

New Starter Kit and welcome to VACCA information

ID and Access Card

Computer and Network Connected

Network Login provided

Email address set up

Phone set up – including how to set up and activate voicemail

Workstation set up with everything needed and ergonomically arranged

Stationery provided

Emergency procedures for work area has been explained and I understand them

fully

New Staff Member Questions:

VAC.0001.002.0862



Location of Office and Facilities

The location of kitchen, toilets, utilities room, first aid kit, stationery cupboard

The location of emergency exits

I know my way around the building

The location of other VACCA offices

The location of the main services VACCA works with

I know my way around the immediate area – local public transport, where I can

park my car, local cafes and food stores.


My new Job

I have been given a copy of my Position Description

I have met with my line supervisor and have my next supervision scheduled

I have discussed my role and responsibilities with my supervisor

I know where to find information and to get help

Workplace reporting requirements have been explained to me

I have read and am comfortable about working within the VACCA Client Service

Manual

My supervisor has discussed OH&S and Privacy with me and I know who the

OH&S and Privacy Officer/s are

My supervisor has discussed the importance of respecting the Aboriginal

children and families I work with and my role in ensuring cultural safety for my

clients and colleagues

I have dates set for VACCA induction training

My Team

I have been introduced to my colleagues and the Manager in my work area

I have been introduced to key staff at VACCA and understand their role

I know about team meetings, staff meetings, case consultations


VAC.0001.002.0863



HR Induction

HR Induction Appointment has explained:

Code of conduct Confidentiality/Privacy Declaration of pre-existing injury Complaints Occupational Health and Safety (OHS) Employee Assistance Program (EAP) Time in Lieu Annual Leave Sick Leave Electronic time sheet

HR requirements of new staff

Complete all HR forms Provided bank account details and tax file no. for payroll

Read, understand and agree to comply with VACCA Policies

Finance Induction

Finance appointment has explained

Petty Cash Finance roles and responsibilities

IT Induction

IT Induction has explained Process for IT problems Location of VACCA website and manuals, resources and materials – Z

Drive


Your first month in the job... We hope that you have settled in a bit and understand more about working at VACCA. Your

first week was an outline of organization and program information. You met other VACCA

staff – colleagues from your program, your supervisor and the manager of your program as

well as other staff you will work with at VACCA. For the rest of the month, your supervisor

wants to help you to develop a more in depth understanding of your work here at VACCA.

Program Overview ✓

Organizational Chart, Program Structure and overview

Child protection interface

Relationships with other key stakeholders

Duty or Intake system

Program funding and reporting requirements, including targets, have been

explained

VAC.0001.002.0864



Information Management

CRIS/CRISP/IRIS/SMART/SHIP have been explained & training needs

identified

Records Management and Documentation have been explained and training

needs identified.

Supervision and Staff Wellbeing

My supervisor and I have completed a supervision agreement and started to

identify my training needs

I have supervision dates and times.

I know when my 6-month probationary review and annual reviews will occur.

I have booked in to VACCA training

Staff wellbeing policy and Employment Assistance Program have been

discussed

Case allocation and shadowing arrangements are in place

My supervisor and I have started to talk about the potential challenges of

working and living in community


Legislation and Practice Principles

My supervisor has discussed with me:

Legislation Best Interests Principles and Framework Looking After Children Duty of Care Aboriginal Child Placement Principle

Practice Requirements

My supervisor has discussed with me:

Critical Incident Reporting Child Safety Policy and reporting Planning requirements – Care Plans, Cultural Support Plans,

Educational Support Plans


Date all areas completed__________________________

Signature of Supervisor____________________

Signature of staff member____________________________

VAC.0001.002.0865



Copy to be placed on HR file and staff supervision file .

4. Supervision Agreement

(This is an example supervision agreement; people can take out or add in what they choose.)

This is a supervision agreement between (Supervisee)……………..............................................

And (Supervisor)……………………………………………………………………...................................................

From the ………………………..............................until its review on the ………………………………..........

What is supervision?

The purpose: to provide the best possible service to the Aboriginal children and families that

VACCA works with by building the knowledge, skills, insight and wisdom of staff in how to

support and care for their clients and themselves, in the cultural context of working within

community.

The relationship: is with a skilled and experienced supervisor who is respectful, trustworthy,

caring, honest and knowledgeable about the subject matter and the local Aboriginal community

and who can create a safe place for staff to reflect on their practice.

The process: cooperative, reflective, holistic, open, validating, non-judgemental, reliable,

outcomes focussed, creative. It involves mutual respect, two way learning, making plans and

facing difficult issues together with honesty.

My Learning Goals are: ………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………...........

………………………………………………………………………………………………………………………………………………

Frequency and Venue: We will meet for ………………… (How often supervision will happen)…... which will be arranged (at

the end of each supervision session/scheduled each 6 months). We have agreed that each of us

will ensure that there are no unnecessary interruptions (mobiles, phone and people).

Recording Supervision: Each planned supervision needs to be recorded. Information about children and families should

be attached to the client file. Other information should be kept on the staff member’s

supervision file. The supervision record needs to record the date and time of supervision and

record areas of discussion and action and responsibility for action.

Procedures: We have agreed that the following arrangements will take place in the following situations:

1. Unplanned Supervision

We recognises that the nature of VACCA’s work will mean that unplanned supervision will

occur as required between planned supervision times.

2. Re scheduling supervision

VAC.0001.002.0866



If supervision has to be cancelled, it will be re-scheduled at the point of cancellation within 5

working days of the cancelled session or, if cancelled because of ill health, with five days of the

staff member/supervisor returning to work.

3. After Hours supervision

When an emergency occurs after hours then ....

4. Supervisor Absent

If the staff member’s supervisor is absent for more than two weeks, then the staff member

should approach the supervisor’s line manager to arrange planned and unplanned supervision.

5. Disagreements

Where there are disagreements, disputes or conflict between supervisor and staff member:

Each person has the responsibility to raise issues of concern as they arise and work towards a

speedy resolution with a respectful attitude. If a disagreement cannot be resolved, then staff

member and supervisor need to talk to your supervisor’s manager.

5. Confidentiality

While confidentiality will generally be upheld, exceptions are where there is a risk of harm to

anyone, where there are ethical/legal concerns, where there are accountability issues.

Roles and Responsibilities: We have agreed that as supervisor I will take

responsibility for:

- Time keeping

- Giving feedback

- Taking care of the supervisory relationship

- Creating a safe place

- Following up any ethical issues

- Keeping notes of sessions

- Providing a..... (Timeline) ... progress

report.......

We have agreed that as staff member you will

be responsible for:

- Preparing for supervision

- Presenting in supervision

- Your learning (objectives)

- Applying learning from supervision

- Feedback to self and to supervisor

- Keeping notes of supervision sessions

Setting the Agenda for Supervision: Each planned supervision session begins with setting the agenda. Suggested items for agenda

are:

Administration – Any plans to take leave; Any other admin issues – transport, back up for

visits, on call

Case Discussions

Review last supervision

Are you currently concerned about the immediate safety of any child on your caseload

over the next few weeks?

Have you visited/made contact with all children on your caseload in the past ??

What are the 3-4 children you want to discuss

Issues that you want to have consults about

Training/professional development issues

Evaluation and Review:

VAC.0001.002.0867



We have agreed that informal evaluation of Supervision, including feedback for staff member and

supervisor, will take place every ....... session

Formal evaluations will take place every six months or as requested by either staff member or

supervisor

Re-negotiation of Agreement: At any time the supervisor and/or the staff member may initiate discussion about the agreement

or any part of it. This will be done in advance so that there is time available to prepare.

Supervisee: …………………………………………………………………………………… Date: .............................

Signed: ………………………………………………………………………………………….

Supervisor: ………………………………………………………………………………………Date:…………………………..

Signed:

…………………………………………………………………………………………………………………….............................

Manager: ………………………………………………………………………………………… Date: .........……... ………..

Signed: ……………………………………………………………………………………………….....................................

VAC.0001.002.0868



5. Record of Supervision

The purpose of supervision is to build the knowledge, skills, insight and wisdom of staff through an

empowering and respectful relationship with their supervisor. Planned supervision needs to

attend to the five functions of supervision in the context of culture, safety, empowerment and

service. The functions of supervision are working with Aboriginal children and families, looking

after myself, Using Aboriginal professional practice, working within community, Understanding my

role at VACCA. This is an example record of supervision agreement; people can take out or add in

what they choose.

Staff member: Supervisor

Date of Supervision

Supervision Time

TIL worked in last fortnight Total TIL

Agenda 1. Administration Plans for leave

Other admin issues – transport, back up for visits, on call

Events over next fortnight – court activity, LAC, Case Plans

2. Case Discussions

Review agreed actions from last supervision

Are you currently concerned about the immediate safety of

any child on your caseload over the next few weeks?

Have you visited/made contact with all children on your

caseload as negotiated. (Generally this will be every 2

weeks with contracted case management)

What are the cases you want to discuss today

3. Training/professional development/ consultation issues

4. Relationships with other organsations

5. Highlights/achievements/positive outcomes

Action Plan for Support and Development Area Action Responsibility

Consults

Training/Professional

development

Health, safety and well

being

Date/Time for next Supervision:

VAC.0001.002.0869



Action Plan for Casework – for each client

Case discussion

Action Responsibility

VAC.0001.002.0870



6. Annual Performance Review and Recognition Proforma

TO BE DEVELOOPED BY VACCA HR

VAC.0001.002.0871



Appendices

Appendix 1: Shaping the Supervision Framework

In developing VACCA’s supervision framework, in addition to listening to staff about supervision,

the supervision working group needed to be mindful of other documents that shape supervision

practices, processes and requirements. The key documents that we referred to are

1. VACCA’s vision and values

2. VACCA’s existing staff well being policy that includes supervision

3. VACCA’s performance review and professional development program.

4. VACCA’s Workforce Strategy Review (WSR)

5. DHS Registration Standards and Evidence Guides for Community Service Organisations

1.VACCA’s Vision and Values

Our vision is that our children, young people, families and communities are thriving - culturally

strong, empowered and safe. Our purpose is to strengthen the safety, wellbeing and cultural

connectedness of Aboriginal children, individuals and families in their community.

Our Principles and Values

We believe in the principles of the right of Aboriginal people to self-determination and the rights

of the child and we commit to uphold Victorian Aboriginal cultural protocols.

Best interest of the Child

Our children have the right to be heard, to be nurtured and safe

They have the right to optimal life opportunities including access to education, healthcare

and the development of social and emotional wellbeing

Aboriginal children have the right to their Aboriginal identity

Wherever possible we believe that families offer the best environment for raising

children.

Aboriginal Cultural observance

We believe that wherever possible and practicable compliance with Aboriginal protocols,

cultural practice and ceremony is integral in helping us achieve successful outcomes.

Respect

We pay respect to and commit to comply with the individual and collective cultural rights,

obligations and responsibilities of Aboriginal people in our operations, management and

in the delivery of our service.

Healing and Empowerment

We believe in empowering the people we serve.

We use a strengths-based approach in our services and help our clients make choices for

their future.

Excellence

We believe that the community we service expects and are entitled to a high quality and

professional service.

VAC.0001.002.0872



Our Approach is serving the Victorian Aboriginal Community by continuing to develop an

Aboriginal model of service that is holistic, trauma-informed and addresses the wellbeing of

clients, community and staff.

2. VACCA’s staff well being policy

Fundamental to the delivery of services that are culturally relevant, effective and responsive to

the needs of Aboriginal children, families and communities is a culturally appropriate supervision

program that supports staff in their work, provides cultural guidance and leadership and ensures

accountability to the vision, values, beliefs and work of VACCA.

3. VACCA’s Performance review and professional development program.

Performance review and professional development program occurs with four stages:

Staff understand their job and the key activities within their job (position description,

orientation)

Staff identify any training that they need to help them with their job (professional

development and training, study leave)

Staff are provided with regular feedback on how they are going (supervision)

How staff are going in their job is reviewed regularly – (3 month/6 month review, annual

review)

4. VACCA’s Workforce Strategy Review (WSR)

The WSR identified the lack of time for adequate supervision. Supervisors struggle to create time

and opportunity for the structured supervision that they know their staff need; staff recognise that

their leaders are too stretched to provide reliable supervision. In turn, leaders are missing out on

the supervision they need

The WSR recommended the delivery of leadership training in delivering formal supervision to

include

Exercising role authority

Informal supervision

Formal supervision

5. Registration Standards and Evidence Guide

VACCA must provide evidence, in the form of documents (like supervision records and

performance reviews), staff interviews and feedback processes to show that we are doing what

we have said we would in the following areas:

VACCA has supervision policy, processes and practices in place

VACCA supervision policy covers level of supervision, after hours support arrangements,

process for addressing issues (supervision) and giving and getting feedback (performance

review)

Staff have an identified and competent supervisor (staff selection) and know about

VACCA’s supervision policy, processes and practices (Supervision agreement)

Supervision must include regular performance reviews that check staff’s competence and

identify learning needs. (performance review)

Supervisors must be provided with training

VAC.0001.002.0873



6. VACCA’s Internal Review, 2011

VACCA’s internal review recommended the review and consolidation of VACCA’s Supervision

Framework. Recommendations relevant to the Supervision Working Group are:

Complete the development of the supervision model; this model is to be implemented

across all programs by January 2012.

Review Supervision Well-Being proforma; current utilisation and compliance is

inconsistently applied across programs.

Develop supervision training program when review of current policy is completed.

Develop central system for auditing compliance with supervision requirements for staff

and carers.

VAC.0001.002.0874



Registration Standards and Evidence Guide -Staff Supervision

When referred to, supervision has same definition across programs Supervision refers to support,

direction and performance monitoring including teaching and feedback, information provision and

accountability functions provided to staff by a senior staff member.

Program Supervision Standards

Family and Early

parenting

services

Service providers will review staff performance regularly to identify staff

learning needs.

Service providers will have policies and procedures to provide accessible

pre-service, induction and ongoing training for management, staff and

volunteers to enable them to effectively perform their roles and meet

client needs.

Service providers will have staff supervision policies in place (such as level

of supervision and arrangements for after-hours support) that are

reviewed regularly and specify that each staff member has an

appropriately skilled team leader/manager as an identified supervisor.

Cultural Support

Plan program

AND

AFDM Program

AND

Aboriginal

Family

preservation

and restoration

Service providers will have policies, processes and/or practices in place to

ensure staff have the required skills, qualifications, knowledge, values,

competencies and cultural competence for their positions and

responsibilities in order to meet the needs of infants, children, young

people and families.

Service providers’ policies and practices will promote professional

development to enable staff members to gain any competencies they

need to meet their job requirements.

Service providers will undertake an analysis of staffing levels to ensure the

individual needs of children, young people and families are met and the

service provider acts to recruit staff where gaps are identified.

Service providers will have a staff recruitment strategy in place that:

~ considers the individual and cultural needs of the client group

(including the required cultural competence and understanding of

people with disabilities) and seeks to increase the number of

Aboriginal and culturally and linguistically diverse staff available (as

required in their service area)

~ enables the service provider to meet targets and their service

agreement obligations

~ highlights the roles and expectations of staff, the service provider and

the department

~ specifies training requirements for staff in relation to the children,

young people and families they support, for example, CRIS training,

Beginning Practice training.

ACSASS Supervision will include debriefing, providing direction regarding staff

casework, including assistance with practical strategies and assessments.

Feedback to staff regarding their performance will be provided and

supervision will also address accountability issues.

VAC.0001.002.0875



Home based

care

CSOs will provide supervision to staff (see Supervision in the glossary) and

ensure as a minimum that:

Every staff member has an identified supervisor, with whom they have

regular contact.

Staff are provided with regular supervision that is

~ uninterrupted

~ professional and confidential

~ documented in supervision or staff files

~ based on mutually defined expectations

~ based on clear and open communication

~ a responsibility shared between supervisor and staff.

Issues identified in supervision are acted on appropriately.

A formal process is put in place for debriefing after critical incidents.

Staff providing supervision should have the appropriate skills and

qualifications required for this task. Staff providing supervision should also

receive regular, ongoing supervision in their role from appropriately qualified

and skilled senior staff.

CSOs will identify the developmental needs of staff and provide opportunities

and resources required for their ongoing professional development.

CSOs will ensure staff have timely access to information and training that

ensures they are competent to meet the specific needs of children in the care

of the CSO. For example, training may be required in Looking After Children,

sexual assault, challenging behaviours, a therapeutic approach to care,

effective management of a medical condition, disability or any other special

needs.

CSOs will ensure staff who deliver training to potential foster carers in Shared

Stories Shared Lives Victoria (or Our Carers for Our Kids) have fully completed

the relevant familiarization training before delivering training.

CSOs will ensure staff who undertake assessments of potential foster carers

using Step by Step Victoria (or the Step by Step Aboriginal assessment tool)

have fully completed the relevant familiarization training before undertaking

assessments.

CSOs will ensure staff receive information and training on culturally

appropriate caring to ensure every child’s cultural values, beliefs and practices

are respected and upheld.

CSOs will have policies and procedures to assess the performance of staff and

address performance issues.

VAC.0001.002.0876



Residential Care CSOs will have written policies and procedures in place concerning staff

supervision. These policies and procedures will require that:

every residential care staff member has an identified supervisor with

whom they have regular contact and easy access

direct care staff are provided with regular supervision and support

staff providing supervision and support to direct care staff posses the

appropriate skills and qualifications for this task

staff providing support and supervision and support to direct care staff

also receive ongoing supervision and support in their role from

appropriately qualified and skilled senior staff.

CSOs will have policies and procedures in place to identify the development

needs of direct care staff and supervisory staff.

CSOs will have policies and procedures in place to manage critical or stressful

incidents and the impact this has on staff and the children. Policies should

outline procedures relating to debriefing, defusing and on-call support.

CSOs will provide the opportunities and resources required for the ongoing

professional development of staff.

CSOs will have a written code of conduct in place for all CSO staff and

management.

VAC.0001.002.0877



VACCA’s Internal Review, 2011

Supervision, Performance Monitoring and Review

1. Internal Review Summary

In October 2011 VACCA commenced a Supervision Project to

Assess supervision practice and performance across the organisation

Review the current VACCA Supervision Framework

Assess and determine a model of supervision embedding ‘culture’ and the developmental

needs of the VACCA workforce.

Redevelop VACCA supervision records/tools and supervision manuals to enhance usability

and relevance and monitor its provision in all program areas.

Scope the training and support needs of staff responsible for supervision

Develop a training module/schedule for implementation in late 2011/12 to strengthen

the quality of this staff support.

2. VACCA Action Plan

Review and consolidate VACCA Supervision Framework

a) VACCA to complete Supervision project commenced in May 2011 to determine supervision

model to be adopted by the organisation for implementation across all programs by January

2012.

b) VACCA Supervision Well-Being proforma to be reviewed as current utilisation and compliance

is inconsistently applied across programs.

c) Develop supervision training program across the organisation on completion of review of

current policy.

d) Strengthen the formal supervision of the Residential Care staff including Team Leaders, Cultural

Support Staff member, CIRC Staff member and Case staff member by the Residential Care

Manager.

e) Update and implement a Performance Review Plan for Managers and Coordinators.

f) Develop a supervisor's manual for the Team Leaders in Residential Care

g) Develop centralised system for auditing compliance regarding supervision of staff and carers

across the organisation.

3. Summary Audit Findings

that the organisational culture reflects the values of the organisation and is embedded

within the service delivery process relating to staff support

a clearly developed Supervision Policy is in place, is well communicated and accessible to

staff

that supervision for staff across programs is not consistently undertaken and in some

programs is not occurring to standard or VACCA policy.

Supervision that is conducted is not consistently recorded on the VACCA Supervision

Record Template and in some cases no supervision record is held at all

VAC.0001.002.0878



Appendix 2: What is Supervision – Some definitions of Supervision

Supervision is a process by which the department gives a Child Protection practitioner

responsibility to work with another practitioner to meet the department’s objective to ensure the

safety and wellbeing of children at risk of significant harm.

Child Protection Supervision Standards, DHS (2005) adapted from Morrison, T., (2001)

Supervision assists staff to understand issues associated with their practice, to gain new insights

and perspectives, and to develop their knowledge and skills while supporting staff and improving

consumer and carer outcomes.

Victorian Government Department of Human Services, Mental Health Branch (2005)

Supervision is the process of providing support, direction, knowledge and skill enhancement to a

staff member in a way that develops their work practices as well as their understanding of the job

they undertake.

Victorian Aboriginal Child Care Agency (2008)

Supervision is the process of being with a skilled, experienced and wise person who respectfully,

caringly and honestly supports a staff member to reflect on their work in a meaningful way, learn

and grow as an Aboriginal staff member in the context of working with community.

Its purpose is to provide support, direction, knowledge and skill to a staff member so that they

can learn and grow as an Aboriginal staff member in the context of working with community and

provide the best possible service to Aboriginal children and families that VACCA works with.

Adapted from Our Healing Ways, VDDI: Education and Training Unit (2012)

VAC.0001.002.0879



Appendix 3: VACCA’s Supervision Working Group

Aboriginal Communities

Aboriginal communities

are not all the same - they

have different strengths

and vulnerabilities,

different protocols and

obligations

Shared History - of

dispossession,

communities devastated,

Stolen Generations,

cultures and relationships

denied

Family and community

obligations and

responsibilities

Strong community

connections and

friendships

Role and authority of

Elders

Cultural protocols

Trauma in community –

suicide, ill health, infant

mortality...

Adversity in community –

poverty, homelessness,

unemployment

Live

in two worlds which can

have conflicting values

Aboriginal Staff

Aboriginal people are not

all the same-they have

different connections to

their culture and

community

Some Aboriginal staff have

experienced adversity,

some have experienced CP

intervention as children

and spent time in Out of

Home Care

Personal and professional

are interwoven - some staff

live and work in their

community

Staff may have experienced

racism and discrimination

in the broader community


hostility and criticism in

their contact with

mainstream services


lateral violence within their

community

From these experiences of

racism, criticism and lateral

violence, staff can lose

confidence and be

disempowered

Close family and

community networks

Staff have high

expectations of themselves

that they can achieve

change for children and

families

Community expectations of

staff are high

VACCA

Informal rather than

bureaucratic and

regimented

Conversational and oral as

well as written

Personal rather than

remote, prefer face to

face interactions

Inclusive not selective or

restricted

Value diversity

We learn from and

support each other to

grow, personally and

professionally

Our personal lives matter

Community affairs are our

affairs

Relationship not process

driven

High visibility within

community

Accountability and

responsibility to

community

Work is complex and

challenging

Work is stressful and

demanding

Level of responsibility is

high

VAC.0001.002.0880



Supervision

Arrangements

Select and train staff to

have skills to supervise

Prioritise supervision

across the organisation

Effective supervision

standards – realistic

workloads/ratios, privacy

for supervision, frequency

of supervision

Supervision can be formal,

informal, mentoring,

phone, joint visits

Supervision can include

debriefing, personal

support, complex staff

relationships, balance of

personal and professional

Beliefs about supervision

Supervision is a

relationship

Supervision is a journey

Mutual respect and trust

is essential

Take the time to build

trust and confidence

Well being of staff is

fundamental to effective

supervision

Wisdom is not held by

one person

Shared responsibility -

collaboration

Positive- value staff,

highlight skills, celebrate

achievements

Strengths based –

building on strengths and

attributes of staff

Culturally informed

Challenging -

Safe place to reflect on

practice, acknowledge

mistakes without fear of

blame, disagree

Support for staff who

have experienced trauma

– close to surface, can be

reignited by professional

experiences – help staff

to recognise triggers

Part of network of

support for staff

Can be complex –

supervising staff who are

related, have close

relationships, are Elders,

Supervisor Attributes

Culturally competent

Empathic

Creative

Value diversity

Open to new ways

Able to think reflectively

Faces up to difficult issues

honestly

High level of self

awareness

Understand impact of

work

Able to contain crises

Balanced approach

Does not think they have

all the answers

Honest about mistakes

VAC.0001.002.0881



Endnotes

1 This is a broad summary of what the evidence guides say. Details are included in Appendix 1. 2 VACCA’s vision and values are outlined in Appendix 2

3 In New Zealand, Bradley et al have identified traditional Maori roles (and Maori language) related to

supervision, including helper, supporter, organizer, guide, shelterer, advocate, planner… (O’Donoghue and

Tsui, 2012) 4 The Aboriginal and Torres Strait Islander Affairs Committee, House of Representatives, Australian

Parliament: Inquiry into Indigenous youth in the criminal justice system 5 Bruce Perry The Boy who was raised As a Dog.

6 At VACCA, we do not refer to informal supervision as this may imply a more casual and less professional

discussion and less binding decisions– staff might think that they can take or leave the plans made and

decisions reached in informal supervision. This is not so. 7 Adapted from McKenna et al in Scerra, N., Models of Supervision: Providing Effective support to Aboriginal

staff. Australian Aboriginal Studies, 2012/1 8 Aboriginal communities are small and close knit. Using descriptions like the family with three children

under 4 who live in Box Hill can identify families as readily as using names. 9 Bamblett, M., 2001, Speaking up not talking down: doing the rights thing by strengthening culture as

resilience for indigenous children, Melbourne: VACCA 10

McEwan, A., Tsey, K. & the Empowerment Research Team 2008, The Role of Spirituality in Social and

Emotional Wellbeing Initiatives: The Family Wellbeing Program at Yarrabah, (Discussion Paper No. 7),

Cooperative Research Centre for Aboriginal Health, Darwin. 11

Botsman, P.,2008, Change Robed in Justice – Australia’s Indigenous National Leader Emerges, Peter

Botsman’s Working Papers at http://www.workingpapers.com.au/publishedpapers/2684.html 12

Robin Williams 13

McIntosh, P., 1988, White privilege and male privilege: a personal account of coming to see

correspondences through work in women’s studies. Working paper no 189, Wellesley MA 02181, Wellesley

College Centre for Research on Women. 14

Rapp and Goscha, 2006, The Strengths Model Oxford University Press N.Y. in Our Healing Ways Our

Healing Ways: A Culturally Appropriate Supervision Model for Aboriginal Workers, Victorian Dual Diagnosis

Initiative: Education and Training Unit, auspiced by St. Vincent’s Hospital, Melbourne, 2012 15

http://www.familyandparenting.org/NR/exeres/5381B588-74AE-4156-BA0C-6DD669C33A8

VAC.0001.002.0882

Documents

Our Work, Our Ways VACCA’s Supervision Program · Our Work Our Ways: VACCA’s . Supervision Program Introduction VAAs supervision program has been developed in the context of VAAs