正向觀點的社工督導關係－以保護性業務為例

Supervisory Relationship of Protective Social Work in Positive Perspective

劉玉鈴(Yu-Ling Liu)

督導關係 ； 保護性社會工作 ； 正向觀點 ； 督導功能 ； supervisory relationship ； protective social work ； positive psychology ； functions of supervision

臺灣社會工作學刊

13期（2014 / 01 / 01）

101+103 - 126

繁體中文

社會工作是一個助人的專業，但是在保護性業務的案量負荷及工作壓力下，社會工作者常呈現挫折及耗竭，需要仰賴社工督導經由督導關係的過程，發揮支持、教育、行政、網絡協調的功能。如同社工與服務對象的專業關係是互動的，保護性社工督導關係也會隨著督導過程而產生動態的變化。導致關係困境的原因可能包括：組織因素、個人因素、關係因素，實務上也常見督導關係中將焦點放在角色權力及任務監督上，而較忽略情感聯結的支持。本文作者希望能將正向觀點滲入保護性工作的督導關係中，以從事保護性社工員及督導多年的實務經驗及觀察出發，提供實務場域中的社工及督導建立正向督導關係的一些思考及策略。從正向心理學提出自主性、勝任能力、情感連結感是每個人成長過程中基本需求的觀點，作者認為與社會工作哲學的一致。首先，督導關係中應視每個人為獨立的個體，而非工具。其次，發展辨識個正向特質及思考的能力。最後，督導應將關懷及情感聯結，視為與社工建立督導關係的重要工作。在此之下，發展出正向督導的實踐策略，包括：針對個別社工員的需要，提供多元彈性的督導模式、從實務工作的挫折（如服務對象死亡或耗竭）中發展正向思考的能力、建構正向互動的循環、學習為自我負責等等。正向的督導關係必須透過督導者與受督者不斷地自我的反思及對彼此的關懷始能完成。

Although social work is a helping profession, the helpers themselves are likely to be frustrated and burnt-out under the work conditions with over work loading and high pressure. Under these circumstances, social workers badly need their supervisors fulfilling their administrative, educational, and supportive functions. Just like the interaction between social workers and service users, the relationships between the protective social workers and their supervisors also change dynamically from time to time. Many factors result in the relational impasse, such as organizational factors, individual factors, and relational factors. In reality, the supervisory process is more focus on the issues of power relation and function of surveillance, the function of emotion support is often overlooked. Therefore, this study attempted to include the perspective of positive psychology into the supervisory relationship and, based on the author's field experience as a protective social worker and supervisor over the past years, provide social workers and supervisors with some thoughts and strategies and thus help them establish a positive supervisory relationship. The positive psychology emphasizes that autonomy, competency, and a sense of emotional connection are the basic needs throughout our life course. The author believes that all of these needs were consistent with the philosophy of social work. First of all, everybody in a supervisory relationship has to be treated as an individual subject instead of a tool. Secondly, positive traits and thinking ability have to be developed. Finally, supervisors have to treat compassion and emotional connection as important tasks in the supervisory relationship. The strategies of positive supervision, including a multiple and flexible supervisory model based on individual social worker's needs, developing positive thinking ability from frustration (e.g. the service user's death or burnt-out), construction of a positive interactive cycle, learning how to be responsible for oneself, etc. The positive supervisory relationship has to be fulfilled through the ongoing self-reflection and caring each other between supervisors and supervisees.

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