Supportive Supervision for a Better Child Welfare Work Environment

Published in Children’s Voice, Volume 33, Number 2

by Jorge Velázquez Jr., DBA

Frontline child welfare and child protective service (CWS) supervisors and managers are recognized as the links between organizational leadership; the frontline caseworkers (social workers, case managers, etc.); and in many instances the children, youth, and families needing or seeking support (Hess et al., 2009; Pakstis, 2020; Rittschof & Fortunato, 2015). Research suggests that depending on the situation, CWS supervisors and managers serve as the connections to local communities or specific services being provided (Hess et al., 2009; Jacquet et al., 2007).

The CWS organizational workplace, like many others, needs to foster a supportive, structured, best practice-driven, and positive environment. Key to creating and maintaining this workplace environment are the frontline supervisor and manager. They are responsible for an array of activities and actions related to leading, planning, organizing, teaching, supporting, and evaluating, which ultimately impacts decisions, caseworker behavior, and service plan outcomes (Ellett et al., 2007; Larimore, 2018). To maintain a stable supervisor and manager corps, CWS organizations must continuously look at their recruitment and retention efforts, assessing how they will create and sustain continuity and reliability internally—but more importantly, to ensure that services and programs are administered and appropriately delivered with current best practices as the foundation.

Recruitment and successful retention of caseworkers and other support staff is predicated on having a strong supervisor and manager corps that foster a healthy workplace. In addition, it is beneficial to the work environment for this corps of leaders to focus on supportive approaches to supervision and management (Children’s Bureau, 2020; Landsman, 2007; Marquez & Kean, 2002; Velázquez, 2016). CWS organizations and agencies that establish comprehensive recruitment, onboarding, and supportive professional development programs for their supervisors so that they are better prepared to meet the complex case-related demands and other expectations of their positions (Children’s Bureau, 2020; Hess et al., 2009). However, as the Children’s Bureau (2020) points out, an individual may have been a great caseworker but at a given point in time, may not have the required competencies or the desire to supervise. This can be challenging for an organization when there is a line supervisor or mid-management vacancy. An individual should not be selected to lead others simply because of seniority. CWS senior leaders have to ask basic but critical questions like, “Is the individual ready?” and “Are we setting the individual up to succeed?”

To that end, CWS organizations should prioritize maintaining updated and transparent hiring and onboarding practices as well as competency requirements for supervisors and managers that are linked to performance evaluations. In addition, as highlighted by Griffin and colleagues (2001) and Landsman (2007), having current organizational policies and enforceable operational guidelines in place to outline the decision-making and supportive role of supervisors will establish a strong foundation for the retention of staff and foster a level of confidence with the community.

Bolstering Supportive Supervision
Supportive supervision is generally framed as a model that addresses stress and secondary trauma, promotes quality at all levels, identifies and resolves problems, encourages two-way communication, and fosters self-reflection and accountability (Hess et al., 2009, Larimore, 2018; Marquez & Kean, 2002). Similarly, Eisenberger and colleagues (2002), Ellinger (2013), and Paustian-Underdahl and colleagues (2013b) explain in related terms that promoting continuous improvement, being accessible, fostering positive relationships, pursuing clear outcomes, coaching, encouraging open communications, and building team approaches to problem-solving are elements of supportive supervision that are known to create a positive work environment. These are important considerations in terms of how CWS organizations identify, select, and develop supervisors and managers. It is necessary to note that supportive supervisory practices in child welfare and CPS have not been broadly identified or studied; however, some of the available research and literature regarding retention and positive work environments have shown a connection between supervision and management practices that is supportive, promoting the overall job satisfaction and retention of caseworkers and other frontline staff (Ellett, et al., 2007; Jacquet, et al., 2007; Paustian-Underdahl et al., 2013b.; Velázquez, 2016).

CWS organizations need to compete with other employment sectors (e.g., nonprofits or non-governmental agencies) for a younger and more educated workforce that has different expectations of employers and the work environment. To recruit and retain these jobseekers, CWS supervisors and their managers have to be more engaged, implementing a more supportive framework to facilitate stability and competitiveness (Eisenberger et al., 2002; Elpers & Westhuis, 2008; Westbrook et al., 2006).

In contrast, supervisors who bully others, are abusive, or approach their role authoritatively tend to undermine their own teams. The work environment and overall service outcomes suffer; morale and loyalty are negatively impacted. In addition, as Benedict Carey points out in his 2019 New York Times article, a supervisor or manager that “demands excellence is no more likely to produce it than the boss who requests or nurtures it, and likely less so” (Carey, 2019). Good supervisors and managers are examples to those around them, learning to balance concern for people with concern for meeting organizational expectations (Certo, 2022). Supervisors and managers who are perceived as successful possess common characteristics: having an awareness of workers’ needs, enhancing the work or practice of others, listening non-judgmentally, fostering a learning environment, and modeling ethical behavior (Portolese et al., 2024). These traits closely align with foundational supportive practices. As Elpers and Westhuis (2008) and Paustian-Underdahl and colleagues (2013a) suggest, supervisors that work to establish a supportive environment for their workers and staff are likely to foster a culture of respect, personal growth, and development, which leads to better performance by CWS workers. Better performance is linked to improved unit outcomes, which then reflects on the supervisor or manager’s own competency and performance (Manning & Curtis, 2022).

Conclusions
The effects of unhealthy work environments can’t be sidestepped because the most important characteristic of any organization is the quality of its workforce (Ewalt, 1991). The interactions with the public and with each other are a reflection of an organization’s leadership. Supervisory and leadership behavior that is grounded in supportive practices can promote healthier work environments for CWS organizations.

Supportive supervisory and management practices are linked to positive work environments and improved staff retention. A keen CWS workforce will evaluate the degree of support they receive from their immediate supervisors and from the organization for which they work (Ellett, et al., 2003), gauging whether the workplace trauma-informed, respectful, and fair and whether leaders value their efforts. Lack of access to and support from supervisors and other CWS leaders has been cited as having a significant effect on the workplace and on workers’ decisions to leave (Jacquet, et al., 2007; Landsman, 2007; Velázquez, 2016). Supervisors and managers who feel supported by their organization will, in turn, be more supportive of their workers. They should be part of efforts to create long-term solutions and will be able to knowledgeably translate these efforts for their workers. Integrating supportive practices will benefit CWS organizations through creation of an improved work environment, better retention of workers, and ultimately positive outcomes for the children, youth, and families served. Workplace challenges can be mitigated when all employees feel valued, engaged, and supported (Westbrook, 2006).

Dr. Jorge Velázquez has over 23 years of experience working in child welfare and human services management with federal, state, and nonprofit agencies. Currently, he is a writer and consultant specializing in supportive supervision, staff development, and cultural humility and responsiveness. In addition, Jorge is an adjunct assistant professor who has been teaching for Wilmington University for more than 20 years. He has earned a bachelor’s degree in criminal justice, a Master of Public Administration, and a Doctorate of Business Administration. Dr. Velázquez is also a proud retired United States Air Force veteran. He is a co-author of CWLA Press’s upcoming 2024 Supervising for Excellence and Success curriculum.

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