The use of critical reflection in one-to-one supervision in children and families social work in England: an evidence review

Abstract

Purpose

English social work policies and regulatory bodies propel critical reflection as a professional requirement and a worthwhile activity. The purpose of this paper is to report on the current international and UK evidence that informs the understanding and use of critical reflection and associated terms – reflection, reflective practice and reflective supervision – in one-to-one practitioner supervision in local authority children and families social work in England.

Design/methodology/approach

A review of the evidence was undertaken using documentary policy analysis and a scholastic literature review to examine the history and current knowledge available as of December 2022.

Findings

The historical policy and professional context of critical reflection in one-to-one supervision in England is discussed. The current evidence review identified three themes – the role of critical reflection in models of supervision, the influences of national, organisational and professional cultures and the supervisor practitioner relationship. The nuanced nature of the presence of critical reflection in supervision and a lack of clarity when theorising and describing critical reflection has implications for policy, supervisory practice and research design.

Originality/value

Critical reflection in one-to-one social work supervision is under researched. This review draws on the evidence from international research and local policy to offer an understanding of the complexity of theorising, practicing and researching critical reflection in one-to-one supervision in local authority children and families social work in England.

Citation

Leonard, K. (2024), "The use of critical reflection in one-to-one supervision in children and families social work in England: an evidence review", Journal of Children's Services, Vol. 19 No. 4, pp. 268-282. https://doi.org/10.1108/JCS-05-2023-0030