‘If we weren’t reflecting, we would be like robots’: The case for thinking aloud in social work supervision

Abstract

Thinking aloud is presented as a qualitative research and practice tool that enhances critical reflection and learning when it is applied in supervisor–supervisee dyads. Aotearoa New Zealand’s statutory child protection organisation, Oranga Tamariki (OT), has been openly criticised in reports damning ineffective social work practice regarding child and family assessments, cultural competency and critical practice. But what is really going on inside OT? Working alongside OT social workers, the authors explored ways to build critical reflection, resilience and well-being amongst supervisors and supervisees. Critical reflection was used as the methodological lens in this supervision study. The authors examine data collected from six supervisor–supervisee dyads participating in a thinking aloud process. Supervision recordings were analysed for reflective capacity, skills and current supervision practices in OT. Thinking aloud promoted a co-constructed space for supervisors and supervisees to critically reflect on their relationship together and their practice discussions in supervision. Using thematic analysis, four themes were generated from the thinking aloud discussions: the supervision agenda; supervisor skills; supervisory relationship and thinking aloud in supervision. These themes highlighted the significance of thinking aloud in providing deeper analysis and feedback on the quality of supervision and the skills used in the session. Reflective supervision is fundamental towards critical reflection and ethical social work practice. Within child protection services, it is crucial that social workers maintain a practice focus in robust decision-making effecting children and qualitative research supports this practice. Thinking aloud provides the basis for supervisors and supervisees to develop their skills together and ensure critical and accountable practice.