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Interactional Supervision offers practical strategies for formal and informal supervision and helps human services supervisors develop skills for working with staff individually and in groups. Shulman's real-life strategies identify and explain management skills needed in every phase of supervisory work. Based on his extensive research, Shulman presents solutions to problems that supervisors face on a day-to-day basis. Special Features: Packed with case examples to demonstrate successful techniques; Provides successful techniques field-tested in holistic studies; Describes research findings and includes summaries in all chapters.

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• Foreword(p. ix)
• Acknowledgments(p. xi)
• Part I Interactional Supervision
• Chapter 1 Introduction, Overview, and Basic Assumptions(p. 3)
• Focus of the Book(p. 5)
• Three Assumptions(p. 6)
• Organization of the Book(p. 7)
• Empirical Base(p. 9)
• Summary(p. 9)
• Chapter 2 An Interactional Approach to Supervision(p. 11)
• Terminology(p. 11)
• Task Definition(p. 13)
• Worker-System Interaction(p. 15)
• Obstacles to Worker-System Interaction(p. 18)
• Supervision Function(p. 19)
• Research Findings(p. 21)
• Summary(p. 30)
• Part II Supervision and the Phases of Work
• Chapter 3 Preparatory and Beginning Skills in Supervision(p. 35)
• Supervision and the Phases of Work(p. 35)
• The New Supervisor: Some Variations on the Theme(p. 45)
• Affirmative Action in Promotion and Hiring: Issues for the Supervisor(p. 59)
• Supervisory Beginnings with New Workers(p. 65)
• Research Findings(p. 75)
• Summary(p. 76)
• Chapter 4 Work-Phase Skills in Supervision(p. 78)
• Work-Phase Model(p. 79)
• Research Findings(p. 133)
• Summary(p. 140)
• Chapter 5 Supervisory Endings and Transitions(p. 141)
• The Worker's Ending Experience(p. 142)
• The Supervisor's Ending Experience(p. 149)
• Summary(p. 152)
• Part III Education and Evaluation Functions
• Chapter 6 Educational Function of Supervision(p. 155)
• Assumptions about Teaching and Learning(p. 156)
• Requirements for Effective Learning(p. 158)
• Skills of Professional Performance(p. 160)
• Teaching Core Practice Skills(p. 161)
• Monitoring Skills Development(p. 199)
• Research Findings(p. 201)
• Summary(p. 201)
• Chapter 7 Evaluation Function of Supervision(p. 203)
• Obstacles to Effective Evaluations: The Supervisor's Viewpoint(p. 203)
• Evaluation Content and Process(p. 205)
• Research Findings(p. 208)
• Summary(p. 209)
• Part IV Working with Staff Groups
• Chapter 8 Supervision of Staff Groups(p. 213)
• Dynamics of Supervisory Work with Staff Groups(p. 214)
• Mutual Aid Processes(p. 216)
• Beginning Phase in Groups: The Contracting Process(p. 218)
• Work Phase in Groups(p. 231)
• Authority Theme: Group-Supervisor Relationships(p. 251)
• Ending Phase in Groups(p. 256)
• Research Findings(p. 256)
• Summary(p. 257)
• Chapter 9 Helping Staff Cope with Trauma(p. 258)
• Death of a Worker's Client(p. 259)
• Death of a Staff Member(p. 263)
• Physical Attack by a Client on a Worker(p. 265)
• Public Questioning of Agency Policies(p. 266)
• Service Reductions, Staff Cutbacks, and Reorganization(p. 269)
• Impact of a Social Trauma(p. 281)
• Summary(p. 283)
• Part V Mediating Conflict between Staff and the System
• Chapter 10 Working with the System(p. 287)
• Supervisor's Role in Mediating Conflict with the System(p. 287)
• Helping Staff Negotiate the System(p. 289)
• Third-Force Function(p. 294)
• Research Findings(p. 308)
• Summary(p. 309)
• Coda: Recording Procedures and Professional Competence(p. 311)
• Appendix Notes on Research Methodology(p. 315)
• Instrument Development and Testing(p. 316)
• Methodology of the 1981 Study(p. 321)
• Methodology of the 1991 Study(p. 325)
• References(p. 329)
• Further Reading(p. 333)
• Case Example Index(p. 337)
• About the Author(p. 351)