FLPL155: Supervision Report, Self-Monitoring, and Supervisor Analysis

This report delves into the critical aspects of supervision, mentorship, and self-monitoring within the context of Child and Youth Care (CYC). It begins by defining mentorship and outlining the characteristics of an effective mentor, along with crucial questions to ask during the mentorship process. The report then explores self-monitoring strategies for professional development, including identifying challenges and avoiding plateaus. The document proceeds to address supervision needs, detailing expectations from supervisors and strategies for building a strong supervisor-supervisee relationship. Furthermore, the report emphasizes the importance of supervising one's supervisor, offering tips for effective monitoring and feedback. Finally, the report highlights the significance of self-care, differentiating between burnout and compassion fatigue, and providing strategies for maintaining well-being and resilience in the field. The student has used the articles provided in the assignment brief and has answered the questions posed in the brief. The report concludes by summarizing the key takeaways and emphasizing the interconnectedness of mentorship, self-monitoring, and self-care in achieving professional goals within the CYC field.

Running head: Management
Child and youth care worker
Name of student
Name of the University
Author note

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Table of Contents
Introduction................................................................................................................................2
Mentorship.................................................................................................................................2
Self-Monitoring of Professional Development..........................................................................3
Self-Monitoring of Supervision Needs......................................................................................4
Supervising your Supervisor......................................................................................................5
Self-Monitoring of Self-Care.....................................................................................................6
Conclusion..................................................................................................................................6
Reference....................................................................................................................................8

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Introduction
As per the information provided by (Molepo and Delport 2015), the primary objective
of all the Child and Youth Workers (CYW) is to give counselling and assistance to children
as well as the adolescents, who are dealing with some complex situations (for example,
mistreatment, substance abuse, bullying, family issues and discrimination). Hence, it can be
said that the profession of Child and Youth Care (CYC) mostly emphasizes on all the
developmental requirements of families and children within the time and space of their daily
lives. CYW explains the method of working with others and the primary role of these
workers encompasses components such as, private practice, direct care, educator, writer,
trainer, supervisor, researcher, manager, and many others. This report is going to discuss
about all the concepts necessary for exploring supervision and CYW inside a school.
Mentorship
Mentorship can be explained as a relationship between two individuals where the
person having more knowledge, connections and experience, passes to the juniors. In this
case, the senior individual is known by mentor, and the juniors are known as the mentees
(Jackevicius et al.2014). With a list of responsibilities, the mentor also need to have certain
characteristics. These are as follows;
1. Willingness of sharing the knowledge, expertise and skills they have
2. Demonstrate positive attitude and stand out as a role model for the mentees and
motivate them.
3. Must possess personal interest for maintaining good relationship
4. Exhibiting enthusiasm in the assigned field and value the field.
5. Provide effective guidance along with constructive feedbacks.
6. Setting of goals and construct path ways for achieving them.

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In the process of interview, I think there are three important questions I would like to ask the
mentor which are,
1. How do you encourage the innovative ideas?
2. What are the best advice or plan you can give for building a successful career?
3. Where and how do you find inspiration?
Once the mentor get obtained, it is important for the mentee to use the mentor for
acquiring skills, knowledge and expertise, which the mentee can use in future for achieving
future goals (Fuentes et al. 2014). Having a great mentor can change someone’s life and
gather many positive things for future. However, if the person is not learning more from the
mentor and not is a good terms with him/her, and if the mentor is nit motivating any longer
and giving the same advices over and again; all these activity sets a bell for outgrowing the
relationship with the mentor.
Self-Monitoring of Professional Development
In addition to having a perfect mentor, self-monitoring is also necessary, which will
help the person to keep track of the own performance and actions. Self-monitoring results in
generating self-motivation within a person. It is necessary for both personal and professional
development of a person (Schwarzer, Antoniuk and Gholami 2015). There are many ways for
monitoring one’s own performance. However, for monitoring myself, currently, I am
focusing on the daily tasks, defining schedule for completing each task, keeping an eye to my
own behavior. However, identifying the target behavior, conducting periodical accuracy
check, and selecting an effective method for recording the data are three essential activities
that I am going to include in my self-monitoring plan for next three years. In the process of
self-monitoring and motivating, plateau is the factor that can create hurdle. Hence, for
avoiding plateauing, following activities can be undertaken

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1. Identifying the challenge, which was being avoided for a longest period and facing it
2. Mixing up the training practices
3. Attempting to identify and face new challenges and analysing the weak areas
4. Developing strategic practice techniques for improving the analysed weak parts.
There are times when I felt like stuck and confused. In such cases, self-motivation and
monitoring has helped me for releasing myself from that situation. Believing in the self-
confidence, exploring the purpose, changing the perspectives and perceptions and prioritizing
the goal has helped me a lot.
Self-Monitoring of Supervision Needs
Supervision mostly includes conduction of basic management skills. After analyzing
all the things, I think that decision making skills, critical thinking and problem solving skills
are some essential areas that need major supervision and I expect that my supervisor will look
forward to all these things and help me to achieve these. Below, there is a list of expectations
that I have from my supervisor;
1. Being consistence and do meaningful communication
2. Providing developmental training, strong mentorship and timely feedback for more
development.
3. Providing clear vision and strong leadership
4. Directing me towards taking correct decision.
5. Helping me in identifying and facing the challenges.
Maintaining professional, yet good relationship with the supervisor is also essential for
achieving the professional goals (Skovholt and Trotter-Mathison 2014). Communicating with
the supervisor, performing the assigned work, avoiding making unnecessary excuses, asking
for feedback, working on the feedback received can be helpful in building strong relationship

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with the supervisor. Most importantly, keeping gratitude journals, respecting the supervisor
and taking initiatives in every process can also be helpful. All these activities will not only
help the person to build good relationship with the supervisor, but also simplify his/her work.
Effective relationship with the supervisor will help me in achieving the professional goals,
improving my decision making and problem solving skills.
Supervising your Supervisor
Other than blindly following the supervisors, for better achievement of the decided
goals, it is essential to supervise the supervisors. Following are the tips that will be helpful in
supervising the supervisor.
1. The only way to become an efficient supervisor is to show dedication towards the
assigned job. Therefore, ensuring them that they are doing their duties properly is
essential.
2. There is possibilities that errors might be occur by him/her. Hence, not always taking
the supervisor’s words, analyzing the decision before implementation is essential
(Inman et al. 2014).
3. Sharing own experience with the supervisor and giving them feedbacks related to
their work is also an essential tip for supervising or monitoring the supervisor.
4. Another best way of monitoring the supervisor and receiving honest and open
feedback about the supervisors is to ask about the work to the immediate subordinate
who is working under him/her.
However, monitoring the supervisor might be challenging. Sometimes providing feedbacks of
their work and telling them their mistakes might harm the relationship with the supervisor.
However, the supervisor need to be cooperative and accept all the feedbacks positively for

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betterment of all the ongoing processes. Communication, coordination and accepting the
feedbacks positively will help the mentor and mentee to achieve everyone’s goal.
Self-Monitoring of Self-Care
Self-care holds major importance in the process of self-monitoring. Self-care mainly
involves factors like making healthier life choices, self-recognition, self-management,
avoiding the burnout and compassion and many such. Burnout can affect the person majorly
and over the time it gradually emerges inside a person and creates stress within a person
(Ryan and Gottfried 2017). Things, which majorly inspire passion, enthusiasm and drive are
stripped away as unpleasant and tedious thoughts take over. Enthusiasm, stagnation,
frustration and apathy are four stages of burnout In contrast, compassion fatigue describes the
preoccupation with absorbing the emotional stresses and trauma of others, and it generates a
secondary traumatic situation. It can creates traumatic events inside the individual. Increasing
emotional intensity, decrease of the cognitive ability, loss of moral, isolation, depression,
sleep disturbance, emotional modulation and loss of self-worth are some common symptoms
in both the cases (Hunsaker et al 2015). In such cases, the person need someone to talk,
boosting the self-confidence, using positive strategies, self-engagement in outside activities
can help the person to fight with these issues. In addition to that, focusing on adequate sleep,
physical activities, good nutrition, along with activities related to relaxation can be helpful.
Most importantly, the individuals going through this traumas need to concentrate on their
health.
Conclusion
Hence, concluding the above discussion, it can be said that, concentrating on self-care
and self-monitoring is essential among all. Child and Youth Workers (CYW) are usually act

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as the monitors and supervisors in this case for providing correct directions to the person.
Mentors are the individuals having higher skill, knowledge and expertise and have the aim of
helping the mentees to gather knowledge and skill. Though supervisors have higher
knowledge, yet there exist chances that they might be wrong. Hence, monitoring their work is
necessary for collecting better direction and result from them. This report has provided an
overview of the process of mentorship, necessary characterises for being an impactful
mentor. The process of self-monitoring in context of conducting professional development
has also discussed here. The activities that need supervision by the supervisors along with the
activities of supervising the supervisors have also discussed here. Lastly, discussing and
differentiating the process of compassion fatigue and burnout, the report has enlighten the
need of self-care.

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Reference
Fuentes, M.V., Alvarado, A.R., Berdan, J. and DeAngelo, L., 2014. Mentorship matters:
Does early faculty contact lead to quality faculty interaction?. Research in Higher Education,
55(3), pp.288-307.
Hunsaker, S., Chen, H.C., Maughan, D. and Heaston, S., 2015. Factors that influence the
development of compassion fatigue, burnout, and compassion satisfaction in emergency
department nurses. Journal of Nursing Scholarship, 47(2), pp.186-194.
Inman, A.G., Hutman, H., Pendse, A., Devdas, L., Luu, L. and Ellis, M.V., 2014. Current
trends concerning supervisors, supervisees, and clients in clinical supervision.
Jackevicius, C.A., Le, J., Nazer, L., Hess, K., Wang, J. and Law, A.V., 2014. A formal
mentorship program for faculty development. American Journal of Pharmaceutical
Education, 78(5).
Molepo, L. and Delport, C.S.L., 2015. Professional challenges experienced by child and
youth care workers in South Africa. Children and Youth Services Review, 56, pp.149-160.
Ryan, T.G. and Gottfried, J., 2017. Elementary supervision and the supervisor: Teacher
attitudes and inclusive education. International Electronic Journal of Elementary Education,
4(3), pp.563-571.
Schwarzer, R., Antoniuk, A. and Gholami, M., 2015. A brief intervention changing oral self‐
care, self‐efficacy, and self‐monitoring. British journal of health psychology, 20(1), pp.56-67.
Skovholt, T.M. and Trotter-Mathison, M., 2014. The resilient practitioner: Burnout
prevention and self-care strategies for counselors, therapists, teachers, and health
professionals. Routledge.

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