arrangements (Callicott & Leadbetter, 2013). Hawkins & Shohet (2006) report potential benefits of this form of supervision include a perspective from the ‘fresh’ supervisor who is not immersed in the working environment and so supervisee’s may be better able to see a clearly the supervision from ‘bigger picture’. Separating line management also has reported advantages. Townend (2005) however suggests that too much of a contrast between the professions of the supervisor and supervisee may create barriers to communication and ability to empathise. Callicott & Leadbetter (2013) also claim that when different professional groups engage in the supervision process different expectations can create tensions which impact upon the successfulness of relationships. 7.5. Factor 3 Collaboration seemed to be valued within the majority of viewpoints elicited in this study, but it was particularly prominent within Factor 3. It is useful to consider why this may be raised as an issue for this group of professionals. Staff within foundation stages in schools are frequently separated from the rest of the school both physically and in terms of having different break times due to different timetable requirements. This may create a sense of dislocation and feelings of not belonging in relation to the rest of the school. A child-minder spends a lot of time each day completely immersed in their work with young children. They are often isolated from other adults throughout the working day. In centres and private nurseries children’s there are higher numbers of staff, however, the focus during working hours is on the children. There is also a problem due to child supervision ratio requirements resulting in staff generally taking breaks individually to maintain staff ratios in each room. This can leave staff isolated both professionally and personally without the opportunity to have conversations in the staffroom that are common for other teachers. Supporting collaborative working in different ways such as mentoring, group projects and social activities can provide opportunities for fulfilling interactions and relationships. This can also contribute towards fulfilling the basic need for a sense of belonging (Maslow, 1970). Caruso & Fawcett (1999) suggested that when people socialise informally, provide each other with support and receive advice, this resulted in higher levels of job satisfaction and lower rates of worker It is ‘burnout’. however, possible that staff see this as a function of staff meetings or other arenas, not as part of supervision. As collaboration is something that seems to be generally
arrangements (Callicott & Leadbetter, 2013). Hawkins & Shohet (2006) report potential benefits of this form of supervision include a ‘fresh’ perspective from the supervisor who is not immersed in the supervisee’s working environment and so may be better able to see a clearly the ‘bigger picture’. Separating supervision from line management also has reported advantages. Townend (2005) however suggests that too much of a contrast between the professions of the supervisor and supervisee may create barriers to communication and ability to empathise. Callicott & Leadbetter (2013) also claim that when different professional groups engage in the supervision process different expectations can create tensions which impact upon the successfulness of relationships. 7.5. Factor 3 Collaboration seemed to be valued within the majority of viewpoints elicited in this study, but it was particularly prominent within Factor 3. It is useful to consider why this may be raised as an issue for this group of professionals. Staff within foundation stages in schools are frequently separated from the rest of the school both physically and in terms of having different break times due to different timetable requirements. This may create a sense of dislocation and feelings of not belonging in relation to the rest of the school. A child-minder spends a lot of time each day completely immersed in their work with young children. They are often isolated from other adults throughout the working day. In children’s centres and private nurseries there are higher numbers of staff, however, the focus during working hours is on the children. There is also a problem due to child supervision ratio requirements resulting in staff generally taking breaks individually to maintain staff ratios in each room. This can leave staff isolated both professionally and personally without the opportunity to have conversations in the staffroom that are common for other teachers. Supporting collaborative working in different ways such as mentoring, group projects and social activities can provide opportunities for fulfilling interactions and relationships. This can also contribute towards fulfilling the basic need for a sense of belonging (Maslow, 1970). Caruso & Fawcett (1999) suggested that when people socialise informally, provide each other with support and receive advice, this resulted in higher levels of job satisfaction and lower rates of worker ‘burnout’. It is however, possible that staff see this as a function of staff meetings or other arenas, not as part of supervision. As collaboration is something that seems to be generally