Professional Documents
Culture Documents
Term Paper:
Diamond MacDonald
ID# 2960624
Athabasca University
Context
between the supervisor and the Child and Youth Workers in a group home
environment. There is one primary supervisor, and six full-time Child and
Youth Workers employed in the home. All of the employees are female;
The supervisor is present in the home for 40 hours per week and can use her
discretion about when her presence is needed. The Child and Youth Workers
are present in the home 24 hours a day on a rotating shift basis. There is a
The whole team is not usually present in the home at once; the majority of
home and would like to initiate an effective working alliance with the current
Child and Youth Workers. The group home houses 7 children and youth with
on a daily basis.
Game Plan
desired goals, the method of achieving those goals, and through the creation
Working Alliance 3
cohesive group. She is aware of some of the difficulties the staff members
face such as a stressful work environment, minimal contact with each other
and the absence of a 24 hour onsite supervisor and hopes to minimize these
through the creation of a working alliance. She is aware that bonds among
individuals will differ in kind; knowing that one type is not necessarily
she will be using general relationship skills such as: assessing readiness,
Hiebert’s (1997) taxonomy contains four general categories of skills: skills for
enhancing meaningfulness, skills for engaging people, skills for clarifying and
providing feedback, and skills for attending. The goals for the working
alliance will be decided upon with the staff members. The general goals the
supervisor would like to achieve are developing a firm foundation over time,
will first assess each staff member’s readiness to enter into a working
Working Alliance 4
alliance. The supervisor will use Hiebert’s (1997) skills for enhancing
information giving. Examples of general tactics the supervisor will use are:
mundane topics such as the weather before asking the workers more
tailor the pacing to each individual, and build a relationship with a less
intrusive and gentler tone (Kirsh & Tate, 2006). Building a working alliance
with a staff member takes time. The supervisor will learn to be comfortable
using a gradual approach which takes place within the worker’s comfort
zone. With appropriate pacing, staff members will have the opportunity to
personality and level of readiness will demand a different approach and type
of working alliance. The supervisor will use different pacing, various tactics,
and her own strengths in order to bring about a function of fit with each
Once readiness has been assessed, the supervisor must find or create
motivation for the staff member to engage in the working alliance. Staff
reactions towards her (Owen, Rhodes, Stanley & Markman, 2011). Life
Working Alliance 5
having enough money to support her children may have more difficulty
related to its perceived utility (Hatcher & Barends, 1996). The more useful
the alliance is considered, the more likely the staff member is to engage.
real life issues (Kirsh & Tate, 2006). The supervisor should assist with basic
needs in the initial stages of the working alliance both within and outside of
the working environment. The supervisor can get information about what is
engaging with them in a mutual way. She can set aside time, or work within
of the worker will make it easier for them to enter into a working alliance
with the supervisor (Kirsh & Tate, 2006). Motivation can also be affected by
the perceived length of the potential working alliance. Staff members will be
more concerned about engaging and liking each other and their supervisor
based on the perceived length of the relationship (Rector, Zuroff & Segal,
information about what is relevant to the staff member the supervisor will be
able to find or create motivation for the staff member to engage in the
working alliance.
goals for the teams working alliance at a team meeting. She will then ask for
feedback, team input, thoughts and goals for a working alliance. Goals
needs. Generally individuals have ideas about potential goals that have
empowerment, and power sharing, both the supervisor and the Child and
Youth Worker will develop feelings of mastery and control (Kirsh & Tate,
Tate, 2006). It enables the supervisor to avoid paternalism and adopt a co-
(Gelso & Carter, 1994). In order to achieve the goal, a problem solving
solution focused thinking should be used. This will enable the supervisor and
staff member to explore the options, and the consequences of those options.
This method also promotes breaking large tasks into chunks, in order to
then better able to help staff members walk through or role-play how they
might deal with a situation. Setting goals, if done appropriately can facilitate
collaboration. Goal setting can help the supervisor and employee in defining
their respective roles in the relationship. It can also help the supervisor to
adjust support, and structure the working alliance effectively (Kirsh & Tate,
2006).
At this stage in the working alliance the supervisor will devote time to
building and negotiating trust. Some degree of trust has already been
established at this stage. The supervisor should continue to build upon the
foundation created to date through the use of Hiebert’s (1997) skills for
engaging people, and other relationship skills. Hiebert’s (1997) skills for
conversation with her staff members. She should ensure she is matching the
skill used to the desired response. Supervisors can further develop trust
through other relationship skills such as: establishing regular contact, getting
listening. The supervisor should establish regular contact with her staff
through the use of weekly team meetings, one on one conferencing, being
what the issue. She may also wish to emphasize that she may look busy but
will always have time for them. The supervisor should try to do as much
office work as possible at the group home. She should also make an effort to
do floor shifts whenever possible so she is visible to staff and clients, and has
a solid grasp of the inner workings of the house. Regular contact with staff
will enable her to know them well. Knowing someone well entails knowing
that person in the context of their world (Kirsh & Tate, 2006). Everyone
comes from differing backgrounds which influences how they perceive and
the supervisor can better relate to that person, and understand their
protective environment where the staff member’s sense of self and trust is
Working Alliance 9
strengthened (Kirsh & Tate, 2006). These three aspects help to form a
interest, curiosity about the Child and Youth Worker and sincere interactions
concern for all staff members well being and empathetic encouragement of
perspectives and ideas (Kirsh & Tate, 2006). Showing staff members that
sharing elements of her life with staff members when appropriate. According
their lives, including their sense of humor (Kirsh & Tate, 2006).
enables the staff member to know the supervisor is paying attention to what
(Hiebert, 1997). It stands for: Sit squarely, Open your arms, Lean forward,
Eye contact, and Relax (Hiebert, 1997). The supervisor should demonstrate
She should avoid slouching and closed body language like crossed legs or
folded arms. The arms should remain open at the sides of the body in a
Working Alliance 10
that the supervisor moderate her eye contact. This ensures the speaker is
comfortable and doesn’t feel as though they are being stared at. The
supervisor should attempt to relax so she projects this state of mind to the
staff member. This will in turn help the staff member relax. A trustful state
can influence an effective working alliance (Kirsh & Tate, 2006). If used
supervisor’s readiness to like and care for her staff. The supervisor should
find positive attributes she values in each of her staff members. In order to
incorporate all learning styles into the management of her team, she should
to show her staff interpersonal warmth by showing interest in them can help
interacting with staff before and after work, and by inviting responses from
them during work (Owen, Rhodes, Stanley & Markman, 2011). Creating
opportunities to spend time with staff outside of work allows for team
building, fun, and enjoyment all of which bring individuals closer together.
This gives both the supervisor and other staff members the opportunity to
recognize each other’s personal needs, desires, dreams, and hopes for the
own impressions of individuals using intuition and trial and error. Instead,
everyone can develop realistic perceptions of each other and see each other
works with. The supervisor’s sense of confidence affects the staff member’s
confidence in their own abilities, and their belief about how their supervisor
views them (Owen, Rhodes, Stanley & Markman, 2011). Staff members
should show genuineness to all staff members by being authentic, open, and
honest to herself and her staff (Thurston, 2003). She should reveal herself,
her personal world, family life, past troubles, and happy moments when
members.
The supervisor should promote personal growth, and attend to the state of
feedback can help staff members to move forward and grow as individuals.
The supervisor can use reflecting, praise and feedback as tools to manage
can also use these same tools to empathize, validate, and encourage worker
members gain greater insight, self awareness, and self confidence (Hiebert,
Working Alliance 13
1997). Occasionally it helps individuals to hear what they have just said,
with additional insights from their supervisor. The supervisor can also use
these skills to clarify the degree of honesty the worker is using to report their
behavior, and the location of the source of their problem. If the source of the
growth and development (Gelso & Carter, 1994). Descriptive praise in the
congruent with what is being said (Bordin, 1979). Skills for attending include
skills have been mentioned already and should be used throughout the
her staff she should make a point to use active listening, and SOLER
Working Alliance 14
(Hiebert, 1997). The supervisor should ensure that the staff members know
she is the key person responsible for their supervision and should ensure
they go to her with their questions, comments, and concerns. Having a key
person enables the staff to seek help directly, avoid getting lost in the
shuffle, and seek help from someone with knowledge about previous issues.
and consistent. She should encourage her staff members to talk with her
and seek her assistance when needed. This presence is meaningful to the
staff and enables them to feel at ease, safe, and comfortable. The location
environment allows both the supervisor and the staff member to give each
other their undivided attention, and maximize their attending skills. Main
the emotional aspects and non-verbal behavior that run through the
She should do this through the use of Hiebert’s (1997) skill taxonomy, and
other tactics mentioned. The skills for developing a working alliance were
Evaluation Plan
The success of the working alliance plan will be measured through staff
ratings and feelings, supervisor ratings and feelings, client ratings and
previous data, and the progress of goals. This will be done through both
formative and summative evaluations. Research has shown that staff ratings
than supervisor ratings (Horvath & Bedi as cited in Owen, Rhodes, Stanley &
evaluation based on what they see, hear, and feel about the working alliance
well as their supervisor and their team. The supervisor and clients will also
(Horvath & Bedi as cited in Owen, Rhodes, Stanley & Markman, 2011).
alliances the Child and Youth Workers are forming with them. Areas of
interest will consist of how staff members interact with each other, their
awareness of other’s beliefs and interests, how they express their needs,
how those needs are met, how differences are respected and managed, if
problems are solved as they arise, how much individuals feel they work at
recognition that there will be ups and downs, and other measures. Verbal
differences in the working environment and how the clients are being
affected, how individuals are talking to each other, and what the atmosphere
and present rates of sickness and absence will be conducted. It is likely that
if the working environment has improved, fewer individuals will feel ill and
stressed resulting in the need to take a day off. The progress of individual
and team goals will be monitored. If an effective working alliance has been
instituted it may be possible to see measurable gains in the rate, type, and
see if individuals feel accountable and responsible for working on what they
growth will be indicated through a gain in staff insight, self awareness, and
self confidence.
verbal check-ins indicate that staff morale is low, that individual needs are
not being met, or that problems are not being managed adequately it would
indicate a need to modify or re-formulate the original plan. Plan B for the
training around those areas. If adequate improvements had still not been
Maintenance Plan
With the success of the working alliance plan, the maintenance plan
would include sustained effort and execution of the tools indicated in each
of new and existing needs, and opportunities for new learning and increased
continue with the tools and strategies used. Ongoing assessment, planning,
that existing and new needs were being adequately met. With an ever-
(Billings & Buckner, 1997). Situations for new learning and experiences
Working Alliance 18
References
Benson, S.G. & Dundis, S.P. (2003). Understanding and motivating health
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web.ebscohost.com.aupac.lib.athabascau.ca/ehost/pdfviewer/pdfviewer?
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f804bba737c1%40sessionmgr15&vid=5
Owen, J.J., Rhoades, G.K., Stanley, S.M. & Markman, H. J. (2011). The role of
Rector, N. A., Zuroff, D. C., & Segal, Z. V. (1999). Cognitive change and the
Fulton Publishers.