ABSTRACT
The generally accepted principles and practices of educationallyfocused social work supervision have grown from an approach originally developed for the education and training of direct service practitioners. Early formulations of social work supervision borrowed heavily from the theoretical foundations and methods of the casework practice it sought to enhance. Throughout the decade, the conceptual framework for social work supervision broadened to incorporate knowledge from the social science arena, but the major components of supervision remain as they were in the early 1900s. The case record endures as the principle vehicle of supervision and the one-to-one conference as its principle structure (Kadushin, 1976).
