Abstract
The key to appropriate engagement and disengagement of emotions with families was solid and transparent systems of education and supervision (Smith 1992; James 1989). In the family support service, education and supervision deal explicitly with practical problems that family support workers face from day to day, while implicitly discussing and regulating emotions between managers/supervisors and frontline family support workers. This largely implicit and unstated emotional regulation functions at both personal and organizational levels. Emotional regulation during mentoring and training maintains the emotional integrity of workers and reproduces desired relationships between families and family support workers in the family support service as an organization. As confirmed in other studies of managing emotions in health and social care, supervision and training were received on an ad hoc footing (Cresswell and Firth-Cozens 1999; Smith 1999a; Cronin 2001; James 1993b). Family support workers felt that there was little time to deal exclusively with difficult emotions. Support workers reported that when they had begun, there had been an informal induction session. Often, new workers began by going through case records and shadowed more experienced workers as part of their introduction to the service. Managers and supervisors were available to give information if needed. Induction was said to be good but in need of further definition. A worker said:
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Gray, B. (2012). Managing Emotions in Education and Supervision. In: Face to Face with Emotions in Health and Social Care. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3402-3_11
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