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INTRODUCTION: Stepping into a supervisory role in social work involves a shift of status, perspective and identity. New supervisors bring skills and experience which can be both asset and hindrance as they make the transition. Frequently they encounter gaps in training, support and supervision as well as dissonance between espoused policy and their own experience. This article identifies ways in which supervisors can be resourced to meet the challenge of their role and, as a result, be better placed to support others. It explores what is involved in supervising the supervisors, drawing on the experience of teaching managers on post-qualifying courses in professional supervision in Scotland.APPROACH: Themes commonly applied to the supervision of practitioners are explored in relation to those who are one or more steps removed from direct practice; seeking to identify what has shared relevance and what may be distinctive to those in a supervisory role.CONCLUSION: A congruent approach to support and supervision across all levels of an organisation helps foster a reflective culture which can engage with emotions and with complexity.

Within Scotland, as elsewhere, there has been a resurgence of interest in the critical role of supervision within social work practice. However, those in transition from practitioner to supervisor still commonly report feeling unprepared for their changing role and uncertain about what it entails. This paper will explore our experiences of delivering an accredited post-qualifying supervision course since 2008 to professionals from different sectors, diverse professional backgrounds, and with varying levels of supervisory experience. The course provides time and space to think about the different elements of supervision, and to consider how these translate into day-to-day practice. We will argue that the opportunity to explore the complexity of the supervisory task, while learning from and with peers, is an important part of making the transition in professional role and identity. Moreover, in organisational contexts where the reflective space which supervision can provide may feel under threat, and where the focus on people who use services can at times be lost, professional staff undertaking supervision training describe feeling more confident and competent in their role, with renewed commitment both to uphold the value of reflective supervision, and to sustain a clear emphasis on people who use services.

This paper discusses the value of action learning for social work supervisors. Recent years have seen renewed focus on supervision as a reflective space and some indications that the tide may be turning in regard to the dominance of managerial priorities within the supervision of direct practice. It is less evident that a similar shift is taking place for supervisors themselves and, anecdotally, many describe their own supervision as having a business focus with limited scope for reflective dialogue. While the traditional functions of supervision need to adapt to fit the responsibilities of those in management positions, it remains true that these staff provide a vital containing role within the organisational hierarchy. For that to be sustained, it is important that supervisors have space and structure within which to process the emotional, intellectual and practical challenges of their work. The integration of action learning sets within post-qualifying courses for supervisors has demonstrated a...

Type 3 von Willebrand disease (VWD) is a rare bleeding disorder with markedly decreased or absent von Willebrand factor (VWF) protein, accompanied by a parallel decrease in VWF function and factor VIII (FVIII) activity. The goal of this study was to describe the population of patients enrolled in the USA Centers for Disease Control Universal Data Collection (UDC) study with type 3 VWD, defined as a VWF:Ag of