Supervision of Peer Workers*

Trainer notes: 

Begin with introductions. Have each person describe their role and 

interest in the topic of supervision of peer workers.
Bringing Recovery Supports to Scale 

Technical Assistance Center Strategy

This presentation was supported by contract number HHSS2832012000351/HHSS28342002T from the 

Substance Abuse and Mental Health Services Administration (SAMHSA). The views, opinions, and 

content of this presentation are those of the presenters and do not necessarily reflect the views, 

opinions, or policies of SAMHSA or the U.S. Department of Health and Human Services (HHS).
Learning Goals*

1 Describe the essential functions of supervisors

2 Understand the principles and practices of peer support 

services

3 Explore the application of recovery-oriented approaches 

to the supervision of peer workers

4 Learn two critical supervision skills

5 Access additional resources to improve your competence 

in supervising peer workers

Trainer notes: 

Read and discuss the learning goals. 

Tell: For learning goal four, the two supervision skills are giving feedback and giving strengths-based 

affirmation. 
Supervision*

Trainer notes: 

Tell: First we will look at supervision in general. Peer workers, like all workers, benefit from quality 

supervision. This section provides descriptions and recommendations for quality supervision. 
Supervision: Definition*

is a professional and 

collaborative activity between a supervisor and a 

worker in which the supervisor provides 

guidance and support to the worker to promote 

competent and ethical delivery of services and 

supports through the continuing development of 

the worker's application of accepted professional 

peer work knowledge, skills, and values.

Trainer notes: 

Read slide and discuss.
Supervision*

• The most important thing about 

supervision is that it happens

• Supervision should be a priority for 

early-career peer workers

• All workers need access to 

supervision

• Supervision is an investment 

• Supervision benefits employees, 

employers and service recipients

Trainer notes: 

Make the point that supervision benefits workers and the organization. 
Why Focus on the Supervision of Peer 

Workers?*

• Peer workers fill relatively new and unique roles in the 

behavioral health care system and supervisors may not 

understand peer support will enough to provide high quality 

supervision and the organization may not be aligned with 

recovery-oriented values

• Leaders in peer-run/recovery community organizations may 

not have experience with supervision and may not have 

organizational structures that support the activity of 

supervision

• Providing supervision promotes good ethical practices

• Supervisors play a key role in the successful integration of 

peer workers in the work place 

Trainer notes: 

Make the point that peer workers are not unique in their need for supervision. 
Challenges to Supervising Peer Workers-for 

Non-Peer Supervisors*

• Supervisors may lack experience and working 

knowledge of peer practice

• Supervisor may have a clinical approach to 

service provision

• Lack of knowledge among non-peer staff 

about peer roles and practice

• Organizations may not be aligned with 

recovery-oriented values, practices, and 

culture

• Challenges in integrating peer workers and 

recovery values in a treatment setting

Trainer notes: 

These are challenges that supervisors who are not peer workers themselves may face. 

Ask: How can you incorporate recovery values in supervision? 

Respond and summarize

Provide the following examples of recovery values in supervision: 

• Person-centered

• Belief in the growth potential of each worker (hope)

• Strengths-based

• Personal responsibility-holding people accountable for their commitments
Challenges to Supervising Peer Workers-for 

Peer Supervisors*

• May lack training and 

experience with supervision

• Lack of knowledge among nonpeer staff about peer roles and 

practice

• Organizations not aligned with 

recovery-oriented values, 

practices, and culture

• Peer-run/Recovery Community 

Organizations may not have a 

culture of accountability

Trainer notes: 

Read and discuss. 

Ask: How do supervisors learn to supervise? 

Make the point that peer workers need opportunities to develop supervision skills. 
Benefits of Supervision for Peer Workers*

• Provides opportunities to reflect 

on peer support practice

• Delivers better outcomes through 

learning that comes from 

exploring and discussing work 

issues

• Enhances problem solving skills

• Improves clarity and objectivity in 

decision making

• Supervision empowers, motivates 

and increases worker satisfaction 

WIN-WIN

Trainer notes: 

Read and discuss. 

Ask: What are the benefits of supervision that you have experienced? 
Benefits of Supervision for the Organization*

• Supervision is a tool that can be 

used to achieve the agencyʼs 

mission and objectives

• Supervision improves 

performance and helps to 

manage resources

• The supervisor serves as the 

mediator and liaison between the 

agency and the worker

• Good supervision can increase 

morale and improve retention

WIN-WIN

Trainer notes: 

Make the point that supervision benefits the organization too. 
Functions of the Supervisor*

Supervision is comprised of 3 basic functions:

Administrative Educative Supportive

Kadushin, A. (1992) Supervision in Social Work (3rd. edn.), New York: 

Columbia University Press. Revised fourth edition published 2002

Trainer notes: 

Make the point that this is a common way to categorize the different tasks that supervisors are 

responsible for. 
Administrative Supervision*

Administrative supervision tasks focus on the 

effective implementation of the agencyʼs policies 

and procedures and the management of the peer 

workerʼs work performance.

• Quality of work

• Work load

• Liaison to operations-payroll, human resources

• Using program resources, including time, 

effectively

• Conformance or fidelity to the program model

• Record keeping 

Administrative

Trainer notes: 

Read and discuss. 

Ask: Are there other administrative tasks that supervisors do? 
Educative Supervision*

Educative supervision tasks focus on the 

professional development of the worker though 

training, modeling and structuring learning 

experiences.

• Provide time and space to reflect on peer 

practice

• Focus on knowledge, skills and attitudes

• Provide individualized training and support

• Provide venue for supporting the peer 

workerʼs professional development

Educative

Trainer notes: 

Read and discuss. 

Ask: How do you provide educative supervision? 
Supportive Supervision*

Supportive supervision tasks focus on the 

personʼs morale and job satisfaction.

• Give feedback on work

• Discuss personal reactions to the work

• Validate and provide encouragement

• Promote self-care practices

• Advocate for peer support roles 

Supportive

Trainer notes: 

Read and discuss

Make the point that supportive supervision is not the same as the support one receives from a friend 

or a peer. Supportive supervision focuses on helping the person perform the job as well as possible. 

Ask: How do you provide support to the people you supervise? How do you establish boundaries in 

supervision? 
Fundamentals for Supervisors of 

Peer Workers*

Trainer notes: 

Tell: This section focuses on the specific beliefs, knowledge, and actions essential to providing good 

supervision. 
Supervisors Understand Peer Roles and 

Practices*

• Supervisors understand the variety of peer roles

• Supervisors have a deep understanding of the core 

competencies of peer workers

• Supervisors understand the specific peer support job of the 

person they supervise

• Supervisors can learn more about the fundamentals of peer 

support and peer roles by:

– Participating in trainings designed for peer support workers

– Reading articles about peer-delivered recovery support 

services

– Learning the core competencies of peer workers

Trainer notes: 

Read and discuss. 

Ask: How do organizations make sure supervisors have this understanding
Supervisors Have a Recovery Orientation and 

Model Recovery-oriented Practices*

• Supervisors endorse and enact 

recovery-oriented practices and 

values

• Supervisors believe in the capacity 

of peer workers to grow and develop 

professionally

• Supervisors frame difficulties 

as learning opportunities and 

structure learning opportunities to 

help the worker grow

• Supervisors support the 

development of individualized 

professional goals

• Supervisors support the integration 

of peer workers 

and recovery values

Trainer notes: 

Read and discuss. 

Make the point that these actions reflect recovery principles and values. 
Examples of Recovery-oriented Values*

• Hope-inspiring the growth potential in all

• Person-centered-based on the individualʼs aspirations

• Strength-based-focused on the unique gifts of each worker

• Personal responsibility-holding people accountable for their 

commitments

• Interdependence-a balance between team work, autonomy, 

and mutual support

• Supervisors model these values in their work

• Agencies operationalize these values in their policies, 

procedures, and practices

Trainer notes: 

Read and discuss. 
Supervisors Support the Development of the Unique 

Knowledge and Skills Needed for Peer Support Practice*

• Supervisors teach workers the 

knowledge and skills they need 

to perform work tasks

• Supervisors evaluate work 

performance through direct 

observation, co-working, 

assessments, and reflection, all 

in collaboration with the peer 

worker

• Supervisors structure learning 

opportunities to help workers 

grow 

• Supervisors advocate for 

workerʼs participation in ongoing training

Trainer notes: 

Read and discuss. 

Ask: How do you support the professional development of the people you supervise? 
Supervisors Recognize the Connections between Behavioral Health 

Conditions and Trauma, Health Disparities, and Social Inequity*

• Supervisors take a holistic view of a person, that they are 

more than their diagnosis or addiction

• Supervisors recognize that recovery involves more than 

symptom reduction or abstinence

• Supervisors recognize the interconnected nature of social 

categorizations such as race, class, and gender as they 

apply to a given individual or group, regarded as creating 

overlapping and interdependent systems of discrimination or 

disadvantage

• Supervisors support workers to address issues of poverty, 

trauma and discrimination

Trainer notes: 

Read and discuss. 
Supervisors Use Strengths-based Supervision*

Strengths-based supervision is a collaborative process 

between the worker and supervisor enabling them to deliver 

quality services and supports that draws on the personʼs 

strengths and assets

• Seek to discover and amplify the workersʼ strengths and 

competencies

• Intentionally identify and amplify the workersʼ success

• Encourage learning and share responsibility for setting 

learning goals

Trainer notes: 

Read and discuss. 
Strength-based Supervision*

• Focusing on strengths 

does not mean ignoring 

problems, but rather 

means that the 

supervision frames 

problems as learning 

opportunities

• Feedback and selfassessment are tools in 

strengths-based 

supervision

Trainer notes: 

Read and discuss. 
Supervisors Provide a Space to Address Ethical 

and Boundary Issues*

• Most peer workers have been trained about ethics and 

follow a Code of Ethics that has been adopted by the state 

in which they work 

• Supervisors review agency code of conduct with the people 

they supervise

• Peer workers are expected to follow both their Code of 

Ethics and the agencyʼs code of conduct

• The nature of peer support means that boundary issues can 

be very nuanced and may require opportunities to reflect 

with a more experienced colleague

Trainer notes: 

Read and discuss. 

Ask: How do issues of ethics and boundaries come into supervision? 
Supervisors Advocate for the Integration of 

Peer Workers in the Work Place*

• Supervisors educate others in the work force about the peer 

support roles and practices

• Supervisors create opportunities for peer support workers to 

interact with other team members

• Supervisors work with leadership to create more optimal working 

conditions for peer workers

Trainer notes: 

Read and discuss. 

Ask: How do you advocate for the integration of peer workers in your organization? 
Supervision Formats*

Trainer notes: 

Tell: Different organizations offer different formats of supervision, including individual or group 

formats, for example. 
Supervision Formats*

Co-supervision

Group supervision

Individual supervision

Trainer notes: 

Tell: We will look at these three formats. 

Make the point that some organizations have invested in developing different models of supervision, 

but most can be categorized as individual, group, or co-supervision. 
Individual Supervision*

Advantages

• Exclusive attention to 

the worker

• Often experienced as 

safer by the worker 

• More confidential

Disadvantages

• Dependence can develop

• Exposure to only one 

perspective in 

supervision

• Lost opportunity to learn 

from colleagues

Trainer notes: 

Read and discuss. 

Ask: What are your thoughts about the benefits and challenges of individual supervision? 
Group Supervision*

Advantages

• More efficient than 

individual supervision 

• Supervisees share 

information and may 

learn from each other

• Can be a powerful way 

to reduce isolation and 

may foster group 

cohesiveness

Disadvantages

• Working in a group can 

be experienced as 

unsafe by some workers

• It may difficult to meet 

the specific needs of 

individual participants 

and there is a risk 

discussions remain 

generalized and do not 

meet anyoneʼs needs in 

Trainer notes: a satisfactory way

Read and discuss. 

Ask: What are your thoughts about the benefits and challenges of group supervision? 
Co-supervision*

• Co-supervision is the provision of supervision by more than 

one supervisor

• This model may be used when the organization does not 

have supervisors who are peer support workers

• Peer workers may benefits from a second supervisor if their 

primary supervisor doesnʼt have the expertise to help them 

develop in their peer practice

• Often, one supervisor provides more administrative 

supervision and the other provides more education. Ideally, 

both provide support

Trainer notes: 

Read and discuss. 

Make the point that there are different models of co-supervision, but in this case, we are referring to 

any model that uses more than one supervisor. 

Ask: What are your experiences with co-supervision? 
Co-supervision*

Advantages

• Workers benefit from the 

guidance of more than 

one person

• Workers can develop 

their competencies with 

a skills peer support 

worker

Disadvantages

• Some agencies donʼt 

have the resources to 

offer co-supervision

• There may be 

challenges in 

communication or 

disagreements 

between the cosupervisors

• Co-supervisors may 

not share the same 

expectations

Trainer notes: 

Read and discuss. 
Supervision Formats*

• Many organizations offer multiple formats of supervision to 

address different professional development needs

• Different workers get different learning needs addressed by 

different formats

• Organizations that lack supervisors who themselves are peer 

support workers sometimes make co-supervision by an 

experienced peer support worker available

Trainer notes: 

Read and discuss. 
Selected Competencies for 

Supervisors of Peer Workers*

Trainer notes: 

Tell: This section focuses on the specific competencies for supervisors of peer workers. Weʼll focus 

on the necessary beliefs or attitudes, knowledge, and skills. 
Competency*

Competencies are the combination of observable and 

measurable knowledge, skills, and attitudes that contribute to 

enhanced performance and ultimately result in organizational 

success.

Skills

Knowledge

Beliefs/Attitudes

Trainer notes: 

Read and discuss. 
Core Beliefs/Attitudes for Supervisors 

of Peer Workers*

• Hope-belief in the possibility of 

recovery

• Person-driven-process is directed by 

the personʼs own goals

• Respect-for multiple pathways of 

recovery and for all

• Growth-oriented-a focus on personal 

and professional development

Beliefs/

Attitudes

Trainer notes: 

Read and discuss. 

Ask: How do you ensure that supervisors of peer workers embrace these values? What actions might 

provide evidence of these values? 
Knowledge for Supervisors of Peer Workers*

• Supervisors need knowledge of the 

principles and practices of peer support in 

order to provide effective supervision and 

improve utilization of the peer role

• Supervisors need to clearly know details 

of workersʼ jobs

• Supervisors need to know how to navigate 

the administration of the agency

• Supervisors need to learn about the 

Americans with Disabilities Act and 

reasonable accommodations to enable 

workers with disabilities achieve success

Knowledge

Trainer notes: 

Read and discuss. 

Ask: How could people acquire this knowledge? 
Selected Skills for Supervisors of Peer Workers*

• There are dozens of skills that 

supervisors need to be successful in 

their roles. 

• Many lists of skills and competencies for 

supervisors have been published

• This training will focus in on two critical 

skills for supervisors

1 Giving strengths-based affirmations

2 Giving feedback

Skills

Trainer notes: 

Tell: Weʼre going to look closely at these two skills. 
Giving Strengths-based Affirmations*

• Strength-based affirmations shine a light on all the good 

things that team members are doing

• Strength-based affirmations contribute increase motivation 

for professional development

• Strength-based affirmations are different from general 

praise in that they are specific to a work task or worker 

attribute

Trainer notes: 

Read and discuss. 
Giving Strengths-based Affirmations*

Definition Giving strengths-based affirmations mean 

expressing a genuine and positive acknowledgement 

of a specific work task or worker attribute 

Condition Give strengths-based affirmation when you want to 

increase a workerʼs recognition of their strengths

Benefits

• Helps workers discover their strengths

• Builds confidence

• Demonstrates supervisorsʼ support of the peer 

worker

Steps

1. Recognize workerʼs strength

2. Select opportunity to share affirmation

3. State the affirmation

Trainer notes: 

Tell: Here is an outline of the skill giving strengths-based affirmations.

Read and discuss. 
Strengths-based Affirmations: Examples*

“You showed a lot of courage 

when you reminded the team 

that Nathan has a right to make 

an informed choice about which 

recovery home he wants to go 

to.”

“I like the way you 

welcome people 

and help them feel 

comfortable here.”

“The recovery plan you 

developed with Ian 

showed that you really 

understand how to do 

person-centered 

planning”

”I want to let the team 

know that Steven 

organized this in-service 

training. Heʼs a master at 

creating a training and 

lining up speakers.”

Trainer notes: 

Read and discuss. 

Ask: Can you think of a strength-based affirmation that you made or received from a supervisor? 
Giving Feedback*

• This skill is similar to affirming strengths in that it provides 

workers with the information they may need to develop their 

practice

• Feedback is always framed as a learning opportunity

• Feedback strengthens a personʼs ability to reflect on their 

own performance

Trainer notes: 

Read and discuss. 

Ask: What has been your experience with giving and receiving feedback? 
Characteristics of Good Feedback*

• Specific-refers to a particular activity

• Objective-based on unbiased observation

• Timely-when the worker will most benefit from the feedback

• Individualized-tailored to the learning needs of the worker

• Genuine-comes from a place of kindness

• Actionable-suggests activities designed to improve 

performance

Trainer notes: 

Read and discuss. 
Giving Feedback*

Definition Giving feedback means communicating your objective appraisal 

of the workerʼs performance of a specific work task or worker 

attribute

Condition Give feedback when the worker is ready to hear it and always in 

private

Benefits

• Helps workers discover areas they need to develop

• Contributes to a culture of growth and development

• Demonstrates supervisorʼs interest in helping the peer worker 

to grow in the role

Steps

1. Ask worker to give themselves feedback on a specific task or 

attribute

2. Share your objective appraisal of the workerʼs performance, 

starting with strengths and moving to areas that need 

improvement

3. Check in with the worker about their reactions to the 

feedback

4. Collaborate with the worker to develop activities for learning

Trainer notes: 

Tell: Here is an outline of the skill giving feedback.

Read and discuss. 
Giving Feedback Example*

Nancy, a supervisor and Edgar, a peer recovery coach who works in a 

hospital emergency room are meeting for supervision. Earlier in the day, 

Nancy observed Edgar interacting with a person who had had a recent 

opioid overdose and overhead Edgar say, “Well I hope your next overdose 

doesnʼt kill you” and walk away. 

Nancy

Edgar

Edgar, tell me about your interaction with Mr. Rose this 

morning.

Oh man, that was frustrating! I couldnʼt get anywhere with that 

guy. He wasnʼt having any of what I could offer. I thought that 

maybe he would go to treatment this time. I thought we had a 

good connection too.

Nancy You were surprised that he was wasnʼt 

interested in what you were offering today.

Edgar Yeah, I guess I got let-down, you know?

Trainer notes: 

Ask for volunteers to play the roles of Edgar and Nancy. 

Tell: Listen carefully to how Nancy uses her skills to give Edgar feedback.
Giving Feedback Example (continued)

Nancy

Edgar

If itʼs okay with you Iʼd like to share my perspective 

but first Iʼd like to hear from you about what you think 

you did well and what youʼd like to do better next 

time.

Well I donʼt know what I did well. It wasnʼt my best 

work.

Well, start with one thing that you did well. Nancy

Edgar Well, I did well just starting a conversation 

with him. I was able to introduce myself and 

talk to him about what had happened to him 

last night.

Nancy So initiating contact has become a strength for 

you. What do you think you need to improve?

Edgar Iʼm not sure. I donʼt know what I could have done 

differently. I wasnʼt expecting him to reject my offer 

and I just reacted.
Giving Feedback Example (continued)

Nancy

Edgar

What would you have liked to have done 

instead of having the reaction 

you had?

I donʼt know. I should have not reacted 

like I did. I just walked away.

You wish you had not broken the connection you had Nancy with him.

Edgar Yes. I was kind of mad at him.

Nancy Iʼd like to give you some feedback on what I 

think you could do differently next time.

Edgar Yes. That could be helpful.
Giving Feedback Example (continued)

Nancy

Edgar

I observed that you rushed in and offered a treatment bed without 

first asking him what he thinks he needs. Getting the person to start 

thinking about possible solutions can be empowering and the 

person feels less pressured.

That sounds right.

Nancy

We can review and practice some pieces of 

motivational interviewing, especially rolling with 

resistance. These skills take a lot of practice and 

youʼre making progress and we can work together 

to help you move forward.

Edgar Sometimes I feel that I wonʼt ever get it.

Nancy You feel discouraged because it can be so hard to use 

these skills when you need to. But Iʼve seen you work hard 

to get better at other skills and I believe that youʼll develop 

these skills too.
Selected Supervisor Skills Summary*

• Giving strength-based affirmations and giving feedback are 

two critical skills of supervision

• These skills both work to help people increase their ability 

to assess their own performance of work skills

• These skills also work to help people to get and achieve 

professional goals

Trainer notes: 

Tell: You just heard about two important skills for supervisors. 

Ask: What other skills do you think are important for supervisors to know? 
Supervisor of Peer Workers Summary*

• Peer workers fill new and unique roles in the behavioral 

health work force

• Supervision of peer workers is not dramatically different 

from supervising other roles, but there are specific 

competencies these supervisors need

• Supervisors of peer workers need to develop their 

knowledge of peer roles and practices, embrace a recovery 

orientation, and advocate for the integration of peer 

workers

Trainer notes: 

Read and discuss. 

Tell: To learn more about the supervision of peer workers, look at the list of resources that 

accompanies this slide presentation.