Supervision, part four: group supervision

Aim:The aim of this study was to explore the experience of educational psychologists (EPs) undertaking group supervision.Rationale:Against a rapidly changing educational and political landscape, the authors anticipated that group supervision across the children’s workforce would become an area of rapid growth.Method:Eight practising EPs, experienced in participating in group supervision were interviewed. A qualitative design was adopted using semi-structured interviews as the research method and Interpretative Phenomenological Analysis (IPA) as the research methodology.Findings:This study found that the experience of EPs in group supervision could be described as a multilayered phenomenon where the PURPOSE and PROCESS of group supervision and the PERSONAL NEEDS met by group supervision (the three P’s of group supervision), interacted simultaneously. The theoretical transferability rather than generalisability of the findings was discussed in relation to understanding the experience of educational psychologists taking part in group supervision. Implications of the findings in relation Educational Psychology Services are offered.

Purpose: To compare the causes and clinical manifestations of pediatric ocular injuries according to grade level. Methods: We retrospectively reviewed the medical records of 78 children, 15 years and younger, who had been hospitalized for pediatric ocular injuries, classified them into three groups according to grade level, and compared their clinical manifestations. Results: Eighteen (23.1%) were preschoolers, 39 (50.0%) were elementary school students, and 21 (26.9%) were middle and high school students. The most common causes of injury included toys and household goods at home in the preschool group, toys and sporting activity at home and school in the elementary school group, and sporting activity at school in the middle and high school group. The incidence of ocular injury was higher in the 'without supervision group' (57.7%); however, in the preschool group, it was higher (72.2%) even in the 'supervision group' (P

<h3>Background</h3> Reflective practice in health and social care and supervision (Johns. Becoming a reflective practitioner. 5^th ed. Wiley-Blackwell; 2017; Scaife. Supervision in clinical practice: a practitioner’s guide. Routledge; 2019) in the UK have been established for many decades and are supported by a wide range of evidence. There are several models available that have a well-defined framework and application. Interprofessional supervision (Bostock. Interprofessional staff supervision in adult health and social care services. [Vol 1. ] Pavilion Press; 2016) is now more common and reflected by the development of Resilience Based Clinical Supervision (Stacey, Cook, Aubeeluck, et al. Nurse Educ Today. 2020 Nov;94:104564) training delivered by Hospice UK to support hospices in introducing this model to their workforce. <h3>Aim</h3> To enable all staff and volunteers to develop reflective practice skills and health and social care staff to receive regular clinical supervision. <h3>Method</h3> The first step was to build on the introduction of Gibbs’ Reflective Cycle (1988) to all staff. Group sessions were scheduled once a calendar month and staff assigned as facilitators. A working group was formed to review and develop reflective practice and supervision. In 2022 one-to-one and group supervision was offered to health and social care staff. Two staff completed the Resilience Based Clinical Supervision training with Hospice UK in 2023 to introduce this model to the workforce. <h3>Results</h3> The response to the supervision has been positive. Twenty-nine staff have been engaged consistently from July 2022. Reflective practice sessions are now facilitated on a need basis. There were issues with attendance due to workload and shift patterns. Staff from different departments have taken part. Reflective practice training is delivered regularly and available to all staff and volunteers. Supervision training was developed and piloted. Six health and social care colleagues have completed this. <h3>Conclusion</h3> A resilience and restorative approach to supervision has been introduced yet engagement continues to be a challenge. Practical solutions are being explored to boost self-directed and peer facilitated group reflective practice and supervision for all health and social care staff with a case load.

In the UK, as in most other countries, social work student learning is a combination of a college based education and placement practice (practicum). There is nothing unusual in practice teachers working with social work students in groups. What is rather surprising is that, in spite of the approach having been accepted for many years, it has attracted relatively little interest as a research topic. However, the benefits of groups for learning are well established and discussion on groupwork models of student learning in practice is to be found in the literature of other helping professions, notably counselling, psychotherapy, nursing and occupational therapy. It is also well established in the literature on staff supervision. This article reviews some of the literature on group learning and supervision and presents the findings of a research project which examined the experience of students and practice teachers engaged in group supervision on placement. While a small number of students had some reservations about their experience, feedback from students and practice teachers was very positive overall. The findings of the study are used to suggest guidance for good practice in this area.

The need for continued research concerning group supervision of counselor trainees has been well-established. It has specifically been suggested that researchers investigate the role of group processes in group supervision. Accordingly, this exploratory qualitative study sought to study trainees' experiences of group processes in group supervision. Ten domains emerged during qualitative analysis. Five of these domains pertained to group processes, and four were variables that had a mediating effect on group processes. In the last domain, participants discussed ways to improve group supervision practices. Implications for group supervision practices are discussed, and several research questions for further study are offered.

Although group supervision is practiced extensively, research on the subject remains scant. This study identified group supervision phenomena that hinder learning. Counseling and counseling psychology graduate students identified 61 group supervision experiences that they felt interfered with their learning. Then, 14 of the 49 original participants sorted the 61 phenomena on the basis of similarity. Hierarchical cluster analysis was used to identify 5 types of hindering phenomena: between-member problems, problems with supervisors, supervisee anxiety and other perceived negative affects, logistical constraints, and poor group time management. Implications for supervisors, supervisees, and training programs are discussed. What elements hinder the process of group supervision? Although psychology students provide thousands of hours of professional service under supervision, many students have experienced problematic situations during both individual and group supervi

This article describes how group counselors participating in group supervision perceive and experience anxiety. The accounts of these counselors provide perspectives that illuminate anxiety as a condition for learning in group supervision, the group supervisor's role in facilitating learning in group supervision, and the intensity of process-oriented group supervision for supervisees.

This article focuses on group supervision, inviting readers to take an interest in two ongoing processes: the group process, i.e., the stages of group development, and the integration of the learning process. These processes occur as the group is reflecting on issues brought to it. Supervisees do not realize that they encounter, and are even often affected by, the intertwining of these two processes; however, supervisors should be aware of this in their desire to guide their supervisees skilfully . In addition to presenting an explanation of these processes, this article highlights conditions of success for group supervision: clarification of the institution’s mandate and the status of the supervisor, elements to be considered when setting up group supervision, the importance of negotiating the contract, and the characteristics of the group at work. Although no existing theory integrates the entirety of the practice of group supervision, we have attempted to demonstrate links between these two processes by drawing on both our own experience and a conceptual framework. We believe that our conception of group supervision is worth validating through future research . Sommaire Le present article illustre comment les processus d’integration des apprentissages et les phases d’un developpement d’un groupe s’entrecroisent et s’inter-influencent dans un groupe de supervision. Apres avoir traite desdits processus, les auteurs decrivent les principaux phenomenes issus de cet amalgame. L’article se termine en decrivant les conditions de reussite d’une supervision de groupe .

Group supervision has been widely practiced throughout the history of counselor education. Although professional standards require group supervision for counselors-in-training, few researchers have attempted to provide empirical results describing the process of group supervision, specifically group supervision with group counselors Grounded theory procedures were used to explore the experiences of six group counselors-in-training throughout a 15-week supervision group. Results illuminated a theoretical foundation that highlighted participation anxiety as a condition that affected the interrelated and interactive processes of how and what supervisees learned in group supervision.

This study offers an insight into eight educational psychologists’ (EPs) experiences of being supervised in a group. Two males, six females (aged between 29 and 64), working as EPs in one of two local authorities in England took part in semi-structured interviews. Their experience as EPs ranged from one year to 36 however they all had a minimum of one year of experience of group supervision. Transcripts of the interviews were analysed using Interpretative Phenomenological Analysis (IPA), a qualitative methodology. Researchers using IPA are interested in the individual and see those individuals as experts in their own experience. In a model by Hawkins and Shohet (2006) commonly known as the ‘Seven Eyed Model of Supervision’, a multi layered approach to supervision is suggested. This dovetails with Adair’s (1986) Functional Management Approach of effective groups which talks of groups needing to attend to the individual, group and task needs in unison. These models are at the heart of this study which found that the experience of EPs in group supervision can also be considered as a three layered experience where the PURPOSE, PROCESS and PERSONAL NEEDS, the three Ps of group supervision, are simultaneously interacting. This thesis was produced at a time where, once again, educational psychologists were faced with huge changes in the education system. I anticipate that group supervision across the children’s workforce will become an area of rapid growth and educational psychologists are well placed to be at the heart of this growth. However for this to happen we need to ensure that group supervision is not misunderstood and, therefore, the findings of this study offer a unique opportunity in understanding what it feels like to be supervised in a group.

This chapter discusses the practice-based model, utilising group work theories. It describes an expert-led, field educator-centred learning approach. The literature on group supervision discusses the field educator’s role, selection of students, group dynamics and learning activities. While the literature frequently refers to group supervision, few specific models exist. Numerous attempts have been made to juxtapose existing models of one-to-one field education and supervision of staff groups to supervision of a group. The emphasis in developing a model for group supervision leans frequently towards a growth and development perspective that considers therapeutic, personal growth and affective factors. The literature frequently discusses the selection of individuals into a group for supervision purposes. On the whole, the consensus is that participants should at least agree to favour the concept of group supervision. Students are required to work together ‘face-to-face’ in the small group, and to promote each other’s success by explaining, helping, encouraging and supporting efforts to achieve.

Forinash, M. (Ed.). (2001). Music therapy supervision. Gilsum, NH: Barcelona Publishers. 378 pages. ISBN 1891278-11-8. Music therapy supervision is a collection of papers on music therapy supervision edited by Michele Forinash. The impetus for this book came from discussions Forinash had with her colleague Lisa Summer about supervision and teaching. During those discussions, they identified several dilemmas. These dilemmas, which are identified in Chapter 1, seem relevant for all music therapy supervisors making this book very timely. The remaining chapters are organized into four broad areas of supervision: Part I: Literature, Ethics, and Multicultural Approaches; Part II: Preprofessional Supervision; Part III: Professional Supervision; and Part IV: Institute Supervision. Part One: Literature, Ethics and Multicultural Approaches, begins with a thorough review of the music therapy literature on preprofessional and professional supervision (McClain). This is followed a discussion of ethical issues (Dileo) and multiculturalism (Estrella). When taken together, Part One provides the reader with a succinct description of current supervisory practices, guidelines for ethical decision-making and an overview of multicultural issues that should be addressed in supervision. The chapters in Part One also underscore the need for further research into methods of supervision. While the literature on music therapy supervision is scant, there is even less written about ethical issues and multicultural issues in music therapy supervision. Forinash has done a great service to music therapy supervisors by including chapters on these topics. The supervisory issues identified by Dileo and Estrella are relevant for all levels of music therapy supervision. For the first time, music therapy supervisors can look to writings within the field, rather than turning to related disciplines for guidance and direction with regards to ethics and multiculturalism. The seven chapters in Part Two present various approaches to preprofessional supervision including: group supervision for first time music therapy practicum (Summer); the use of systems analysis in group supervision of practicum students (Hanser); competency-based models of intern supervision (Farnan); student-centered orientations (Thomas); and creative arts group supervision (Shulman-Fagan). Additionally, the developmental stages of internship are described in three different chapters by Feiner, Farnan, and Thomas. Part Two concludes with a rationale and methodology for developing the student's supervisory personality (Stige). The interplay between didactic and experiential methods of supervision is also illustrated (Summer, Thomas, Shulman-Fagan, Stige). It is exciting to see the use of role play, improvisation, imagery and other creative arts in the supervisory process. These authors clearly describe each technique, and provide a rationale for its use. Additionally, many use case material to help the reader understand the impact that each technique has on student learning. All the authors in Part II have a different philosophical/theoretical orientation in regards to supervision. Yet despite this difference, three universal themes can be identified: 1) the role of the competencies in designing fieldwork and internship experiences; 2) the developmental process that students go through as they move from trainee to new professional; and 3) the changing nature of the supervisory relationship over time. Additionally, it is readily apparent that the supervisee's overall learning needs guide each supervisory intervention, regardless of philosophical/theoretical orientation. Professional supervision, that is supervision received after completion of internship and credentialing, has received very little attention in the literature. Part Three: Professional Supervision begins to fill that void. Several approaches are presented for supervising both beginning and experienced clinicians such as peer supervision (Baratta, Bertolami, Hubbard, MacDonald, & Spragg; Austin & Dvorkin), individual supervision (Amir, Lee & Khare, Jahn-Langenberg), group supervision (Langdon, Frohne-Hagemann), and an apprentice-supervisory model (Bruscia). …

This article describes and analyzes an alternative supervision model at the Master of Education Programme at the University of Bergen aimed at improving research supervision. A three‐pronged approach was introduced, combining supervision groups, student colloquia and individual supervision. The supervision groups consisted of two supervisors and their Master’s students, while the student colloquia consisted of the same students without teachers. The case study of this alternative supervision practice is based on sociocultural perspectives on knowledge and learning, combining theoretical concepts from Lave and Wenger and Bakhtin. The three arenas were found to supplement one another: while student colloquia provided personal support, and served as a first filter for ideas and texts, the supervision groups provided multivoiced feedback on student texts and enculturation into the discipline. Individual supervision provided more specific advice. Critical factors for supervision groups were regular attendance, mutual obligation, structure and clear rules.

Suggestions for using group counseling techniques for clarifying and deepening the focus within a supervision group are described. Examples are provided from a supervision group of advanced group counseling students. Each student facilitated an ongoing group in settings ranging from schools to residential treatment. Clarifying and deepening rounds and exercises were used in this supervision group to enhance learning and model effective use of group counseling techniques. Considerations for establishing a supervisory group in which these techniques can be used are also discussed.

While prior research has found that leaders tend not to abuse subordinates equally, empirical studies exploring the differentiation phenomenon of abusive supervision still remain limited. Drawing on relative deprivation theory, the differentiation of abusive supervision is defined as the two operational indicators of relative abusive supervision and abusive supervision variability according to the dual influence this differentiation imposes on both individuals and groups. How the interactive effect of relative abusive supervision and abusive supervision variability impacts employees’ behaviors is examined and the solution to the abusive supervision differentiation dilemma is explored. The results of a two-wave empirical study including 254 employees from 84 groups demonstrate that focal employee relative abusive supervision negatively influences task performance and organizational citizenship behavior via relative deprivation. This effect is amplified when the group has lower levels of abusive supervision variability. This study contributes to a better understanding of abusive supervision in groups.