Structured Peer Group Practicum Supervision: Supervisees' Perceptions of Supervision Theory

Abstract

The authors discuss a thematic analysis of retrospective phenomenological interviews of 4 group counseling practicum participants. Implications for developmental supervision theory and future research are presented.

Group Supervision: A Review of Practices and Models in Training

“…Supervisees in SPGS groups also have also reported decreases in confusion and anxiety, clarification of goals, and increased confidence as a result of taking part in a SPGS group (Starling & Baker, 2000). These findings offer preliminary verification regarding the effectiveness of this model.…”

“…In studies by Christensen and Kline (2001), Linton (2003), Linton and Hedstrom (in press), Starling and Baker (2000), Walter and Young (1999), and Werstlein and Borders (1997), supervisees stated that the supportive and cohesive atmosphere in their groups was important to their professional development. Supervisees in these studies also stated that this type of group climate assisted them in becoming more honest and interactive with their peers and motivated them to become invested in the professional development of their peers.…”

“…Empirical and anecdotal evidence also suggests that peer interactions are valuable and important to supervisee development (Christensen & Kline, 2001;Linton, 2003;Linton & Hedstrom, in press;Starling & Baker, 2000;Walter & Young, 1999;Werstlein & Borders, 1997) and peer interactions are usually noted as important justifications for the use of group supervision (Bernard & Goodyear, 1998;Proctor, 2000). This is not to imply, however, that supervisees do not value feedback received from their supervisors (Linton, 2003).…”

“…Ultimately, increased training in group supervision methods will translate to improved, ethical, and competent counseling practices. T supervisors create group norms and rules that encourage supervisee interactions and feedback, while also interjecting their own comments when appropriate (Borders, 1991;Christensen & Kline, 2001;Linton, 2003;Starling & Baker, 2000;Walter & Young, 1999;Werstlein & Borders, 1997). This type of group climate will help to assure that group members receive a wide range of feedback from multiple perspectives and may assist supervisees to conceptualize clinical cases from standpoints other than their personal worldview.…”

The Supervision of Group Work Model: Adapting the Discrimination Model for Supervision of Group Workers

“…However, few such models exist. The most familiar supervision models can be classified as psychotherapy theory-based models, developmental models, social role models, or group supervision models (Bernard & Goodyear, 1998;Borders, 1991;Cohen, 2004;Starling & Baker, 2000;Wilbur, Roberts-Wilbur, Hart, Morris, & Betz, 1994). Yet, these models are largely directed toward supervision of individual counseling (Altfeld & Bernard, 1997).…”