Structured peer group supervision of school consultation:A case study

McKenney, Elizabeth L. W.; Newman, Daniel S.; Faler, Amanda; Hill, Keisha L.

doi:10.1080/07325223.2018.1561344

Cited by 9 publications

(6 citation statements)

References 28 publications

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“…Quantitative articles included survey‐based designs focusing on trainee emotional intelligence in leadership (Mullen et al, 2019) demonstrating potential for higher emotional intelligence influencing self‐efficacy and engagement in leadership as well as training effects on improvements in school site supervisors' self‐rated self‐efficacy (Neyland‐Brown et al, 2019). Qualitative researchers focused on experiences related to specific supervisory approaches, such as structured group peer supervision to improve problem‐solving skills (McKenney et al, 2019) and international school counselor experiences with the general supervision process, highlighting concerns related to lack of structure and time, as well as a need for support (Tan, 2019). Finally, Bledsoe et al (2019) completed a content analysis regarding diversity in school counseling supervision literature, noting that supervision was underemphasized and highlighting the need to address the unique supervisory needs of school counselors as they pertain to diversity and inclusion in training.…”

Section: Supervisionmentioning

confidence: 99%

Counselor Education and Supervision: 2019 Annual Review

Guardia¹

2021

Couns Edu & Supervision

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A total of 139 articles on counselor education and supervision published in professional counseling journals during 2019 were reviewed. A variety of methods were used, providing perspectives on current supervision issues, the training of counselors, curriculum developments, and associated professional issues. Implications include a need for continued research on online teaching and school counselor supervision and exploration of inclusion and advocacy efforts.

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Section: Supervisionmentioning

confidence: 99%

Counselor Education and Supervision: 2019 Annual Review

Guardia¹

2021

Couns Edu & Supervision

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“…Counselor training as pointed out by JARHE 12,5 Campbell (2018) is widely based on the Person-or Client-Centered theory (Rogers, 1946). However, due to lack of efficacy, action research is being conducted on professional counselors themselves (Tan and Chou, 2018;Elizabeth et al, 2019) using methods such as Structured Peer Group Supervision (SPGS) in efforts to improve self-efficacy. In SPGS, the facilitator gives the questions/problems for a solution, to the group.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The university, however, does not employ a professional counselor. Peer counselling training, for example, SPGS is usually conducted based on problems provided by the program supervisor (Elizabeth et al, 2019;Tan and Chou, 2018); however, the proposed methodology proposes to empower the student by arranging for them to identify their own problems and subsequently to solving their own problems.…”

Section: Empowering Tertiary Level Studentsmentioning

confidence: 99%

Empowering tertiary level students to solve their own study-related problems to improve study performance

Nishat

Islam

Biplob

et al. 2020

JARHE

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PurposeStudents’ progressing to tertiary (undergrad or higher) level education often faces problems due to the change in the educational settings that may directly or indirectly affect their studies and interim results. In addition, they may suffer from low self-esteem, which in turn may result from another set of issues such as negative peers, past poor results, unable to get into a school of choice and so on. Those who have to live away from home to attend a university could have their own set of problems. To provide support many universities have counseling offices to help the students tackle their problems. The counseling officers often give repeated appointments in an attempt to help solve these problems. At the university where the research was conducted, more than 75 percent of the students come from a rural background. These are students who, for the purposes of acquiring their tertiary-level education, have had to move to the city, away from their family. These students are known to have problems such as adjusting to urban life, missing home, managing all household chores by themselves, even a culture shock given the nature of urban life and so on, all of which may affect their studies. Unfortunately, the university under study does not employ a student counselor to look after students coming from rural areas. Therefore, to support such students it was thought that a peer counseling session might help the students help themselves.Design/methodology/approachA workshop using a collaborative approach to help students solve their own problems was designed and conducted. From three different departments, 78 students with a low Cumulative Grade Point Average (CGPA < 2.50 out of 4.0) participated in the problem-solving workshop. The students were guided in a collaborative environment where individual problems were first identified anonymously by working in pairs and possible solutions were presented by the students themselves by working in collaborative groups.FindingsThe paper proposes a performance-improving model to reduce the dropout rate and ensure graduation with a better CGPA. After six semesters of the intervention, the performance of the participating students was compared against the students with similar profile who did not attend the workshop. The perception of effectiveness of the collaborative guidance model was also measured by taking feedback from students.Research limitations/implicationsThe collaborative approach seems to benefit students by empowering them to think on their own to solve study-related problems by themselves. To become a standardized procedure, however, more rigorous testing across a greater cross section and number of subjects would be helpful. This paper provides an initial study of the methodology for further study and use.Originality/valueAs the collaborative approach purely involves peers, it benefits students by empowering them to solve study-related problems by themselves and indirectly help self-esteem development.

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“…Ad hoc peer supervision consists, specifically, in unplanned and spontaneous moments of engagement or support between professionals within a clinical or mental health setting. The multidisciplinary nature of encounters is valued—understood as a way to learn about a phenomenon—not just through the eye of a single professional, but through the collective eye that emerges from the set of interacting roles (McKenney et al, 2019). Golia and McGovern (2015) argue that residential community administrators and directors exert enormous influence on nurses and mental health practitioners in clinical settings (Kadushin & Harkness, 2002; Golia & McGovern, 2015) and are in a privileged position to encourage peer involvement.…”

Section: Introductionmentioning

confidence: 99%

“…clinical research, clinical supervision, co-writing, narratives, nursing role, quality of care contexts, the risk of the professional relationship turning into something else is greater than in other care contexts, as sharing everyday life, routine, constant contact, and isolation contribute to confusing the line between what is appropriate and what is not in terms not only of acting, but also of feeling, thinking and emotional experimentation (Ljungberg et al, 2017;Schafer, 1997;Waterschoot et al, 2021). Nurses identify the difficulties associated with managing occupational boundaries (patients offering gifts or expressing feelings of falling in love with nurses) as a common ethical dilemma (American Nurses Association, 2010;Cecil & Glass, 2015;McKenney et al, 2019) ".…”

Section: Introductionmentioning

confidence: 99%

Is falling in love within the mental health system a problem? How to turn it into a chance for the care relationship

Faccio

Aquili

Bombieri³

et al. 2022

Psychiatric Ment Health Nurs

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Accessible Summary What is known about the subject? In the context of health and social care, situations at the limit or beyond the role of the professional, such as falling in love and physical attraction between a client and a nurse, are very common events. In residential contexts, the construction of the professional relationship is made more complex than in other care contexts since sharing daily life, routine, constant contact and isolation contribute to making relationships more intense from an emotional point of view. Moreover, the same elements that promote the therapeutic process (interpersonal closeness, self‐disclosure, trust) are also sources of role ambivalence and possible emotional misunderstandings. What does the paper add to existing knowledge? In contrast to what is usually proposed in the literature for the management of similar situations, such as supervision by experts external to the team, this paper proposes a strategy of supervision between peers (called in literature “intervision”) and of taking charge of the situation by the entire team and the group of service users. What are the implications for mental health nursing? The story here presented offers a key example that may be of interest not only to residential centres for substance users but also to all residential mental health communities. It shows not only that one can fall in love, but that this event can generate new opportunities for the therapeutic pathway. The risks associated with not addressing these situations are discussed. These include the restriction of the feeling of falling in love within the canons of error; the attribution of what happened to personal characteristics and the assumption of guilt for such occurrences. Abstract Introduction The care pathway within a mental health service can create situations of strong emotional impact, including physical attraction and falling in love. This may evolve in moments of impasse for the staff and sometimes compromise the success of therapeutic treatment. Aim/Question This article offers some evidence about how intervene in a situation such as a client falling in love with a nurse, avoiding transforming it into a problem. The fear of the nurse, maybe already inclined to blame themselves for what has happened, when he/she asks for supervision, is to feel judged also by the supervisor. This story teaches that to refer to figures from outside the team, as would usually be the case with supervision, may be replaced by enhancing the role composition already available in the residential community as a resource. Method The story was listened and enhanced thankyou to an exchange between M. and the community manager. From the analysis of the narratives co‐produced by M., the former substance user, and the community manager, the elements that made it possible to transform a feeling of falling in love into an interaction of extended trust emerged. Results and Discussion The non‐judgmental and confidential context, but above all the training in interpersonal exchange, facilit...

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Structured peer group supervision of school consultation:A case study

Cited by 9 publications

References 28 publications

Counselor Education and Supervision: 2019 Annual Review

Counselor Education and Supervision: 2019 Annual Review

Empowering tertiary level students to solve their own study-related problems to improve study performance

Is falling in love within the mental health system a problem? How to turn it into a chance for the care relationship

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