The Bells that Ring: A Process for Group Supervision;

Abstract

In this article, the development of a process for group supervision is outlined, and placed in context. Most of us, as Family Therapists, spend time participating in group supervision, whether because of the mandatory requirements of training and qualifications, or because we regard supervision groups as an important vehicle for support, professional development, and accountability. Peer supervision groups particularly, and group supervision generally, have been under‐explored in the literature. As a ‘supervisor,’ I developed this structure with the aim of facilitating a group process that is empowering for the therapist presenting his/her work, and creatively involving for the group members.

‘Which aspects of social GGRRAAACCEEESSS grab you most?’ The social GGRRAAACCEEESSS exercise for a supervision group to promote therapists' self‐reflexivity

“…The supervisees often referred to their personal stories in subsequent sessions and they were encouraged to think how these stories may help or hinder their work. Making explicit links between their hypotheses and personal experiences seemed to enable them to own their views, which Proctor () encourages in group supervision in order to avoid overwhelming therapists or making them feel incompetent and deskilled. Proctor () proposes a method for a group supervision discussion where supervisees are asked ‘what bells ring for you, either from your personal or your professional life that you would like to share with the presenter (and the group)’ (p. 218):

Interestingly, it is the ‘Bells that Ring’ stories that supervisees, and particularly Presenters, consistently say have been the most useful feedback for them.

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“…Making explicit links between their hypotheses and personal experiences seemed to enable them to own their views, which Proctor () encourages in group supervision in order to avoid overwhelming therapists or making them feel incompetent and deskilled. Proctor () proposes a method for a group supervision discussion where supervisees are asked ‘what bells ring for you, either from your personal or your professional life that you would like to share with the presenter (and the group)’ (p. 218):

Interestingly, it is the ‘Bells that Ring’ stories that supervisees, and particularly Presenters, consistently say have been the most useful feedback for them. The Observers ‘own’ the feedback as theirs, and the fact that the stories are both personal and one‐step removed reflections appears to allow Presenters to explore alternative narratives and descriptions with their autonomy and self respect intact (p. 220).

Our complex relationship with SG is always influencing us, whether we are conscious of it or not.…”

A Guide for Beginning Family Therapy Group Supervisors

“…In these tense moments, supervisees have reported, at times, feeling attacked and overwhelmed with the sheer volume of information directed their way, which may or may not be a good fit for their ongoing work with a particular client. Many supervisees have had the experience of feeling like their client "slipped from their grasp" and became fodder for well-intentioned group participants (Proctor, 1997). To facilitate a safe and educational process, supervisors need to intervene in highly conflictual interactions, reframe the feedback in a way that respects all participants, and move forward by collecting additional perspectives.…”

“…McCollum and Wetchler (1995) discussed the merits of case consultation supervision and Protinsky (1997) highlighted specific tasks that can be undertaken in videotape supervision. Proctor (1997) described a process of group supervision aimed at empowering supervisees and facilitating the involvement of group members.…”

Creating the conditions for collective curiosity and containment: insights from developing and delivering reflective groups with social work supervisors

“…The Bells that Ring model (Proctor, 1997;Dugmore et al, 2018) allocates clear roles, with role descriptors. This explicitly invites participants to take up a particular position and implicitly invites them to be active in how they engage in the group as well as what they may contribute.…”