The perceived benefits and difficulties in introducing and maintaining supervision groups in a SEMH special school

Abstract

Word Count: 9,748 2The perceived benefits and difficulties in introducing and maintaining supervision groups in a social, emotional and mental health (SEMH) special school. AbstractSupervision groups are often used in professional settings and are introduced to address and provide support in relation to the challenges that arise in everyday practice. Although group supervision is common amongst a range of helping professions, its use in schools is rare. Little research exists as to the merits and challenges of providing school staff with a confidential space in which to discuss and reflect upon their practice alongside colleagues. This research took place in a social, emotional and mental health (SEMH) special school a highly pressured context where staff work with pupils with SEMH special needs, and the challenging behaviours they display. This study involved 12 school staff and examined the perceived benefits and difficulties of introducing and maintaining effective group supervision groups. Data were gathered through semi-structured, one-to-one interviews. Transcripts were subsequently analysed thematically using qualitative data analysis software. Findings indicated that attending group supervision provided participants with the opportunity to foster a greater sense of camaraderie with their colleagues, and address the issue of stress through the offloading, sharing and validating of emotions and experiences. Although few difficulties were reported, important factors to consider are the need to ensure sessions are chaired by an effective, independent supervisor. Ensuring all supervisees are given a voice within a group appears to be an essential part of the supervisor's role.Establishing a method of evaluating group supervision as a means of maintaining its effectiveness is also explored. This research set out to examine the perceived benefits and difficulties of introducing and maintaining supervision groups (often prefixed with the term clinical) for staff working in a social, emotional and mental health (SEMH) special school. Group supervision is a means of encouraging and allowing staff working in a profession involving the helping of others to enter into reflective discussions about their work. Supervision is introduced to offer support in relation to the challenges that arise in everyday practice. As the deputy headteacher of a primary school (school M) that caters for pupils with SEMH special needs that have been excluded from mainstream schools because of their challenging behaviour, the first author is aware that such practice involves working in a challenging environment that can impact negatively on the professionals responsible for the education and safeguarding of the pupils.This environment can result in high staff turnover or absence and a perceived lack of staff cohesion resulting from a negative environment where physical and verbal abuse from pupils occur regularly.Wishing to address a recognised deficiency in staff morale as a perceived result of these conditions, the senior leadership team...

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“…These themes were found to be consistent with research completed into group supervision in specialist social, emotional and mental health schools completed by Willis and Baines [16]. Willis and Baines [16] also explored the facilitators of effective sessions which emphasised the importance of the separate and external nature of the supervisor.…”

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