1. Chapter 10 Group Supervision Taquisa Simmons Reg Watson Melissa Windham CES 763 Supervision and Consultation Spring 2010

2. Group Supervision A long-established and prevalent form of supervision CACREP requires programs it accredits to provide group supervision to supervisees 10 members is the maximum number of members in group supervision established by CACREP

3. Benefits Limitations Economies of time, costs and expertise Vicarious learning Breadth of client exposure Supervisee feedback of great quantity, quality and diversity Comprehensive picture of supervision Opportunity to learn supervision skills Normalizing supervisee’s experiences Mirroring the supervisee’s interventions Group format may not permit individuals to get what they need Confidentiality concerns The group format is not isomorphic with that of individual counseling Certain group phenomena can impede learning The group may devote too much time to issues of limited relevance to or interest for some group members Group Supervision

4. Conceptual Model for Group Supervisors Supervisory tasks (Proctor & Inskipp, 2001)  Active stance  Assertion to redirect the group  Listen to and follow up the group, changing direction as needed  Choose the right fights when conflicts emerge  Communicate clearly  Process group interaction and development (Sansbury, 1982) Supervisor Style  Authoritative  Participative  Cooperative

5. Stages of Group Supervision  Forming  Storming  Norming  Performing  Adjourning Stages of Group Supervision (Tuckman’s linear model) Forming  Storming  Norming  Performing  Adjourning

6. Stages of Group Supervision Continued Preliminary work and Forming stage  Frequency of meetings  Attendance  Manner of case presentation

7. Stages of Group Supervision Continued Storming & Norming Stages  Time-limited groups  Ongoing supervision groups  Evaluation of supervisory experience

8. Stages of Group Supervision Continued Performing & Adjourning Stages  Time-limited groups  Ongoing supervision groups  Evaluation of supervisory experience

9. Peer Supervision Groups What is peer supervision? Types of peer supervision groups Reasons for participation Relationship as a primary factor Process of peer supervision groups Leaderless group Member as leader

10. Advantages Limitations Case conceptualization / reflexive dialogue Environment Peer review process New Information Consultation Therapeutic factors Countertransference Constructive Feedback Inflexibility Confidentiality Limits individual supervision Peer Supervision Groups

11. REFERENCES Bernard, J. & Goodyear, R. (2009). Fundamentals of clinical supervision (4th ed.). Boston, MA: Allyn & Bacon Publishing Company. Grant, J. & Scofield, M. (2007). Career-long supervision: Patterns and perspectives. Counseling and Psychotherapy Research, 7(1)3-11. Hyrkas, K., Koivula, M., Lehti, K., & Paunonen-Ilmonen, M. (2003). Nurse managers’ conceptions of quality management as promoted by peer supervision. Journal of Nursing Management, 11, 48-58. Proctor, B., & Inskipp, F. (2001). Group supervision. In J. Scaife (Ed.). Supervision in the mental health professions: A practitioner’s guide (pp. 99-121). London: Routledge. Sansbury, D. L., (1982). Developmental supervision from a skill perspective. The Counseling Psychologist, 10(1), 53-57. Thomasgard, M., & Collins, V. (2003). A Comprehensive review of a Cross-Disciplinary, case Based Peer Supervision Model. Families, Systems & Health, 21(3)305-319. Wilkerson, K. (2006). Peer Supervision for the Professional Development of School Counselors: Toward an Understanding of Terms and Findings. Counselor Education & Supervision,46,59-67. Yeh, C., Chang, T., Chang, L., Drost, C., Spelliscy, D., Carter, R., Yaowen, C. (2008). Development, content, process and outcome of an online peer supervision group for counselor trainees. Journal Computers in Human Behavior, 24(6),2889-2903.