A Behavior Observation System for Group Supervision

Kruger, Louis J.; Cherniss, Cary; Maher, Charles A.; Leichtman, Hugh M.

doi:10.1002/j.1556-6978.1988.tb00776.x

Cited by 5 publications

(3 citation statements)

References 25 publications

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“…The selection of the eight methods was influenced by supervision literature. The items included videotape (Bernard & Goodyear, 1992;Broder & Sloman, 1982;Dowling, 1984;Goldberg, 1985;Stoltenberg & Delworth, 1987;Ward, Kagan, & Krathwohl, 1972), audiotape (Bernard & Goodyear, 1992;Bowman, 1979;Goldberg, 1985;Kruger, Cherniss, Maher, & Leichtman, 1988;Ward, Kagan, & Krathwohl, 1972). live supervision (Berger & Dammann, 1982;Bernard & Goodyear, 1992;Kickert & Turner, 1978;Schroll & Walton, 199 1).…”

Section: Methodsmentioning

confidence: 99%

Clinical Supervision of Counselors‐in‐Training: A Nationwide Survey of Ideal Delivery, Goals, and Theoretical Influences

Freeman

McHenry

1996

Couns Edu & Supervision

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Section: Methodsmentioning

confidence: 99%

Clinical Supervision of Counselors‐in‐Training: A Nationwide Survey of Ideal Delivery, Goals, and Theoretical Influences

Freeman

McHenry

1996

Couns Edu & Supervision

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“…Behavior observation system. We observed verbal behavior by means of a behavior observation system (for a more detailed description, see Kruger, Cherniss, Maher, & Leichtman, 1988). For the purposes of this investigation, we used four observation categories to examine the content of verbalizations: problem solving, structuring the meeting, counselor problems, and miscellaneous.…”

Section: Instrumentsmentioning

confidence: 99%

Group supervision of paraprofessional counselors.

Kruger

Cherniss²,

Maher³

et al. 1988

Professional Psychology: Research and Practice

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Group supervision of paraprofessional counselors was investigated at a short-term residential facility for emotionally disturbed children and adolescents. Four counseling teams' group supervision meetings were studied over a 45-day period. A behavior observation system was used to collect data about problem solving and member participation at these meetings. A questionnaire was designed to measure supervisees' satisfaction with and perceptions of their group supervision. Group supervision meetings tended to be highly task oriented: 69% of the comments at the meetings pertained to resolving the children's and adolescents' emotional problems. Supervisors participated at a marginally higher frequency (51%) than did supervisees (47%). Overall, supervisees tended to be satisfied with and have positive perceptions of their group supervision experiences. However, experienced supervisors' group supervision meetings received higher ratings of supervisee satisfaction than did novice supervisors' meetings.

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“…These can be didactic; they can serve the purpose of situation analysis (individual, community, family, group or community); they can aim at enhancing either personal or group development; and they can focus on organizational matters and the relationship between supervisor and supervisee. In recent years the focus has been on situation analysis, personal development and group development (Bernard & Goodyear, 1993;Getzel & , 1985;Holloway & Johnson, 1985;Kruger et aL, 1988;Mearns, 1995, Sansbury, 1982Shulman, 1982). Yet despite differing agendas, each group is a dynamic entity obeying its own self-generating processes (Ganzarian, 1989;Leicher, 1963).…”

Section: Theory Of Group Supervisionmentioning

confidence: 98%

A group supervision model for broadening multiple-method skills of social work students

Arkin¹,

Freund²,

Saltman³

1999

Social Work Education

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This article describes a comparative model of group supervision of social work students in their second and third years in the Undergraduate Social Work Programme at the University ofHaifa School of Social Work. The model is designed with the purpose of offering group supervision to all students in the programme and takes into account the complexity of multicultural students. Under this model, second-year students receive group guidance in their individual casework in the field; third-year students are guided in group and community field-work. During these 2 years, students receive supervision appropriate to the methods demanded by the field situations they encounter. The model presents group supervision in terms of the content, process and function of supervision with regard to both individual treatment and group and community work.Social work schools today face the challenge of accommodating themselves to the rapid expansion of professional knowledge and the emergence of a multiplicity of theoretical approaches. Field-work has at the same time become increasingly complex as a result of social and cultural changes taking place in Israel. The arrival of new immigrants from the former USSR and Ethiopia, in addition to minorities living in Israel, contribute to the complexity of field-work. Social work is therefore likely to make increasing demands on the knowledge of professionals both academically and practically. Teaching about the application of knowledge and the conversion of scientific theory into practical theory must therefore become a principal function of professional education in social work. Moreover, in the light of cumulative experience in the field, we see a need to enhance the practical training of social work students--a process which in the past has relied solely on individual training--so the endeavour should accommodate increasingly complex approaches.Social work education in Israel is part of university education. Students graduate after 3 years of social work study, reaching the Bachelor of Social Work (BSW) degree, which serves as a licence to practise social work. The curriculum traditionally includes 32 hours of class work and 19 hours of field-work during the second and third years. Field-work performance is evaluated according to a schedule developed for this purpose and the grade is pass/fail. A separate evaluation is conducted on the student's group supervision.Taking an ecological approach to social work education and intervention seminars in the undergraduate curriculum that was designed on the same principle, we have established at the School of Social Work in Haifa a teaching continuum that integrates individual, group Correspondence to:

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A Behavior Observation System for Group Supervision

Cited by 5 publications

References 25 publications

Clinical Supervision of Counselors‐in‐Training: A Nationwide Survey of Ideal Delivery, Goals, and Theoretical Influences

Clinical Supervision of Counselors‐in‐Training: A Nationwide Survey of Ideal Delivery, Goals, and Theoretical Influences

Group supervision of paraprofessional counselors.

A group supervision model for broadening multiple-method skills of social work students

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