A Preliminary Qualitative Investigation of Group Processes in Group Supervision: Perspectives of Master's Level Practicum Students

Linton, Jeremy M.

doi:10.1177/0193392203251959

Cited by 10 publications

(17 citation statements)

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“…Also, occasionally, supervisees did not form a supportive or cooperative relationship with each other, or they developed a tacit understanding to not challenge each other during supervision. A dynamic similar to this final one has been identified in the group supervision literature (Linton, 2003), whereby supervisees in a group supervision setting noted that their peers would often hold back or cushion the feedback, rather than be frank. Whether this omission is due to concerns about group cohesiveness, respect for privacy, or a lack of awareness of how to handle such an intervention is less clear.…”

Section: Discussionmentioning

confidence: 55%

Triadic Supervision and its Impact on the Role of the Supervisor: A Qualitative Examination of Supervisors' Perspectives

Hein

Lawson

2008

Couns Edu & Supervision

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Although triadic supervision has been the subject of little empirical research, perspectives of supervisors in this form of supervision have received even less attention. This qualitative study examined 6 doctoral student supervisors' experiences of triadic supervision and the demands it placed on them in their role as supervisors. Data collection involved use of in-depth, open-ended interviews, and a whole-text analysis resulted in 2 major categories. These categories address various ways in which triadic supervision increases or decreases the demands placed on the supervisor. Implications of the findings for supervisory practices and future research are also addressed.

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Section: Discussionmentioning

confidence: 55%

Triadic Supervision and its Impact on the Role of the Supervisor: A Qualitative Examination of Supervisors' Perspectives

Hein

Lawson

2008

Couns Edu & Supervision

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“…Araştırmacılar arası güvenirlilik yüzdesini belirlemek için, P (Uzlaşma Yüzdesi) = [Na (Görüş Birliği) / Na (Görüş Birliği) + Nd (Görüş Ayrılığı)] × 100 (Miles & Huberman, 1994) formülü kullanılmış ve kodlayıcılar arasındaki benzerlik oranı %88 olarak bulunmuştur. Miles ve Huberman'a (1994) Atik, 2017;Koç, 2013;Linton, 2003;Meydan ve Denizli, 2018;Rubel ve Okech, 2006 (Håkansson ve Montgomery, 2003;Kerem, Fishman,Josselson, 2001…”

Section: Geçerlik Ve Güvenirlikunclassified

Psi̇koloji̇k Danişman Adaylarinin Süpervi̇zyon Süreci̇ne İli̇şki̇n Görüşleri̇ni̇n İncelenmesi̇: Mani̇sa Celal Bayar Üni̇versi̇tesi̇ Örneği̇

Erbaş

KOÇ>

Esen

2020

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi

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Özet: Bu araştırmanın amacı Rehberlik ve Psikolojik Danışmanlık lisans programı dördüncü sınıf düzeyinde yürütülen süpervizyon sürecine ilişkin psikolojik danışman adaylarının görüşlerinin incelenmesidir. Araştırmanın katılımcıları, Manisa Celal Bayar Üniversitesi Rehberlik ve Psikolojik Danışmanlık lisans programı son sınıf öğrencileridir. Örnekleme yöntemi olarak amaçlı örnekleme yöntemi kullanılmış ve süpervizyonu tamamlamış, gönüllü 16 öğrenci araştırmaya dahil edilmiştir. Araştırmanın deseni, nitel araştırma desenlerinden biri olan durum çalışması olarak belirlenmiştir. Araştırmada veriler iki ayrı odak grup görüşmesi ile elde edilmiştir. Verilerin analizinde içerik analizi yöntemi kullanılmıştır. Elde edilen bulgulardan psikolojik danışman-süpervizör ilişkisinin niteliği, süpervizyon sürecinin niteliği, süpervizyonun psikolojik danışma sürecine katkısı ve süpervizyonun mesleki-kişisel gelişime katkısı olmak üzere dört ana tema ortaya çıkmıştır. Bulgular alanyazın ışığında tartışılmış, araştırmacı ve uygulayıcılara öneriler sunulmuştur.

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“…The signifi cance of supervision in social work education is well documented. Group specialists have found supervision essential to the education and professional skills of groupworkers (Christensen & Kline, 2000;Conyne, et al, 1995;Linton, 2003). Conyne et al (1995) believe that the supervision of groupwork students is essential for the integration of theory and practice as well as the empowerment of groupwork students beginning their careers.…”

Section: Literature Reviewmentioning

confidence: 99%

Mutual inspiration

McLaughlin¹,

Grantz²

2012

Groupwork

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Mentoring relationships provide mutual inspiration that enlivens the practice of social work for students as well as mentors. This paper demonstrates the signifi cance of mentoring relationships for student group workers and teachers. Personal narratives of both students and teachers illuminate the need for groupwork mentors in social work education. Identifying as a groupwork mentor aids in the professional's ongoing refl ection of their own practice, refreshing the mentor's commitment to the advancement of the fi eld and enhancing his/her satisfaction with the work. Schools of Social Work must formalize this relationship by integrating mentoring into the curriculum.

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A Preliminary Qualitative Investigation of Group Processes in Group Supervision: Perspectives of Master's Level Practicum Students

Cited by 10 publications

References 0 publications

Triadic Supervision and its Impact on the Role of the Supervisor: A Qualitative Examination of Supervisors' Perspectives

Triadic Supervision and its Impact on the Role of the Supervisor: A Qualitative Examination of Supervisors' Perspectives

Psi̇koloji̇k Danişman Adaylarinin Süpervi̇zyon Süreci̇ne İli̇şki̇n Görüşleri̇ni̇n İncelenmesi̇: Mani̇sa Celal Bayar Üni̇versi̇tesi̇ Örneği̇

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