An Exploratory Qualitative Investigation of Group Processes in Group Supervision: Perceptions of Masters-Level Practicum Students

Linton, Jeremy M.; Hedstrom, Suzanne M.

doi:10.1080/01933920500341390

Cited by 45 publications

(31 citation statements)

References 22 publications

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“…This finding is consistent with Linton and Hedstrom's (2006) results that participants valued didactic feedback from supervisors and alternative viewpoints offered by peers. Interestingly, Ritenour, Gutsch, and Kazelskis (1983) showed that conformity pressure from peers was just as effective as that from faculty in influencing participants' judgment of counselor effectiveness.…”

Section: Clinical Supervisorssupporting

confidence: 94%

Peer relationships in counseling psychology training

Chui¹,

Ziemer²,

Palma³

et al. 2014

Counselling Psychology Quarterly

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Section: Clinical Supervisorssupporting

confidence: 94%

Peer relationships in counseling psychology training

Chui¹,

Ziemer²,

Palma³

et al. 2014

Counselling Psychology Quarterly

View full text Add to dashboard Cite

“…Participants preferred the more informal style of peer supervision both as a way of exploring difficulties in group and dealing with the emotional stresses of the work. According to Linton & Hedstrom (2006), the finding that group supervisees highly value and sometimes prefer feedback from peers to that of supervisors has been consistently found by research looking at group supervision. For the participants in this study, their team loyalty appeared to be particularly strong and important and may have proved an obstacle to providing each other with constructive feedback.…”

Section: Discussionmentioning

confidence: 90%

‘It’s Intense, to an Extent’: A Qualitative Study of the Emotional Challenges Faced by Staff Working on a Treatment Programme for Intellectually Disabled Sex Offenders

Sandhu

Rose

Rostill-Brookes

et al. 2012

Research Intellect Disabil

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Staff awareness and understanding of the role of emotions in relation to their own well-being and in relation to therapeutic processes varied. Emotional intelligence was associated with greater therapeutic understanding. Recommendations are made in relation to personal and professional characteristics and need for clinical supervision to support staff well-being and the development of therapeutic competence and effectiveness.

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“…Group supervision has been widely utilised for clinical supervision in psychology, counselling, and social work practicums, but the research evidence concerning its social and learning benefits for doctoral students is more limited (Enyedy et al 2003;Linton and Hedstrom 2006;Carter et al 2009;Fleming et al 2010;Fenge 2012). Taylor and Beasley (2005) suggest that group supervision offers economic and social benefits, providing a sustainable solution for managing rising numbers of students within increasing academic workloads.…”

Section: Group Supervisionmentioning

confidence: 99%

Improving doctoral support through group supervision: analysing face-to-face and technology-mediated strategies for nurturing and sustaining scholarship

Hutchings

2015

Studies in Higher Education

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Improving doctoral support through group supervision: analysing face-to-face and technology-mediated strategies for nurturing and sustaining scholarship AbstractThe challenges of the doctoral journey can create social and academic isolation. Student support is normally facilitated through the supervisory team and research training programmes. There is little empirical evidence on the role group supervision and peer learning can play in nurturing and sustaining doctoral scholarship. This article explores group supervision processes, analysing student experiences of face-to-face and technology-mediated (Tm) strategies in a professional doctorate programme, to address the question of what factors in group supervision help or hinder scholarship. Findings illustrate how group supervision can nurture mutual and sustained support and how Tm encounters can add value, affording location-independent interactions to facilitate participation, and reduce isolation. Key dimensions of a pedagogical support framework for doctoral supervision will be identified, which give priority to nurturing relationship development and sustaining connectedness through group supervision. This form of nourished scholarship can support and sustain the doctoral journey and improve completion rates. . Doctoral education is characterised by increasing provision of nontraditional routes and growth of professional doctorates in a wide range of disciplines geared to developing 'researching professionals' rather than 'professional researchers' (Gregory 1995;Doncaster and Thorne 2000;Bourner, Bowden, and Laing 2001;Usher 2002;Galvin and Carr 2003). The development of these programmes has generated 'creative tensions' (Malfoy 2005) and 'issues of validity' (Costley and Lester 2012) associated with their scope and delineation, particularly when compared with the conventional PhD. These tensions impact on students and supervisor relationships, highlighting the need to consider alternative, more innovative and enabling pedagogic support strategies that can address these challenges and create opportunities for more collective and collaborative research cultures and environments (Delamont, Atkinson, and Parry 1997;Cousin and Deepwell 2005;Malfroy 2005;Samara 2006;Wisker, Robinson, and Shacham 2007) focused on 'nourished scholarship' (Carr, Galvin, and Todres 2010). KeywordsProfessional doctorate students can experience particular challenges associated with being professionally experienced, mature and part-time students while sharing with all doctoral students the essentially personal and individualised nature of the doctoral experience, routed in the goal of undertaking and successfully completing a sustained in-depth investigation of a problem or issue in order to make a significant contribution to knowledge. This experience can 2 Reference this paper as: . Improving doctoral support through group supervision: analyzing face-to-face and technology-mediated strategies for nurturing and sustaining scholarship. Studies in Higher Education, 2015 http://dx

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An Exploratory Qualitative Investigation of Group Processes in Group Supervision: Perceptions of Masters-Level Practicum Students

Cited by 45 publications

References 22 publications

Peer relationships in counseling psychology training

Peer relationships in counseling psychology training

‘It’s Intense, to an Extent’: A Qualitative Study of the Emotional Challenges Faced by Staff Working on a Treatment Programme for Intellectually Disabled Sex Offenders

Improving doctoral support through group supervision: analysing face-to-face and technology-mediated strategies for nurturing and sustaining scholarship

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