Experienced supervisors' view on clinical group supervision with student therapists

Skjerve, Jan; Reichelt, Sissel; Nielsen, Geir Høstmark; Grova, Bjørg; Torgersen, Anne Mari

doi:10.1080/19012276.2013.824205

Cited by 3 publications

(1 citation statement)

References 13 publications

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“…Previous research indicates that an empathetic and supportive supervisor who demonstrates acceptance and understanding of their supervisees can create a safe supervision situation (Aten et al., 2008; Ögren & Sundin, 2009; Wampold & Imel, 2015; Watkins et al., 2013). Feeling secure is a key component for enabling learning and allowing the supervisees to feel confident in sharing their difficult and emotional experiences during the supervision process (Bargmann, 2017; Skjerve et al., 2013; Watkins et al., 2013).…”

Section: Discussionmentioning

confidence: 99%

Psychotherapy students' experiences of supervisee‐centred supervision based on deliberate practice, feedback‐informed treatment and self‐compassion

Axelsson,

Kihlberg,

Davis

et al. 2023

Couns and Psychother Res

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ObjectiveThere are few methods that focus on therapists' experiences of supervision. To facilitate the development of psychologist students, a supervisee‐centred supervision, based on deliberate practice, feedback informed treatment and self‐compassion, was introduced.MethodsThis study examines six supervisees’ experiences of a supervisee‐centred supervision. A semi‐ structured interview was used for the collection of the data, which identified two main themes: Learning and Development and five associated sub‐themes: structure and purposesfulness, prerequisites, experience‐based learning, therapeutic skills and personal development.ConclusionThe experience‐ and feedback‐based approach was perceived as efficient, structured and goal oriented. This created high‐focused activity and participation, a strong group dynamic and a good alliance with the supervisors, providing a good climate for learning and development. Focusing on performance and feedback was perceived as a potential obstacle that could create stress and anxiety.

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Section: Discussionmentioning

confidence: 99%

Psychotherapy students' experiences of supervisee‐centred supervision based on deliberate practice, feedback‐informed treatment and self‐compassion

Axelsson,

Kihlberg,

Davis

et al. 2023

Couns and Psychother Res

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Group supervision is a distinct supervisor competency: empirical evidence and a brief scale for supervisory practice

Grassby

Gonsalvez

2022

Australian Psychologist

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How can Educational Psychologists evaluate group supervision to ensure positive impact for supervisees’ development and skills, and for the children and families for whom they work?

Anderson,

Hayes

2023

bpsecp

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AimThis review investigated how group supervision within education or social care settings has been evaluated, to identify tools for EP practice that ensure good outcomes for supervisees and the children and families they support.MethodA systematic literature search was conducted using databases PsycINFO, Web of Science and ERIC. Twelve studies identified using the inclusion/exclusion criteria involved a range of research designs.FindingsThe selected studies suggest group supervision can benefit supervisees in terms of wellbeing, on direct practice with families, and on team relationships. The most innovative and revealing studies were small-scale and conducted in the context of social work. These highlighted the importance of having a ‘clinician’ involved in facilitation for practice change, and group supervision characterised as ‘practice-focused’ was found to improve parental engagement and goal agreement.LimitationsThere is a paucity and lack of breadth in methodological approaches in evaluating the impact of supervision, and challenges in data collection. Further research should incorporate triangulation of information (i.e. supervisee, supervisor, and client).ConclusionsEvaluation tools relevant for EP use include making use of data sources such as supervision records, using a coding framework for self-evaluation and using questionnaires to assess how supervision has achieved the intended outcomes for supervisees. A subsequent follow-up of supervisee’s intended actions to identify practice change, should include gathering feedback directly from children and families.

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Experienced supervisors' view on clinical group supervision with student therapists

Cited by 3 publications

References 13 publications

Psychotherapy students' experiences of supervisee‐centred supervision based on deliberate practice, feedback‐informed treatment and self‐compassion

Psychotherapy students' experiences of supervisee‐centred supervision based on deliberate practice, feedback‐informed treatment and self‐compassion

Group supervision is a distinct supervisor competency: empirical evidence and a brief scale for supervisory practice

How can Educational Psychologists evaluate group supervision to ensure positive impact for supervisees’ development and skills, and for the children and families for whom they work?

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