Structured group supervision: Theory into practice

Group Supervision: A Review of Practices and Models in Training

“…As Stoltenberg et al (1998) suggest, supervisees at different levels of professional development have different supervision needs and goals. The literature on group supervision suggests that structured models of group supervision (e.g., Wilbur et al, 1991) may be better suited for counselor-trainees while unstructured models may be better for seasoned professionals (Borders, 1991;McAuliffe, 1992). The use of sequences and structure in structured models may help to lessen neophyte counselors' anxiety levels, whereas experienced practitioners may be best served when allowed to set their own agenda for group meetings.…”

“…The following five supervision models are exemplars for group supervision, representing both structured and unstructured formats: (a) Structured Group Supervision (Wilbur, Roberts-Wilbur, Morris, Betz, & Hart, 1991), (b) Systemic Peer Group Supervision (Borders, 1991), (c) a case presentation model (McAullife, 1992), (d) an analytic model (Rosenthal, 1999), and (e) Experiential Group In constructing group norms, supervisors may find it beneficial to facilitate the development of cohesion, universality, and inclusion early in the life of a supervision group (Bernard & Goodyear, 1998;Linton, 2003). This may entail taking time during early sessions to employ structured or unstructured group building exercises.…”

“…Suggestions for practice are included in the discussion of each model. Wilbur et al (1991) created the Structured Group Supervision (SGS) model in response to the perceived lack of research and practice directives in the area of group supervision. They stated that "the [SGS] model attempts to strengthen the link between group supervision and its justified use in counselor training programs" (p. 91).…”

“…According to Wilbur et al (1991), the SGS format is "structured for the active involvement and participation of all group members" (p. 92). A pilot study of the SGS model suggested that participants made significant gains in skill and personal development as compared to supervisees engaged in non-SGS supervision groups (Wilbur, Roberts-Wilbur, Hart, Morris, & Betz, 1994).…”

Developing the Fearless School Counselor Ally and Advocate for LGBTQIQ Youth: Strategies for Preparation Programs

“…Specifically, counselor educators could utilize the adaption of Wilbur, Roberts-Wilbur, Morris, Betz, and Hart's (1991) structured group supervision model, in which the trainee would present a hypothetical situation, where they encountered resistance to their LGBTQIQ advocacy and class members would engage in asking questions, make suggestions for intervention, or provide their hunches to what they are thinking. Following these experiential activities, it is important for counselor educators to encourage all class members to debrief and reflect upon the process and overall classroom experience in advocating for LGBTQIQ youth.…”