Supervision for Mental Health Care by Paul Cassedy Maureen Anderson

Author:Paul Cassedy, Maureen Anderson [Paul Cassedy, Maureen Anderson]
Language: eng
Format: epub
Tags: Social Science, Social Work, Education, General, Medical, Nursing
ISBN: 9781352007565
Google: GEe9DwAAQBAJ
Publisher: Red Globe Press
Published: 2019-11-09T04:22:52+00:00

Styles of group supervision

We now move on to consider the form or approach of which the supervision group may be supervised. To help to look at this it is worth considering what group supervision is not. Bond and Holland (2010) define this succinctly: It is not a group of three or more people, who have come for supervision and are receiving information from the speaker. This may be taking the format of a teaching session on learning about supervision, for example; however, there is little interaction from the participants. Neither is it individual supervision that takes place in a group: The facilitator may give each of the members an equal amount of supervision time but moves from the first supervise to the next supervisee and so on. Here also, there is no interaction between the members or, significantly, no interrelating for the specific and shared goal of group supervision. Those methods of supervision would come under an authoritative approach. Proctor (2008) summarises the forms of group supervision that can take place:

•Authoritative: the supervisor manages the group and supervises each member in turn; other members act mainly as an audience. Participation will be limited and supplementary to the supervision that is taking place.

•Participative: the supervisor supervises and encourages others to participate; the supervisor may teach and direct other to supervise each other to greater or lesser extents.

•Cooperative: the supervisor facilitates learning and enables members to take part in the overall responsibilities involved in supervising each other.

•Peer: each person shares responsibility for supervising, or may take it in turns, to structure and manage the group session, so there is no constant permanent supervisor who holds overall responsibility.

A supervision group when it is first formed may well commence in a rather authoritative style, as the supervisor seeks to establish direction and meet the overall aim and purpose of supervision. New and inexperienced supervisees may welcome this approach to begin with. However, a skilled supervisor will quickly draw in the other group members and facilitate in such a way to encourage participation. Here the supervisees will begin not only to think about their own needs and requirements for supervision but also to think about the group as a working unit. This can then lead to a cooperative group where by the members rely far less on the facilitator. They begin to take part actively in the responsibilities involved in supervising each other. This then leads into peer group supervision; the supervisor sits back while supervision takes place among the members of the group.

When group supervision is effective, problem-solving can become more efficient since the group draws on the expertise of several people. It accommodates, and therefore allows learning from, the diverse backgrounds and experience of those contributing, who may provide different perspectives on situations.

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