Group process and learning: A grounded theory model of group supervision.

Training and Education in Professional Psychology (Impact Factor: 1.58). 07/2010; 4(3):194-203. DOI: 10.1037/a0018970

ABSTRACT While there is a small but growing body of literature on group supervision, it has been limited to a handful of qualitative studies, and quantitative studies that have focused on specific aspects of the supervision process. Therefore, the purpose of this study was to develop a theoretical model of the process of group supervision and its relation to student learning. A grounded theory design with some features of consensual qualitative research was utilized to achieve this goal. Fifteen counseling psychology doctoral students and three supervisors comprising 13 supervision groups completed questionnaires following each group supervision session over the course of six semesters. Varying degrees of safety were reported by participants and group supervision was either facilitated by safety or inhibited by a lack of safety. However, when students reported feeling safe, a greater variety of learning occurred than when they reported they felt less safe. Also, within a supervision group, students experienced the group differently based on their ability to manage anxiety and develop supportive relationships with other peers in the group. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

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