The Qualitative Exploration of Process-Sensitive Peer Group Supervision

This article reflects on the experiences of Estonian social work undergraduate students with a five-phased structured peer group supervision model, consisting of information, clarification, analysis, feedback and reflection phases. This kind of systematic case reflection enables the generation and critical exploration of new perspectives and solutions among those seeking to become professional social workers. Students emphasised that this model is a useful method for case supervision and that it is feasible to apply it after one-time or short training/experience.

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Peer Group Supervision for Supervisors

Social Casework ◽

10.1177/104438948206300203 ◽

1982 ◽

Vol 63 (2) ◽

pp. 82-87 ◽

Cited By ~ 3

Author(s):

Elwood R. Hamlin ◽

Elizabeth M. Timberlake

Keyword(s):

Professional Development ◽

Peer Group ◽

Middle Management ◽

Group Supervision

Increasing emphasis on the role of the middle-management supervisor led to the development of a peer group supervisory model that enhances professional development without stifling autonomy, responsibility, and creativity. Examples of the model's objectives, learning phases, and benefits and limitations are presented.

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Modified Teaching Clinic

American Journal of Speech-Language Pathology ◽

10.1044/1058-0360.0403.29 ◽

1995 ◽

Vol 4 (3) ◽

pp. 29-38 ◽

Cited By ~ 8

Author(s):

A. Lynn Williams

Keyword(s):

Service Delivery ◽

Clinical Supervision ◽

Group Process ◽

Professional Growth ◽

Growth And Development ◽

Peer Group ◽

Group Supervision ◽

Clinical Settings ◽

Group Model ◽

Teaching Clinic

A peer group model of supervision is presented as an alternative to the conventional one-on-one model of clinical supervision. A modified version of Dowling’s (1979) Teaching Clinic is described as a model whose format appears to exemplify the tenets of the clinical supervisory model (Anderson, 1988; Cogan, 1973) through the promotion of collegiality and the development of self-supervisory skills among the participating clinicians. The Modified Teaching Clinic (MTC) addresses issues of group process, fosters the advancement of clinicians along a continuum of supervision, and facilitates professional growth and development. Although peer group supervision is frequently used in the growth and development of professionals in other fields such as counseling, there are currently no models that have been described for the continued development of speech-language pathologists and audiologists in various service delivery settings. The need for continued professional interaction and peer group supervision is addressed by the MTC via its applicability in various clinical settings.

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