Date of Award

6-19-2000

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Counseling Psychology & Community Services

First Advisor

Cindy Juntunen

Abstract

Group supervision is a frequently used modality for training counselors. Past publications have described the advantages and disadvantages of group supervision and have constructed models to conduct group supervision. Yet very little is known regarding participants' experiences of group supervision. This study addressed the experience of group supervision for counselor trainees in the academic setting. Utilizing qualitative methodology, participants described their experiences and their perception of the link between participation in group supervision and service delivery to clients. Fourteen Master of Arts Counseling students at a Midwestern public university were interviewed about their experiences and observations of their supervisory group. The qualitative interviews were transcribed and analyzed for recurring themes. The themes that emerged included the value and benefits of participation in group supervision, the expectations of the group leader, and the use of structure in group supervision. Peer support and feedback were experienced as the most helpful aspect of group supervision. This peer support elevated confidence levels through comaraderie and a noncompetitive comparison of skill levels amongst peers. The participants received tangible assistance from peers in the form of specific feedback, information and resources regarding clinical situations. Participants began group supervision with varying expectations regarding the level of vulnerability and confrontation that would exist in the group. An unexpected finding was the importance students placed on the role of the group leader. Participants expected the group leader to resolve conflict, model and facilitate appropriate feedback, and manage the use of time during group supervision. Group members held the group leader responsible for assisting in the creation of a trusting and cohesive environment. Members of groups that utilized a structured format, Structured Group Supervision (Wilbur, Roberts-Wilbur, Hart, Morris, & Betz, 1991), experienced it as developmentally inappropriate. The participants experienced the format to limit the spontaneity and expansion of peers' feedback that had been a piece of former, more positive, group supervision. Finally, this research contributed new knowledge regarding the link between participation in group supervision and service delivery to clients. Participants described that group supervision had a positive effect on the quality of clinical services provided.

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