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Unformatted text preview: Merits of Group Supervision Counselors learning and continued development typically is fostered through concurrent use of individual and group supervision. Group supervision is unique in that growth is aided by the interactions occurring between groups members. Counselors do not function in isola- tion, so the group becomes a natural format to accom- plish professional socialization and to increase learning in a setting that allows an experience to touch many. Supervision in groups provides an opportunity for coun- selors to experience mutual support, share common experiences, solve complex tasks, learn new behaviors, participate in skills training, increase interpersonal com- petencies, and increase insight (MacKenzie, 1990). The core of group supervision is the interaction of the super- visees. Collaborative learning is a pivotal benefit, with the supervisees having opportunities to be exposed to a variety of cases, interventions, and approaches to prob- lem solving in the group (Hillerband, 1989). By viewing and being viewed, actively giving and receiving feedback, the supervisees opportunities for experimental learning are expanded; this characterizes group supervision as a social modeling experience. From a relationship perspec- tive, group supervision provides an atmosphere in which the supervisee learns to interact with peers in a way that encourages self-responsibility and increases mutuality between supervisor and supervisee. Groups allow members to be exposed to the cogni- tive process of other counselors at various levels of development (Hillerband, 1989). This exposure is impor- tant for the supervisee who learns by observing as well as speaking. Finally, hearing the success and the frustra- tions of other counselors gives the supervisee a more realistic model by which they can critique themselves and build confidence. Models of Group Supervision Bernard and Goodyear (1992) summarized the typi- cal foci of group supervision: didactic presentations, case conceptualization, individual development, group devel- opment, organization issues, and supervisor/supervisee issues. Models for conducting group supervision detail experiential affective approaches designed to increase the supervisees self-concept and ability to relate to others, and/or cognitively focused activities, such as presenting cases which broadens the counselors ability to concep- tualize and problem-solve. Whie the literature provides information on how to conduct these activities, less obvi-...
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This note was uploaded on 09/12/2011 for the course MHS 6803 taught by Professor Staff during the Spring '11 term at University of Central Florida.
- Spring '11