More Than the Sum of Its Parts: Creating and Sustaining Effective Supervision Groups

This course is designed to instruct participants in the theory and practice of group supervision. It is designed to meet the learning needs of beginning supervisors who have little experience running groups and for whom many of these concepts will be new, and for experienced supervisors who may have not prior exposure to group supervision theories, models, and best practices.

The course is divided into 3 major sections. In the first section participants review what defines supervision, especially group supervision, it’s utility in supporting staff, and how it differs from leading therapeutic groups. We look at the process of supervision from the perspective of systems theory and how each layer (recipient, worker, supervisor, agency, and larger social systems) interacts to influence attitudes, values, and behavior in the process of team building and the delivery of services. In this section participants learn about the various roles that supervisors play in the process of group supervision – teacher, counselor, consultant, and administrator. The session ends with a discussion of how the role of the supervisor has changed as a result of recent societal change, including issues of equity, equality, and the aftermath of the pandemic.

In Section 2 participants are introduced to group formation theory, based on the work of Bruce Tuckman. Each stage of the group formation process – Forming, Storming, Norming, Performing, Transition, and Termination – is described in detail, focusing on the feelings, behaviors and tasks that are part of each stage of group formation. In each stage we look at the specific behaviors and strategies supervisors should employ at each stage, to co-create with staff a safe and effective space for staff development and determining interventions that lead to positive outcomes for recipients.

In Section 3 participants learn to distinguish what constitute best practices in all group supervision models and identify the factors that are associated with staff having positive experiences in group supervision. One best practice group supervision model, Structured Peer Group Supervision (SPGS) is described in detail. Participants are provided with an opportunity to take part in a SPGS activity using a scenario-based role play.

Each section includes a discussion of the importance of the supervisor’s commitment to modeling and demonstrating Cultural Humility. The connection between supervisory practice, the development of safe, respectful, supportive environments and the parallel creation and delivery of respectful, culturally relevant, effective person-centered services and treatment is emphasized throughout.

Course Objectives:

By the end of this course, participants will be able to:

1. List the different roles supervisors assume in group supervision
2. Describe the theories and processes involved in forming supervision groups
3. Identify best practice elements common to group supervision models
4. Identify the key factors co-creating with your team a safe, supportive supervision environment that is critical to professional development and workforce retention
5. Recognize the importance of integrating cultural perspectives in group supervision

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