The Perceived Benefits and Difficulties in Introducing and Maintaining Supervision Groups in a SEMH Special School

Autor/inn/en	Willis, Jonathan; Baines, Ed
Titel	The Perceived Benefits and Difficulties in Introducing and Maintaining Supervision Groups in a SEMH Special School
Quelle	In: Educational Review, 70 (2018) 3, S.259-279 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Willis, Jonathan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2017.1311303
Schlagwörter	Educational Benefits; Supervision; Group Instruction; Special Schools; Special Needs Students; Classroom Techniques; Semi Structured Interviews; Stress Management; Mental Health; Foreign Countries; Well Being; Teacher Supervision; Special Education Teachers; Case Studies; Qualitative Research; United Kingdom + Suchen Sie Ihr Suchwort? Bildungsertrag; Gruppenunterricht; Special school; Sonderschule; Sonderpädagogischer Förderbedarf; Klassenführung; Stressmanagement; Stressbewältigung; Psychohygiene; Ausland; Well-being; Wellness; Wohlbefinden; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Qualitative Forschung; Großbritannien
Abstract	Supervision groups are often used in professional settings and are introduced to address and provide support in relation to the challenges that arise in everyday practice. Although group supervision is common amongst a range of helping professions, its use in schools is rare. Little research exists as to the merits and challenges of providing school staff with a confidential space in which to discuss and reflect upon their practice alongside colleagues. This research took place in a social, emotional and mental health (SEMH) special school, a highly pressured context, where staff work with pupils with SEMH special needs, and the challenging behaviours they display. This study involved 12 school staff and examined the perceived benefits and difficulties of introducing and maintaining effective group supervision. Data were gathered through semi-structured, one-to-one interviews. Transcripts were subsequently analysed thematically using qualitative data analysis software. Findings indicated that attending group supervision provided participants with the opportunity to foster a greater sense of camaraderie with their colleagues, and address the issue of stress through the offloading, sharing and validating of emotions and experiences. Although few difficulties were reported, important factors to consider are the need to ensure sessions are chaired by an effective, independent supervisor. Ensuring all supervisees are given a voice within a group appears to be an essential part of the supervisor's role. Establishing a method of evaluating group supervision as a means of maintaining its effectiveness is also explored. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01