Application of the LGBTQ Responsive Model for the Supervision of Group Work to the Supervision of Classroom Curricula

Autor/inn/en	Miller, Alan C.; Luke, Melissa
Titel	Application of the LGBTQ Responsive Model for the Supervision of Group Work to the Supervision of Classroom Curricula
Quelle	In: Journal for Specialists in Group Work, 43 (2018) 4, S.300-325 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3922
DOI	10.1080/01933922.2018.1484538
Schlagwörter	Supervision; School Counselors; Counselor Training; Group Counseling; First Generation College Students; Homosexuality; Sexual Orientation; Sexual Identity; Curriculum; Student Needs; Females; Graduate Students; New York (Syracuse) + Suchen Sie Ihr Suchwort? School counselor; Beratungslehrer; Pädagogischer Berater; Gruppenberatung; Homosexualität; Sexuelle Orientierung; Geschlechtsidentität; Sexuelle Identität; Curricula; Lehrplan; Rahmenplan; Weibliches Geschlecht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	This article presents findings from a study extending previous research of the LGBTQ Responsive Model for Supervision of Group Work, applied to supervision of classroom guidance developed to meet the needs of first generation college students (FGCS). Two group supervision sessions were quantitatively analyzed for frequency of interventions across 3 dimensions: group level, role, and focus. The sample included 2 school counselor educators/supervisors and 11 graduate student school counselors in training (SCIT). Findings suggest that group supervisors of SCIT practicing classroom guidance may use entry points, role, and focus combinations similar to past research focused on supervisors of SCIT practicing group work, and that the whole group level (n = 131) is the predominant entry point for group supervision of SCIT. Supervisors intervened most frequently from the teacher role (n = 108), and most often targeted conceptualization (n = 88) as the focus of interventions. The most frequently used group level-role-focus combination found in this study was Whole group--Teacher--Conceptualization (n = 39). Findings of the study are discussed in light of current school counselor supervision literature, and implications for school counselor training are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01