Clarifying the Stages of Group Supervision through Action Research

Gamze Ülker Tümlü; Esra Ceyhan

Makale detayları

Clarifying the Stages of Group Supervision through Action Research

Yazarlar:

Gamze Ülker Tümlü | Esra Ceyhan

Yayıncı:

Anadolu University

Ana Başlıklar:

Studies on Education

Dergi:

Anadolu University Journal of Education Faculty Vol.7 Issue 3, pp.479-499

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001293617

pISSN:

2602-2249

Anahtar kelimeler:

Özet:

 This study aimed to clarify the stages of group supervision carried out in the field of clinical supervision. We used the action research design in the study. Accordingly, we followed a cycle of defining the focus area, collecting data, analyzing and interpreting the data, and developing an action plan. The participants consisted of four graduate supervisees studying in a state universitys Counseling and Guidance Program in Turkey. We obtained the data from observations, interviews, validation committee meetings reports, and the researchers and participants journals. The study results revealed that the 14-session group supervision, in which the Discrimination Model was followed in the Participative Group Supervision format, consisted of four stages: beginning, transition, working, and termination. The results revealed that there were dynamics based on the problem of belonging to and trusting in the group, incompetence, uncertainty, and anxiety in the first stage, which was the beginning stage. The study showed that the second stage of the group supervision process was the transition stage and that the group dynamics that defined this stage were the dynamics based on dissatisfaction, conflict, grouping, competition, and resistance. The results, which revealed that the third stage of the group supervision process involved the working stage, showed that the dynamics at this stage were based on having a sense of belonging to and trust in the group, focusing on development, and tending to receive and provide peer support. The results revealed that the final stage of the group supervision process was the termination stage and that the group dynamics that defined this stage were based on having dual feelings such as relaxation and sadness, self-evaluation, individualization, and dependence on the supervisor. The study results revealed that the supervisor exhibiting the roles of teacher, counselor, and consultant and ensuring peer participation could be functional in coping with the dynamics that emerged in the process. Furthermore, the study results showed that the stages of the group supervision process could be clarified based on the action research method.

 This study aimed to clarify the stages of group supervision carried out in the field of clinical supervision. We used the action research design in the study. Accordingly, we followed a cycle of defining the focus area, collecting data, analyzing and interpreting the data, and developing an action plan. The participants consisted of four graduate supervisees studying in a state universitys Counseling and Guidance Program in Turkey. We obtained the data from observations, interviews, validation committee meetings reports, and the researchers and participants journals. The study results revealed that the 14-session group supervision, in which the Discrimination Model was followed in the Participative Group Supervision format, consisted of four stages: beginning, transition, working, and termination. The results revealed that there were dynamics based on the problem of belonging to and trusting in the group, incompetence, uncertainty, and anxiety in the first stage, which was the beginning stage. The study showed that the second stage of the group supervision process was the transition stage and that the group dynamics that defined this stage were the dynamics based on dissatisfaction, conflict, grouping, competition, and resistance. The results, which revealed that the third stage of the group supervision process involved the working stage, showed that the dynamics at this stage were based on having a sense of belonging to and trust in the group, focusing on development, and tending to receive and provide peer support. The results revealed that the final stage of the group supervision process was the termination stage and that the group dynamics that defined this stage were based on having dual feelings such as relaxation and sadness, self-evaluation, individualization, and dependence on the supervisor. The study results revealed that the supervisor exhibiting the roles of teacher, counselor, and consultant and ensuring peer participation could be functional in coping with the dynamics that emerged in the process. Furthermore, the study results showed that the stages of the group supervision process could be clarified based on the action research method.

 This study aimed to clarify the stages of group supervision carried out in the field of clinical supervision. We used the action research design in the study. Accordingly, we followed a cycle of defining the focus area, collecting data, analyzing and interpreting the data, and developing an action plan. The participants consisted of four graduate supervisees studying in a state universitys Counseling and Guidance Program in Turkey. We obtained the data from observations, interviews, validation committee meetings reports, and the researchers and participants journals. The study results revealed that the 14-session group supervision, in which the Discrimination Model was followed in the Participative Group Supervision format, consisted of four stages: beginning, transition, working, and termination. The results revealed that there were dynamics based on the problem of belonging to and trusting in the group, incompetence, uncertainty, and anxiety in the first stage, which was the beginning stage. The study showed that the second stage of the group supervision process was the transition stage and that the group dynamics that defined this stage were the dynamics based on dissatisfaction, conflict, grouping, competition, and resistance. The results, which revealed that the third stage of the group supervision process involved the working stage, showed that the dynamics at this stage were based on having a sense of belonging to and trust in the group, focusing on development, and tending to receive and provide peer support. The results revealed that the final stage of the group supervision process was the termination stage and that the group dynamics that defined this stage were based on having dual feelings such as relaxation and sadness, self-evaluation, individualization, and dependence on the supervisor. The study results revealed that the supervisor exhibiting the roles of teacher, counselor, and consultant and ensuring peer participation could be functional in coping with the dynamics that emerged in the process. Furthermore, the study results showed that the stages of the group supervision process could be clarified based on the action research method.

 Bu araştırmanın amacı, klinik süpervizyon alanında yürütülen grup süpervizyonu sürecinin aşamalarını belirginleştirmektir. Araştırmada eylem araştırması deseninden yararlanılmıştır. Buna göre araştırmada odak alanı belirleme, verileri toplama, verileri analiz etme ve yorumlama ile eylem planı oluşturma döngüsü takip edilmiştir. Araştırmanın katılımcılarını Türkiyede bir devlet üniversitesinin Psikolojik Danışma ve Rehberlik Programında öğrenim gören dört yüksek lisans öğrencisi oluşturmuştur. Veriler; gözlemlerden, görüşmelerden, geçerlik komitesi toplantı tutanaklarından, araştırmacı ve katılımcı günlüklerinden elde edilmiştir. Araştırma bulguları, Ayrıştırıcı Süpervizyon Modelinin Katılımlı Grup Süpervizyonu formatında takip edildiği 14 oturumluk grup süpervizyonu sürecinin başlangıç, geçiş, çalışma ve sonlandırma olmak üzere dört aşamadan oluştuğunu ortaya koymuştur. Bulgular, başlangıç aşaması olan ilk aşamada gruba aidiyet ve güven sorunu yaşama, yetersizlik, belirsizlik ve kaygı temelli dinamikler olduğunu açığa çıkarmıştır. Araştırma bulguları grup süpervizyonu sürecinin ikinci aşamasının geçiş aşaması olduğunu ortaya koymuştur. Bulgular geçiş aşamasını belirleyen grup dinamiklerinin memnuniyetsizlik, çatışma, gruplaşma, rekabet ve direnç temelli dinamikler olduğunu göstermiştir. Grup süpervizyonu sürecinin üçüncü aşamasının çalışma aşamasını kapsadığını ortaya koyan bulgular, bu aşamadaki dinamiklerin ise gruba aidiyet ve güven duymak, gelişime odaklanmak, akran desteği almaya ve vermeye yönelmek temelli olduğunu göstermiştir. Bulgular, grup süpervizyonu sürecinin son aşamasının sonlandırma aşaması olduğunu, bu aşamayı belirleyen grup dinamiklerinin ise rahatlama ve hüzün gibi ikili duygular yaşama, öz değerlendirmede bulunma, bireyleşme ve süpervizöre bağımlılık temelinde olduğunu ortaya koymuştur. Araştırma sonuçları süreçte ortaya çıkan dinamiklerle baş etmede süpervizörün öğretmen, psikolojik danışman, müşavir rolleri sergilemesinin ve akran katılımını sağlamanın işlevsel olduğunu göstermiştir. Ayrıca araştırma sonuçları grup süpervizyonu sürecinin aşamalarının eylem araştırması yöntemine dayalı olarak belirginleştirilebileceğini ortaya koymuştur.

Makale detayları

Clarifying the Stages of Group Supervision through Action Research

Yazarlar:

Gamze Ülker Tümlü | Esra Ceyhan

Yayıncı:

Anadolu University

Ana Başlıklar:

Studies on Education

Dergi:

Anadolu University Journal of Education Faculty Vol.7 Issue 3, pp.479-499

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001293617

pISSN:

2602-2249

Clinical supervision

systematic supervision process

discrimination model

participative group supervision

group supervision

group supervision stages

group supervision dynamics

action researchklinik süpervizyon

sistematik süpervizyon süreci

ayrıştırıcı süpervizyon modeli

katılımlı grup süpervizyonu

grup süpervizyonu

grup süpervizyonu aşamaları

grup süpervizyonu dinamikleri

eylem araştırması

Sayı

Makale detayları

Yazarlar: Gamze Ülker Tümlü | Esra Ceyhan

Yayıncı: Anadolu University

Ana Başlıklar: Studies on Education

Dergi: Anadolu University Journal of Education Faculty Vol.7 Issue 3, pp.479-499

Belge Tipi: Makale

Yayın Tarihi: 7/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001293617

pISSN: 2602-2249

Sayı

Yazarlar:

Gamze Ülker Tümlü | Esra Ceyhan

Yayıncı:

Anadolu University

Ana Başlıklar:

Studies on Education

Dergi:

Anadolu University Journal of Education Faculty Vol.7 Issue 3, pp.479-499

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001293617

pISSN:

2602-2249