How can Educational Psychologists evaluate group supervision to ensure positive impact for supervisees’ development and skills, and for the children and families for whom they work?

Abstract

AimThis review investigated how group supervision within education or social care settings has been evaluated, to identify tools for EP practice that ensure good outcomes for supervisees and the children and families they support.MethodA systematic literature search was conducted using databases PsycINFO, Web of Science and ERIC. Twelve studies identified using the inclusion/exclusion criteria involved a range of research designs.FindingsThe selected studies suggest group supervision can benefit supervisees in terms of wellbeing, on direct practice with families, and on team relationships. The most innovative and revealing studies were small-scale and conducted in the context of social work. These highlighted the importance of having a ‘clinician’ involved in facilitation for practice change, and group supervision characterised as ‘practice-focused’ was found to improve parental engagement and goal agreement.LimitationsThere is a paucity and lack of breadth in methodological approaches in evaluating the impact of supervision, and challenges in data collection. Further research should incorporate triangulation of information (i.e. supervisee, supervisor, and client).ConclusionsEvaluation tools relevant for EP use include making use of data sources such as supervision records, using a coding framework for self-evaluation and using questionnaires to assess how supervision has achieved the intended outcomes for supervisees. A subsequent follow-up of supervisee’s intended actions to identify practice change, should include gathering feedback directly from children and families.