What can be gained through peer supervision?

Abstract

Aims:This article reports on the practical venture we have undertaken as two trainee educational psychologists (TEPs) developing a peer supervision group to supplement professional supervision provided on practice placements. This personal and reflective journey aims to explore what can be gained through peer supervision.Rationale:Professional supervision is a requirement for the profession of educational psychology (Health and Care Professions Council, 2012). Quality supervision ensures high practice standards for service users and maintains the development and well-being of supervisees (Dunsmuir & Leadbetter, 2010). This article explores how peer supervision can help fulfil these requirements.Method:Theory and research are discussed in relation to the development of our peer supervision group. Through an enquiry-based learning (EBL) approach (Kahn & O’Rourke, 2005) we identify the positive outcomes of our peer supervision group.Findings:These gains are broadly grouped around ‘development of skills and moving forward’ and ‘sharing, supporting and well-being’. The EBL process also recognised the importance of ‘dynamics’ in peer supervision. Critical discussion of these outcomes is exemplified through case work in practice.Conclusions and limitations:This article presents personal experiences of our peer supervision group. We believe that the benefits we have gained from the process demonstrates the usefulness of peer supervision for the practice of trainees and recently qualified EPs, as well as more experienced professionals. It is hoped that by addressing power differentials and developing a sense of peerness, we can continue to gain from peer supervision in our TEP practice and beyond.