Hostname: page-component-cd9895bd7-gxg78 Total loading time: 0 Render date: 2024-12-28T13:01:28.407Z Has data issue: false hasContentIssue false
  • English
  • Français

Structured Peer Group Supervision by Email: An Option for School Guidance and Counselling Personnel

Published online by Cambridge University Press:  25 September 2015

Mary McMahon
Mary McMahon*
Affiliation:
Queensland University of Technology, Australia
*
Email: marylmcmahon@bigpond.com
Get access

Abstract

Supervision is a mechanism for providing support for school counsellors, and peer group supervision has been found to be beneficial. Indeed, supervision is most often conducted in face-to-face interactions. However, advances in technology have opened up new possibilities for supervision via use of the Internet. The present study evaluates a structured peer group supervision program conducted for school counsellors using email. The findings indicate that email can be an effective medium through which to conduct supervision and that the use of a structured peer group supervision process is helpful.

Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 12 , November 2002 , pp. 1 - 10
Copyright
Copyright © Cambridge University Press 2002

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Agnew, T., Vaught, C.C., Getz, H.G., & Fortune, J. (2000). Peer group clinical supervision program fosters confidence and professionalism. Professional School Counseling, 4(1), 6–12.Google Scholar
Barletta, J. (1996). Supervision for school counsellors: When will we get what we really need? Australian Journal of Guidance and Counselling, 6, 1–7.CrossRefGoogle Scholar
Borders, L.D., & Usher, C.H. (1992). Post-degree supervision: Existing and preferred practices. Journal of Counseling and Development, 70, 594–599.CrossRefGoogle Scholar
Crutchfield, L.B., & Borders, L.D. (1997). Impact of two clinical supervision models on practicing school counselors. Journal of Counseling and Development, 75, 219–230.CrossRefGoogle Scholar
Crutchfield, L.B., Price, C.B., McGarity, D., Pennington, D., Richardson, J., & Tsolis, A. (1997). Challenge and support: Group supervision for school counsellors. Professional School Counseling, 1(1), 43–46.Google Scholar
McMahon, M., & Patton, W. (2000). Conversations on clinical supervision: Benefits perceived by school counsellors. British Journal of Guidance and Counselling, 28(3), 339–352.CrossRefGoogle Scholar
McMahon, M., & Patton, W. (2001). Clinical supervision: The perceptions and experiences of school counselors in Australia. International journal for the Advancement of Counselling, 23(3), 201–214.CrossRefGoogle Scholar
McMahon, M., & Solas, J. (1996). Perceptions of guidance officers and senior guidance officers about clinical supervision: A preliminary study. Australian Journal of Guidance and Counselling, 6, 9–20.CrossRefGoogle Scholar
Myrick, R.D., & Sabella, R.A. (1995). Cyberspace: A new place for counselor supervision. Elementary School Guidance and Counseling, 30, 35–44.Google Scholar
Page, B.J., Pietrzak, D.R., & Sutton, J.M. (2001). National survey of school counselor supervision. Counselor Education and Supervision, 41(2), 142–150.CrossRefGoogle Scholar
Neuman, W.L. (1997). Social research methods: Qualitative and quantitative approaches (3rd ed.). Boston: Allyn and Bacon.Google Scholar
Roberts, E.B., & Borders, L.D. (1994). Supervision of school counselors: Administrative, program and counseling. The School Counselor, 41, 149–157.Google Scholar
Sampson, J.P., Kolodinsky, R.W., & Greeno, B.P. (1997). Counseling on the information highway: Future possibilities and potential problems. Journal of Counseling and Development, 75, 203–212.CrossRefGoogle Scholar
Stockton, R., & Morran, D.K. (1980). The use of verbal feedback in counseling groups: Toward an effective system. Journal for Specialists in Group Work, 5, 10–14.CrossRefGoogle Scholar
Stockton, R., & Morran, D.K. (1981). Feedback exchange in personal growth groups: Receiver acceptance as a function of valence, session, and order of delivery. Journal of Counseling Psychology, 28, 490–497.CrossRefGoogle Scholar
Strauss, A. (1987). Qualitative analysis for social scientists. New York: Cambridge University Press.CrossRefGoogle Scholar
Sutton, J.M., & Page, B.J. (1994). Post-degree clinical supervision of school counselors. The School Counselor, 42, 33–34.Google Scholar
Wilbur, M.P., Roberts-Wilbur, J., Hart, G.M., Morris, J., & Betz, R. (1994). Structured group supervision (SGS): A pilot study. Counselor Education and Supervision, 33, 262–279.CrossRefGoogle Scholar
Wilbur, M.P., Roberts-Wilbur, J., Morris, J., Betz, R., & Hart, G.M. (1991). Structured group supervision: Theory into practice. Journal for Specialists in Group Work, 16, 91–100.CrossRefGoogle Scholar