Bakgrund: Sjuksköterskeyrket är in i sin kärna ett emotionellt arbete, vilket skapar behov av stöd. Professionell grupphandledning är en stödmekanism där reflektionen är en central komponent. Reflektion inom ramen för en professionell handledningsgrupp innebär förutom stöd även en möjlighet till ny kunskap för deltagarna. Syfte: Syftet med studien är att undersöka sjuksköterskors upplevelser av professionell grupphandledning. Metod: En kvalitativ litteraturstudie genomfördes, där materialet bestående av tolv kvalitativa studier analyseras med innehållsanalys. Resultat: Analysen resulterade i tre teman, vardera uppbyggt av två kategorier: Temat grupphandledningens påverkan med kategorierna påverkan på jaget och gruppen samt påverkan på yrket, temat grupphandledningens struktur med kategorierna grupphandledningens innehåll och utförande och gruppens sammansättning samt temat grupphandledningens funktion med kategorierna få stöd och sätta ord på känslor. Både positiva och negativa upplevelser av professionell grupphandledning framkom och dessa diskuteras i relation till Proctors trefunktionsmodell. Konklusion: Resultatet visar att professionell grupphandledning kan, då den är tillräckligt välstrukturerad, vara ett uppskattat stöd för sjuksköterskor. / Background: The nursing profession is into its core an emotional labor, which creates a need for support. Clinical group supervision is a support-mechanism where reflection is a central component. Reflection within the context of a clinical supervision group apart from support also implies an opportunity to new knowledge for its participants. Aim: The aim of the report is to examine nurses' experiences of clinical group supervision. Method: A qualitative literature review was performed, where the material consisting of twelve qualitative studies was analyzed with content analysis. Result: The analysis resulted in three themes, each built up by two categories: The theme implications of the clinical group supervision with the categories implications on the self and the group and implications on work, the theme the structure of clinical group supervision with the categories the content and execution of clinical group supervision and the composition of the group as well as the theme the function of clinical group supervision with the categories get support and put words on emotions. Both positive and negative experiences from clinical group supervision emerged, and these are discussed in relation to Proctor’s three-function model. Conclusion: The result shows that clinical group supervision may, if structured well enough, be an appreciated support for nurses.

Made available in DSpace on 2016-04-04T18:27:26Z (GMT). No. of bitstreams: 1 Regina Furigo.pdf: 3253353 bytes, checksum: 40a7772625492bb6a193cb7c1f5d4f54 (MD5) Previous issue date: 2002-12-11 / The purpose of the present study was to investigate the experience undergone by both the undergraduate students and the supervisor of the clinical practicum training during the fifth year of the Psychology course. The data collection was done through the writing disclosures of the students soon after a sequence of three meetings were realized with the purpose of introducing a diversity of themes to the participating students. The themes were previously determined by the researcher to function as a triggering subject. The meetings were successively carried out during the month of November, 2001 lasting approximately one and a half hours each, so that the themes could be truly discussed. The chosen themes were based not only on the relationship provided by the close contact between the supervisor and the students of the practicum clinical experience course, but also the empathic comprehension among the involved parts, in addition to and specially for the identification that the supervisor had with a crises moment that the course was going through. This situation demanded that the students articulated their experiences in relation to the graduation process in the clinical psychology arena, providing than a great opportunity to help in the process of improving the status of the course through the achievement of a renewed comprehension of its processes. In order to do this, three meetings were carried out with each one of the three-practicum experience classes under the supervision of the researcher (and clinical supervisor). All of the students of each class (approximately 15 students) agreed on participating in the study, adding to a total of forty-five students and fifteen hundred of collected disclosures. The process was done in the University setting in which the students mastered their undergraduate degree in Psychology. The fifth year students were selected to participate in this study because it was assumed that they should be in a more appropriate position to evaluate the context of the subject of study, since they already had throughoutly experienced the academic process in the psychology arena. The data was collected immediately after the end of each meeting through the disclosures of the students so that it could reflect the sense of the students experiences. The data analyzes was based on the qualitative exploration of the phenomenological orientation. The results indicated that there are meaningful themes present in the clinical formation process of the students pursuing the under-graduation degree in Psychology. Despite the fact that the students do severely criticize the graduating school, they also feel glad and trust the experience provided to them. They experienced moments of anxiety and tension during the starting period of clinical work due to the difficulty that they had in linking theory to practice. They also had difficulty to deal with the clinical system of the University, which functions as an institution that rather privilege the academic scheme instead of the professional formation of the students in order to prepare them to a competitive and demanding job-market. It was observed that during a demanding period such as the fifth year of the psychology course, the students need a structure that supports them, so they can feel accepted and better able to compensate their insecurity and anxiety. Such situations were experienced during some therapeutic circumstances that were reflected during the supervisions, due to the supervisor s capacity to form alliances with the students. In addition, there were a great number of disclosures emphasizing situations of empathy and acceptance of the students in relation to their clients worlds. However, there were also expressions of concern around the incomprehension felt by many students playing the role of a beginner therapist in relation to their clients backgrounds. This resulted in an internal conflict between their world-view and own personal experiences, and their clients . The most valuable experiences granted during the graduation process were the possibility given to the students to participate in group supervisions where they had the opportunity to exchange their own personal and academic experiences with other students and the supervisor. Finally, the mostly significant experience seems to have been the possibility of acting as a clinical psychologist for the first time. / O objetivo deste trabalho foi o de investigar a viv?ncia de forma??o cl?nica de graduandos e supervisora, de ?ltima s?rie de um curso de gradua??o. Como porta de acesso, optouse pela coleta de depoimentos escritos, logo ap?s tr?s reuni?es, cujas tem?ticas foram previamente pensadas pela pesquisadora e apresentadas ao grupo como quest?es disparadoras. As reuni?es foram consecutivas e visaram o aprofundamento do tema enfocado.Ocorreram durante o m?s de novembro de 2001, tendo a dura??o de aproximadamente uma hora e trinta minutos cada. Os temas escolhidos nasceram da conviv?ncia estreita com estagi?rios, da compreens?o emp?tica entre supervisora e supervisionando, mas, principalmente, pela identifica??o do momento de crise, no qual se inseria o curso e da necessidade dos alunos expressarem suas viv?ncias, podendo colaborar para a melhoria futura do curso, a partir de uma compreens?o renovada do mesmo. Realizaram-se ent?o, tr?s reuni?es com cada um dos tr?s grupos envolvidos, por ser este o n?mero de classes sob a responsabilidade da supervisora-pesquisadora e todos os alunos decidiram-se por participar. Cada turma tinha aproximadamente quinze alunos, num total de quarenta e cinco participantes e cento e quinze depoimentos coletados. Os encontros foram realizados nas depend?ncias da Universidade, onde os alunos conclu?am a gradua??o em Psicologia. Optou-se por alunos quintanistas por considerar-se que os mesmos, ao estarem concluindo a gradua??o, teriam condi??es de avaliar o contexto pesquisado com maior abrang?ncia, por j? terem vivido na totalidade as experi?ncias acad?micas na ?rea cl?nica. Os dados coletados atrav?s de depoimentos escritos imediatamente ap?s o t?rmino das reuni?es, por supervisionandos e supervisora, possibilitaram a apreens?o do sentido das viv?ncias, analisadas segundo pressupostos da pesquisa qualitativa explorat?ria de orienta??o fenomenol?gica. Os resultados apontaram que existem grandes temas perpassando a forma??o cl?nica dos alunos de um curso de gradua??o em Psicologia. Do mesmo modo que tecem severas cr?ticas ? agencia formadora, sentem-se gratificados e confiantes na experi?ncia que tiveram. Viveram momentos de angustia e apreens?o, ao iniciarem os seus atendimentos cl?nicos, pela dificuldade em articular ci?ncia e pr?tica. Tiveram dificuldade tamb?m em lidar com a Cl?nica-Escola enquanto Institui??o, por entenderem-na arbitr?ria, funcionando em um esquema que mais privilegia a vida acad?mica do que a pr?profissionalizac?o do aluno para um mercado de trabalho competitivo e exigente. Percebeu-se que em um ano t?o exigente, como ? o ?ltimo ano da gradua??o, o aluno precisa de estruturas institucionais que o ap?iem, por tratar-se justamente de uma Cl?nica-Escola, para que possam sentir-se um pouco mais amparados e assim compensar sua inseguran?a e ansiedade. Facilidades vividas foram apontadas em rela??o ao manejo de algumas situa??es terap?uticas, decorr?ncia direta das supervis?es. A grande habilidade sentida foi com a capacidade para forma??o de v?nculos. Foram freq?entes os relatos de situa??es de empatia e aceita??o em rela??o ao mundo do cliente, embora tamb?m tenham sido expressas dificuldades decorrentes de uma incompreens?o do referencial subjetivo de clientes, levando o terapeuta iniciante a um confronto entre o seu referencial individual e o do cliente. Os grandes momentos vividos ao longo da gradua??o localizam-se na possibilidade de participa??o em grupos de supervis?o envolvendo trocas de experi?ncias e compartilhamento de aspectos de vida pessoal e acad?mica com os parceiros de grupo e supervisor. A experi?ncia mais significativa parece ter ocorrido diante da possibilidade de atua??o como psic?logos cl?nicos.

Syftet med denna studie var att i en svensk kontext belysa handledarens roll vid grupphandledning av yrkesverksamma inom människohjälpande yrken, då detta är ett område som endast är sparsamt utforskat. Materialet inhämtades genom semi-­strukturerade intervjuer med nio verksamma handledare med socionom­ eller psykologutbildning. De transkriberade  intervjuerna bearbetades med tematisk analys. Resultatet kan övergripande beskrivas i form av  en modell med fem huvudteman: handledarrollen i modellens centrum, som påverkar och påverkas av förutsättningar, förväntningar, arbetssätt och utvärderingar. Modellen illustrerar hur handledarrollen i all dess komplexitet är produkten av en hel samling olika påverkansfaktorer och beslut, där vissa har sitt ursprung i handledarens egen bakgrund, men många är beroende av det sammanhang i vilket handledaren verkar. Resultatet visar även att handledarna skiljer sig gällande fokus samt prioritering av olika funktioner i handledningen. Det formuleras sällan konkreta mål i handledningen utan innehållet styrs utifrån syfte och förväntningar, och det varierar hur och i vilken grad utvärderingar genomförs.

In this thesis, I explore the impact and effectiveness of clinical supervision provided by external clinical supervisors, on workers from a variety of practice backgrounds in a residential rehabilitation centre, in the AOD sector. This thesis uses the framework of social work supervision, as defined by Kadushin (1985; 2002), with the administrative, educative and supportive elements. The research focuses closely on the latter two elements. For this purpose, I employ qualitative research methods, via a triangulation of methods, being guided by Participatory Action Research (PAR) and then conducting semi-structured interviews and focus groups as well as acting as a participant observer, to gather the data. The data was analysed using grounded theory. This research was based upon a clinical supervision project that was fully funded and provided free clinical supervision by external supervisors, providing both individual and group supervision, for a period of 10 months. There were a total of 16 respondents with varied roles and training backgrounds as well as an additional six supervisors, interviewed throughout different stages of the project. The various roles undertaken by me throughout the research process provided essential viewpoints on supervision, as well as the place of boundaries and need for support. The power of such a large scale intervention is discussed and ultimately highlights and identifies the particular benefits of supervision in this research arena. This thesis places clinical supervision in the context of workforce development in the Alcohol and Other Drug (AOD) sector. Thus, while this research elucidates a number of benefits and the factors involved with this experience, the clear separation of other modalities such as training, mentoring and Critical Incident debriefing are seen as integral additional avenues of support and professional development. This research concludes also with what the difficulties and hindrances were for people to continue with regular ongoing clinical supervision, and warrants the argument for interminable supervision in this setting. This research points to an overall paucity of literature on efficacy studies, especially in the AOD context in Australia. This research significantly adds to this dearth and examines the factors unique to the AOD sector in Australia, as well as what factors make for effective supervision. The particular impact of external supervisors and group supervision are explored, which underwrites the forwarded concept of a customised supervision for this setting. By making explicit in this research what the efficacy is on those new to supervision, it provides greater clarity for future studies. A number of recommendations are proposed as result of this research. New definitions of the supportive function of supervision and of clinical supervision are forwarded, as is a new look at the evolving history of social work supervision. This thesis highlights the impact of external supervisors and the unique contribution they offer.