The overall purpose of this work has been to describe what group supervision for helping professionals could be, how it can change over time and to problematise the influential mechanisms that exist in supervision of groups. The issues considered in this work are about group supervision for teachers and psychiatric nurses. This format is used since most supervision provided to professionals is performed in a group format. The theoretical background gathers its material from texts concerning supervision for helping professions with an emphasis on psychotherapists, counsellors, social workers and teachers. The empirical data consists of material from three supervision groups that have had supervision for about a year. Two groups belong to the educational system and one in the health care system. The study of supervision is aided by a questionnaire, five audiotaped recordings per group, and interviews. The contribution to this study can shortly be summarized as follows: Narratives in a supervision context can be used to indicate if discussions during supervision lead to reflection and learning or avoidance. The hypothesis of unconscious re-enactment can indicate a process where feelings and patterns are re-enacted in a situation other than the original. Feelings are unconsciously communicated and affect, often powerfully, a group's ability to reflect and learn. Participants in supervision of groups control to a great extent the content of supervision through their expectations.

This study was designed to investigate the effectiveness of large group supervision, small group supervision, and combined group and individual supervision on counselor trainees. Specifically, instruments were used to measure the progress in counselor efficacy and counselor development. Analyses of Covariance revealed that all supervision formats produced similar progress in counselor effectiveness and counselor development. Large group supervision, small group supervision, and combined group and individual supervision appear to be equivalent in their effectiveness.

Det livslånga lärandet har stor betydelse för framtidens sjukvård. Dessvärre reagerar sjukvården alltför långsamt på denna förändring. Möjligen kan en kombination av grupphandledning och vårdvetenskap vara rätt medicin. Grupphandledning fungerar som en förändringsprocess med syfte att tillvarata och utveckla gruppens samlade kompetens med den lärande är i fokus där vårdvetenskapen mycket väl skulle passa in. Vårdvetenskapen i sin tur är en humanistisk vetenskap som karakteriseras av en holistisk människosyn som stöttar människans grundbehov och tar hänsyn till dennes personliga värderingar och erfarenheter. Syftet med studien är att klargöra om det finns något gemensamt mellan vårdvetenskapen och innehållet i yrkesmässig grupphandledning för vårdpersonal. Studien är en kvalitativ metasyntes där resultatet redovisar fyra grundteman; lära i gemenskap, stärkas som person, ta in den andre och samhörighet vilket tillsammans beskriver vilken påverkan grupphandledningen har för professionalismen. Dock finns det inget gemensamt mellan vårdvetenskapen och innehållet i grupphandledningen, vårdarna utför vården i en vårdvetenskaplig anda utan att vara medvetna om det. Det gemensamma mellan vårdvetenskapen och innehållet i grupphandledningen liknas därför vid ett isberg vilket också är studiens centrala metafor. I syfte att skapa en bättre vård bör grupphandledningen förankras i vårdvetenskapen och då kanske hejda den cynism, nonchalans och arrogans som dessvärre går att hitta i dagens sjukvård och ersätta dem med vårdvetenskapliga begrepp som tillit, förtroende och trygghet. / Program: Specialistsjuksköterskeutbildning med inriktning mot ambulanssjukvård

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As school counseling interns graduate and transition to a professional school counseling work world, there are issues which may affect their personal and professional development, such as ongoing skill acquisition, keeping current in the field, and reflective awareness of professional counselor growth. Counselor educators continually seek approaches and methods of training school counseling interns with potential for transference to the world of practicing school counselors. However, translating ongoing supervision of school counselors to the real world setting can prove problematic. First, there is a lack of clinical supervision after graduation, and then any supervision received tends to be provided by school administrators. This exploratory study sought to explore the potential of one model of group supervision, which could potentially translate into the real work world of practicing school counselors. The purpose of the study was to explore the experiences of school counseling interns' with a reflecting team model of group supervision, Structured Reflecting Team Supervision (SRTS), during the final, internship semester. A qualitative method was used for this exploratory study due to the scant research in the areas of clinical group supervision and the SRTS model with the school counseling intern population. This study was designed to answer the following research question: What are the experiences of school counseling interns exposed to the reflecting team model of group supervision throughout their internship semester? Data consisting of structured open-ended interview guides (SOIG) were gathered three times throughout the semester. Data was also gathered one time through a separate SOIG at the end of the semester from the academic supervisors to ensure consistency of the use of the model. Study participants found hearing multiple perspectives on the same case to be the most important aspect of their time together. Several participants suggested an earlier start to the SRTS model might provide an opportunity to follow the cycle of new idea implementation and reporting back progress from those ideas. A number of participants looked forward to trying the model in the field through peer consultations to meet the needs for further clinical supervision.

This study examined the supervision effectiveness of three online peer supervision models as measured by the two outcome variables of case conceptualization skills and self-efficacy. Also, it explored the impact of developmental levels of school counselors on the outcomes of supervision. Practicing school counselors from a national sample were randomly assigned to three groups: the Online Structured Peer Supervision Group (S group), the Online Peer Discussion Group (D group), and the Control Group. Two instruments measuring the outcome variables (dependent variables) were administered: the Clinical Hypothesis Exercise Form (CHEF) and the Counselor Self-Efficacy Scale (CSES). The independent variables were the two experimental conditions and the supervisee years of experience. In addition, the Counselor Supervision Experience Questionnaire collected information regarding the overall on-line supervision experience. No significant differences were found before and after the online peer supervision groups by statistical analysis; however, positive feedback regarding the supervision experience was provided by participants in response to qualitative questions.

Syftet med denna studie var att beskriva upplevelser av omvårdnadshandledning,så som den erfarits av sjuksköterskestudenter vid en högskola i södra Sverigeunder perioden 2007 -2009. Omvårdnadshandledning ingår som en obligatoriskdel av utbildningen och påbörjas under utbildningens andra termin i form avregelbundet återkommande gruppträffar, ca fyra gånger per termin, och fortgårsedan under resterande del av studietiden. Då det har noterats att behållningen avomvårdnadshandledning skiljer sig radikalt mellan olika studenter finns det ettintresse hos författarna av att undersöka vilka faktorer som påverkar densamma.Studien är en kvalitativ intervjustudie. Nio sjuksköterskestudenter deltog i studiensom genomfördes med hjälp av semistrukturerade intervjuer. Vid tolkningsarbetetav datan har författarna låtit sig inspireras av fenomenografin, där olikheter,snarare än likheter belyses. Studiens resultat visar att det tycks finnas ett sambandmellan den enskilde studentens behållning av omvårdnadshandledningen ochhandledarens im-plementering av den på förhand givna strukturen förhandledning, samt att information och feedback är några av de viktigastekomponenterna för att en givande omvårdnadshandledning skall kunna bedrivas. / The aim of this study was to describe different experiences of nursing groupsupervision, as it has been experienced by nursing students at a university in thesouth of Sweden during 2007 – 2009. Nursing group supervision is an obligatorypart of the nursing program and starts at the beginning of the second semester,consisting of regular group meetings approx. four times per semester, whichcontinues throughout the rest of the nursing programme. Since it has been notedthat the benefits of nursing group supervision differ radically between students,the authors are interested in investigating which factors affect and influence thesame. This is a qualitative interview study. Nine nursingstudents participated inthe study, which was conducted by semi-structured interviews. The analysis of thecollected data has been inspired by phenomenography, where differences, ratherthan similarities, are highlighted. The results of the study show that there may be aconnection between how much the individual student benefits from groupsupervision, and to what extent the mentor implements the defined structures forgroup supervision. Proper information and the use of feedback are two otherimportant factors contributing to a rewarding and beneficial group supervision.

Counselor educators are responsible for training counselors-in-training (CITs), equipping them with knowledge and skills to best serve racially diverse clients (CACREP, 2015). CITs may demonstrate multicultural competence by broaching race, or inviting clients to consider the extent to which race contributes to one's presenting problem (Day-Vines et al., 2017). Practicum and Internship experiences offer counselor educators the opportunity to prepare CITs to broach race through group supervision. Thus, this interpretative phenomenological analysis aimed to explore experiences of Black counselor educators in CACREP-accredited counseling programs, as their voices have historically been overlooked in scholarship (Haskins and Singh, 2015). Five GETs were revealed including: (a) Degree of Multiculturalism in Counseling Program, (b) Regular Conversations of Race, (c) Defining Broaching, (d) Centering Clients' Culture, and (e) Feeling Tension with Students as well as three divergent experiences. Overall, these findings highlight the ways in which Black counselor educators navigate the task of supporting CITs with the broaching intervention. This study illuminates what counselor education programs, counselor educators, and CACREP can do to improve what is currently being done about broaching preparation in counselor education. / Doctor of Philosophy / Counselor educators are responsible for training counselors-in-training (CITs), equipping them with knowledge and skills to best serve racially diverse clients (CACREP, 2015). CITs may demonstrate multicultural competence by broaching race, or inviting clients to consider the extent to which race contributes to one's presenting problem (Day-Vines et al., 2017). Practicum and Internship experiences offer counselor educators the opportunity to prepare CITs to broach race through group supervision. Thus, this qualitative study aimed to explore experiences of Black counselor educators in CACREP-accredited counseling programs, as their voices have historically been overlooked in scholarship (Haskins and Singh, 2015). Five GETs were revealed including: (a) Degree of Multiculturalism in Counseling Program, (b) Regular Conversations of Race, (c) Defining Broaching, (d) Centering Clients' Culture, and (e) Feeling Tension with Students as well as three divergent experiences. Overall, these findings highlight the ways in which Black counselor educators navigate the task of supporting CITs with the broaching intervention. This study illuminates what counselor education programs, counselor educators, and the accrediting body for counselor education programs can do to improve what is currently being done about broaching preparation in counselor education.

Bakgrund: Handledning kan ge sjuksköterskan möjlighet att reflektera, avreagera sig, bearbeta känslor och minska stress och känslor av otillräcklighet. Sjuksköterskor kan få ett ökat självförtroende av handledning och en ökad sammanhållning med varandra men att handledas i grupp kan vara en utmaning då det ställer krav på både öppenhet och engagemang. Syfte: Syftet med föreliggande studie var att beskriva sjuksköterskor upplevelse av grupphandledning inom öppen psykiatrisk beroendevård. Metod: Studien har en kvalitativ design med semistrukturerade intervjuer för datainsamling. Nio sjuksköterskor intervjuades och materialet analyserades med kvalitativ innehållsanalys. Resultat: Studiens resultat presenteras utifrån fyra huvudkategorier; att genom handledning reflektera över sitt omvårdnadsparadigm, att genom handledning skapa ett sjukskötersketeam, att genom handledning förstå vad som förväntas av sjuksköterskan och att genom handledning lära känna sig själv bättre. Huvudkategorierna har sammanlagt nio underkategorier. Diskussion: Studiens resultat diskuteras mot Antonovskys KASAM (begriplighet, hanterbarhet och meningsfullhet) samt annan litteratur och vetenskapliga artiklar. Studiens resultat visade att sjuksköterskorna med hjälp av handledning kan minska risk för utbrändhet och känsla av maktlöshet och frustration, öka tilliten till varandra i arbetsgruppen, öka autonomi och självförtroende och hjälpa sjuksköterskan hantera de känslor som uppstår i mötet med patienten / Background: Supervision can give the nurse the possibility to reflect, let of steam, process emotions and reduce stress and feelings of inadequacy. Nurses can get increased self-confidence and a better coherence with each other but to have group supervision can be a challenge because it demands openness and commitment. Aim: The aim of this study was to describe nurses experience of clinical group-supervision in psychiatric dependency care clinics. Method: The study has a qualitative design with semi-structured interviews for data collection. Nine nurses were interviewed and the material was analyzed with qualitative content analysis. Results: The results of the study is represented in four main categories; to reflect on the caring paradigm through supervision, to create a nursing team through supervision, to understand what is expected from the nurse through supervision and to get to know your self better through supervision. The main categories has all together nine appurtenant subcategorys. Discussions: The result of the study is discussed with Antonovskys KASAM (comprehensebility, manageability and meaningfulness) and other literature and scientific articles. The result of the study showed that the nurses could use the supervision to reduce the risk of burnout and feelings of incapacity and frustration, increase the trust to each other in the working group, increase autonomy and self-confidence and to handle the feelings that arises in the meeting with the patient.

Affektfokuserad psykoterapi är på frammarsch i västvärlden och forskningen indikerar goda resultat. Vidare är handledning ett viktigt moment för många yrkesgrupper, inte minst för psykoterapeuter. Det finns mycket forskning om handledning i allmänhet, däremot finns det inte så mycket forskning om effekter av grupphandledning. Syftet med denna studie var dels att undersöka vad en teoretisk utbildning samt metodhandledning i grupp i affektfokuserad psykoterapi kommit att betyda för fem deltagande psykoterapeuter, dels att se på vilket sätt de använder sig av affektfokuserad psykoterapi. Metoden som använts i studien har en kvalitativ ansats och den baseras på semistrukturerade intervjuer. Resultatet visar att metodhandledningen var mycket värdefull. Samtliga informanter sade sig vara nöjda med metodhandledningen, även om den också många gånger var känslomässigt utmanande. Alla sade sig vara intresserade av affektfokuserad psykoterapi, och hade stor nytta av metodens olika inslag i mötet med patienter. Däremot använde sig ingen av metoden på ett renodlat sätt i sin kliniska verksamhet. / Affect-focused psychotherapy is on the march in the western world and the research indicates good results. Furthermore, supervision is a valuable element for many professionals, especially for psychotherapists. There is much research on supervision in general, however, there is not much research on the effects of group supervision. The purpose of this study was to investigate what the theoretical training and method group supervision in affect-focused psychotherapy have come to mean for the five participating psychotherapists, and to see how they make use of affect-focused psychotherapy. The method used in the study has a qualitative approach and it is based on semi structured interviews. The results show that method supervision was very important. All respondents said they were satisfied with the method supervision, although many times it was emotionally challenging. All said they were interested in affect-focused psychotherapy, and had great use of the method and its various elements with their patients. However none used the method in a pure manner in their clinical activities.