Research Article
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Clarifying the Stages of Group Supervision through Action Research

Year 2023, Volume: 7 Issue: 3, 479 - 499, 30.07.2023

Gamze Ülker Tümlü Esra Ceyhan

https://doi.org/10.34056/aujef.1178007

Abstract

This study aimed to clarify the stages of group supervision carried out in the field of clinical supervision. We used the action research design in the study. Accordingly, we followed a cycle of defining the focus area, collecting data, analyzing and interpreting the data, and developing an action plan. The participants consisted of four graduate supervisees studying in a state university's Counseling and Guidance Program in Turkey. We obtained the data from observations, interviews, validation committee meetings reports, and the researcher's and participants' journals. The study results revealed that the 14-session group supervision, in which the Discrimination Model was followed in the Participative Group Supervision format, consisted of four stages: beginning, transition, working, and termination. The results revealed that there were dynamics based on the problem of belonging to and trusting in the group, incompetence, uncertainty, and anxiety in the first stage, which was the beginning stage. The study showed that the second stage of the group supervision process was the transition stage and that the group dynamics that defined this stage were the dynamics based on dissatisfaction, conflict, grouping, competition, and resistance. The results, which revealed that the third stage of the group supervision process involved the working stage, showed that the dynamics at this stage were based on having a sense of belonging to and trust in the group, focusing on development, and tending to receive and provide peer support. The results revealed that the final stage of the group supervision process was the termination stage and that the group dynamics that defined this stage were based on having dual feelings such as relaxation and sadness, self-evaluation, individualization, and dependence on the supervisor. The study results revealed that the supervisor exhibiting the roles of teacher, counselor, and consultant and ensuring peer participation could be functional in coping with the dynamics that emerged in the process. Furthermore, the study results showed that the stages of the group supervision process could be clarified based on the action research method.

Keywords

Clinical supervision systematic supervision process discrimination model participative group supervision group supervision group supervision stages group supervision dynamics action research

Supporting Institution

ANADOLU ÜNİVERSİTESİ BAP KOMİSYONU

Project Number

1509E612

Thanks

We would like to thank Işıl Kabakçı Yurdakul, Yıldız Kurtyılmaz, Ramazan Akdoğan, Mine Aladağ, Yelda Kağnıcı, and L. DiAnne Borders for their valuable contributions to this study, derived from the doctoral thesis of Gamze Ülker Tümlü.

References

  • Aladağ, M. (2014). Critical incidents in individual counseling practicum supervision across different levels of counselor education. Ege Journal of Education, 15(2), 428-475. https://doi.org/10.12984/eed.82217
  • Aladağ, M., & Kemer, G. (2017). The examination of individual counseling practicum and its supervision in counselor education. İzmir, Turkey: Ege University, Directorate of Scientific Research Projects.
  • Association for Counselor Education and Supervision. (1990). Standards for counseling supervisors. Journal of Counseling & Development, 69, 30–32.
  • Atik, Z. (2017). Psikolojik danışman adaylarının bireyle psikolojik danışma uygulaması ve süpervizyonuna ilişkin değerlendirmeleri (Counselor candidates' evaluation of individual counseling practicum and supervision) [Unpublished doctoral dissertation]. Hacettepe University, Ankara.
  • Atik, G., & Erkan Atik, Z. (2019). Undergraduate counseling trainees' perceptions and experiences related to structured peer group supervision: A mixed method study. Eurasian Journal of Educational Research, 82(2019), 101-120.
  • Barnett, J. E., & Molzon, C. H. (2014). Clinical supervision of psychotherapy: Essential ethics issues for supervisors and supervisees. Journal of Clinical Psychology, 70(11), 1051-1061. https://doi.org/10.1002/jclp.22126
  • Bernard, J. (1979). Supervision training a discirimination model. Counselor Education and Supervision, 19, 60-68. https://doi.org/10.1002/j.1556-6978.1979.tb00906.x
  • Bernard, J. M., & Goodyear, R. K. (2014). Fundamentals of clinical supervision. Pearson.
  • Borders, L. D, Glosoff, H. L, Welfare, L. E., Hays, D. G, DeKruyf, L., Fernando, D. M., & Page, B. (2014). Best practices in clinical supervision: Evolution of a counseling specialty. The Clinical Supervisor, 33,26-44. https://doi.org/10.1080/07325223.2014.905225
  • Borders, L. D., & Brown, L. L. (2009). The new handbook of counseling supervision. Lawrence Erlbaum Association.
  • Borders, L. D., Welfare, L. E., Greason, P. B., Paladino, D. A, Keith Mobley, A., Villalba, J. A., & Wester, K. L. (2012). Individual and triadic and group: Supervisee and supervisor perceptions of each modality. Counselor Education & Supervision, 51, 281-295. https://doi.org/10.1002/j.1556-6978.2012.00021.x
  • Campbell, J. M. (2006). Essentials of clinical supervision. John Wiley & Sons.
  • Carroll, M. (2014). Effective supervision for the helping professions (2nd ed.). Sage.
  • Corey, G., Haynes, R., Moulton, P., & Muratori, M. (2010). Clinical supervision in the helping professions: A practical guide (2nd ed). Springer.
  • Corey, M. S., Corey, G., & Corey, C. (2017). Groups: Process and practice (9th ed.). Cengage Learning. Council for Accreditation of Counseling and Related Educational Programs (2016). 2016 CACREP standards.
  • Council for Accreditation of Counseling and Related Educational Programs (2016). 2016 CACREP standards.
  • Creswell, J. W. (2012). Qualitative inquiry & research design: Choosing among five approaches. Sage.
  • Crunk, A. E., & Barden, S. M. (2017). The common factors discrimination model: An integrated approach to counselor supervision. Professional Counselor, 7(1), 62-75.
  • Dryden, W., & Reeves, A. (2008). Key issues for counselling in action (2nd ed.). SAGE.
  • McKenney, E. L. W., Newman, D. S., Faler, A., & Hill, K. L. (2019) Structured peer group supervision of school consultation: A case study. The Clinical Supervisor, 38(1), 135-157. https://doi.org/10.1080/07325223.2018.1561344
  • Ellis, M., V., Hutman, H., & Chapin, J. (2015). Reducing supervisee anxiety: Effects of a role induction intervention for clinical supervision. Journal of Counseling Psychology, 62(4), 608-620. http://dx.doi.org/10.1037/cou0000099
  • Engholm-Hedegaard, A. (2020). The supervisory alliance in group supervision. British Journal of Psychotherapy, 36(1), 45-60. https://doi.org/10.1111/bjp.12495
  • Gazzola, N., De Stefano, J., Thériault, A., & Audet, C. T. (2013). Learning to be supervisors: A qualitative investigation of difficulties experienced by supervisors-in-training. The Clinical Supervisor, 32(1), 15-39. https://doi.org/10.1080/07325223.2013.778678
  • Gladding, S. T. (2018). Counseling: A comprehensive profession (8th ed.). Pearson Education.
  • Glesne, C. (2014). Becaming qualitative researchers: An Introduction (5th ed.). Pearson.
  • Haans, A., & Balke, N. (2018). Trauma-informed intercultural group supervision. The Clinical Supervisor, 37(1), 158-181. https://doi.org/10.1080/07325223.2017.1399495
  • Haggerty, G., & Hilsenroth, M. J. (2011). The use of video in psychotherapy supervision. British Journal of Psychotherapy, 27(2), 193-210. https://doi.org/10.1111/j.1752-0118.2011.01232.x
  • Harris, M., & Brockbank, A. (2011). An integrative approach to therapy and supervision: A practical guide for counsellors and psychotherapists. Jessica Kingsley Publishers.
  • Henderson, P., Holloway, J., & Millar, A. (2014). Practical supervision: How to become a supervisor for the helping professions. Jessica Kingsley Publishers.
  • Hutchings, M. (2017). Improving doctoral support through group supervision: Analysing face-to-face and technology-mediated strategies for nurturing and sustaining scholarship. Studies in Higher Education, 42(3), 533-550. https://doi.org/10.1080/03075079.2015.1058352
  • Jen Kuo, M., Connor, A., Landon, T. J., & Chen, R. K. (2016). Managing anxiety in clinical supervision. Journal of Rehabilitation, 82(3),18-27.
  • Knight, C. (2017) The mutual aid model of group supervision, The Clinical Supervisor, 36(2), 259-281, https://doi.org/10.1080/07325223.2017.1306473
  • Johnson, A. P. (2011). Short guide to action research (4th ed.). Pearson.
  • Ladany, N., & Bradley, L. J. (2010). Counselor supervision (4th ed.). New York: Routledge.
  • Lakeman, R., & Glasgow, C. (2009). Introducing peer‐group clinical supervision: An action research project. International Journal of Mental Health Nursing, 18(3), 204-210. https://doi.org/10.1111/j.1447-0349.2009.00602.x
  • Mastoras, S. M., & Andrews, J. J. W. (2011). The supervisee experience of group supervision: Implications for research and practice. Training and Education in Professional Psychology, 5(2), 102-111. https://doi.org/10.1037/a0023567
  • McIntyre, A. (2008). Participatory action research. Sage.
  • McNiff, J., & Whitehead, J. (2006). All you need to know about action research. Sage.
  • Mertler, C. A. (2014). Action research: Improving schools and empowering educators. Sage.
  • Meydan, B., & Koçyigit, M. (2019). The supervisory relationship experiences of Turkish first-time and advanced supervisees. Qualitative Research in Education, 8(1), 89-121. http://dx.doi.org/10.17583/qre.2019.3942
  • Mills, G. E. (2003). Action research: A guide for the teacher researcher (2nd ed.). Pearson.
  • Neufeldt, S. A. (2007). Supervision strategies for first practicum (3rd ed.). American Counseling Association.
  • Neuman, W. L. (2014). Social research methods: Qualitative and quantitive approaches (7th ed.). Pearson Education.
  • Oh, H., & Soloman, P. (2014). Role-playing as a tool for hiring, training and supervising peer providers. The Journal of Behavioral Health Services & Research, 41(2), 216-229.
  • Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice (3rd ed.). Sage.
  • Proctor, B. (2008). Group supervision: A guide to creative practice (2nd ed.). Sage.
  • Rubel, D., & Atieno Okech, J. E. (2006). The supervision of group work model: Adapting the discrimination model for supervision of group workers. The Journal for Specialists in Group Work, 31(2), 113-134. https://doi.org/10.1080/01933920500493597
  • Ryde, J. (2011). Culturally sensitive supervision. In C. Logo (Ed.), The handbook of transcultural counselling and psychotherapy (pp. 142-152). Open University Press.
  • Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of small-group development revisited. Group & Organization Studies, 2(4), 419-427. https://doi.org/10.1177/105960117700200404
  • Ülker Tümlü, G. (2019). Bireyle psikolojik danışma uygulaması süpervizyonunda ayrıştırıcı süpervizyon modeli'ne dayalı grup süpervizyonu sürecinin yapılandırılması (Structuring the group supervision process in the supervision of individual counseling pracicum based on the Discrimination Model) [Unpublished doctoral dissertation]. Anadolu University, Eskişehir.
  • Ülker Tümlü, G., & Ceyhan, E. (2021). Structuring individual counseling practicum supervision: An action research. Education & Science, 46(208), 293-319. https://doi.org/10.15390/EB.2021.9364
  • Ülker Tümlü, G. (2022). The effect of Discrimination Model-based group supervision on counseling self-efficacy and insights of novice supervisees. International Journal of Psychology and Educational Studies, 9(4), 1270-1285. https://doi.org/10.52380/ijpes.2022.9.4.905
  • Valentino, A. L., LeBlanc, L. A., & Sellers, T. P. (2016). The benefits of group supervision and a recommended structure for implementation. Behavior Analysis in Practice, 9(4), 320-328.
  • Van Rijn, B., Sills, C., Hunt, J., Shivanath, S., Gildebrand, K., & Fowlie, H. (2008). Developing clinical effectiveness in psychotherapy training: Action research. Counselling and psychotherapy research, 8(4), 261-268. https://doi.org/10.1080/14733140802305804
  • Wrape, E. R., Callahan, J. L., Rieck, T., & Watkins Jr, C. E. (2017). Attachment theory within clinical supervision: application of the conceptual to the empirical. Psychoanalytic Psychotherapy, 31(1), 37-54. https://doi.org/10.1080/02668734.2016.1261927
  • Yalom, I. D. (1995). The theory and practice of group psychotherapy. Basic Books.

Eylem Araştırması Aracılığıyla Grup Süpervizyonu Aşamalarını Belirginleştirmek

Year 2023, Volume: 7 Issue: 3, 479 - 499, 30.07.2023

Gamze Ülker Tümlü Esra Ceyhan

https://doi.org/10.34056/aujef.1178007

Abstract

Bu araştırmanın amacı, klinik süpervizyon alanında yürütülen grup süpervizyonu sürecinin aşamalarını belirginleştirmektir. Araştırmada eylem araştırması deseninden yararlanılmıştır. Buna göre araştırmada odak alanı belirleme, verileri toplama, verileri analiz etme ve yorumlama ile eylem planı oluşturma döngüsü takip edilmiştir. Araştırmanın katılımcılarını Türkiye’de bir devlet üniversitesinin Psikolojik Danışma ve Rehberlik Programında öğrenim gören dört yüksek lisans öğrencisi oluşturmuştur. Veriler; gözlemlerden, görüşmelerden, geçerlik komitesi toplantı tutanaklarından, araştırmacı ve katılımcı günlüklerinden elde edilmiştir. Araştırma bulguları, Ayrıştırıcı Süpervizyon Modeli’nin Katılımlı Grup Süpervizyonu formatında takip edildiği 14 oturumluk grup süpervizyonu sürecinin başlangıç, geçiş, çalışma ve sonlandırma olmak üzere dört aşamadan oluştuğunu ortaya koymuştur. Bulgular, başlangıç aşaması olan ilk aşamada gruba aidiyet ve güven sorunu yaşama, yetersizlik, belirsizlik ve kaygı temelli dinamikler olduğunu açığa çıkarmıştır. Araştırma bulguları grup süpervizyonu sürecinin ikinci aşamasının geçiş aşaması olduğunu ortaya koymuştur. Bulgular geçiş aşamasını belirleyen grup dinamiklerinin memnuniyetsizlik, çatışma, gruplaşma, rekabet ve direnç temelli dinamikler olduğunu göstermiştir. Grup süpervizyonu sürecinin üçüncü aşamasının çalışma aşamasını kapsadığını ortaya koyan bulgular, bu aşamadaki dinamiklerin ise gruba aidiyet ve güven duymak, gelişime odaklanmak, akran desteği almaya ve vermeye yönelmek temelli olduğunu göstermiştir. Bulgular, grup süpervizyonu sürecinin son aşamasının sonlandırma aşaması olduğunu, bu aşamayı belirleyen grup dinamiklerinin ise rahatlama ve hüzün gibi ikili duygular yaşama, öz değerlendirmede bulunma, bireyleşme ve süpervizöre bağımlılık temelinde olduğunu ortaya koymuştur. Araştırma sonuçları süreçte ortaya çıkan dinamiklerle baş etmede süpervizörün öğretmen, psikolojik danışman, müşavir rolleri sergilemesinin ve akran katılımını sağlamanın işlevsel olduğunu göstermiştir. Ayrıca araştırma sonuçları grup süpervizyonu sürecinin aşamalarının eylem araştırması yöntemine dayalı olarak belirginleştirilebileceğini ortaya koymuştur.

Keywords

klinik süpervizyon sistematik süpervizyon süreci ayrıştırıcı süpervizyon modeli katılımlı grup süpervizyonu grup süpervizyonu grup süpervizyonu aşamaları grup süpervizyonu dinamikleri eylem araştırması

Project Number

1509E612

References

  • Aladağ, M. (2014). Critical incidents in individual counseling practicum supervision across different levels of counselor education. Ege Journal of Education, 15(2), 428-475. https://doi.org/10.12984/eed.82217
  • Aladağ, M., & Kemer, G. (2017). The examination of individual counseling practicum and its supervision in counselor education. İzmir, Turkey: Ege University, Directorate of Scientific Research Projects.
  • Association for Counselor Education and Supervision. (1990). Standards for counseling supervisors. Journal of Counseling & Development, 69, 30–32.
  • Atik, Z. (2017). Psikolojik danışman adaylarının bireyle psikolojik danışma uygulaması ve süpervizyonuna ilişkin değerlendirmeleri (Counselor candidates' evaluation of individual counseling practicum and supervision) [Unpublished doctoral dissertation]. Hacettepe University, Ankara.
  • Atik, G., & Erkan Atik, Z. (2019). Undergraduate counseling trainees' perceptions and experiences related to structured peer group supervision: A mixed method study. Eurasian Journal of Educational Research, 82(2019), 101-120.
  • Barnett, J. E., & Molzon, C. H. (2014). Clinical supervision of psychotherapy: Essential ethics issues for supervisors and supervisees. Journal of Clinical Psychology, 70(11), 1051-1061. https://doi.org/10.1002/jclp.22126
  • Bernard, J. (1979). Supervision training a discirimination model. Counselor Education and Supervision, 19, 60-68. https://doi.org/10.1002/j.1556-6978.1979.tb00906.x
  • Bernard, J. M., & Goodyear, R. K. (2014). Fundamentals of clinical supervision. Pearson.
  • Borders, L. D, Glosoff, H. L, Welfare, L. E., Hays, D. G, DeKruyf, L., Fernando, D. M., & Page, B. (2014). Best practices in clinical supervision: Evolution of a counseling specialty. The Clinical Supervisor, 33,26-44. https://doi.org/10.1080/07325223.2014.905225
  • Borders, L. D., & Brown, L. L. (2009). The new handbook of counseling supervision. Lawrence Erlbaum Association.
  • Borders, L. D., Welfare, L. E., Greason, P. B., Paladino, D. A, Keith Mobley, A., Villalba, J. A., & Wester, K. L. (2012). Individual and triadic and group: Supervisee and supervisor perceptions of each modality. Counselor Education & Supervision, 51, 281-295. https://doi.org/10.1002/j.1556-6978.2012.00021.x
  • Campbell, J. M. (2006). Essentials of clinical supervision. John Wiley & Sons.
  • Carroll, M. (2014). Effective supervision for the helping professions (2nd ed.). Sage.
  • Corey, G., Haynes, R., Moulton, P., & Muratori, M. (2010). Clinical supervision in the helping professions: A practical guide (2nd ed). Springer.
  • Corey, M. S., Corey, G., & Corey, C. (2017). Groups: Process and practice (9th ed.). Cengage Learning. Council for Accreditation of Counseling and Related Educational Programs (2016). 2016 CACREP standards.
  • Council for Accreditation of Counseling and Related Educational Programs (2016). 2016 CACREP standards.
  • Creswell, J. W. (2012). Qualitative inquiry & research design: Choosing among five approaches. Sage.
  • Crunk, A. E., & Barden, S. M. (2017). The common factors discrimination model: An integrated approach to counselor supervision. Professional Counselor, 7(1), 62-75.
  • Dryden, W., & Reeves, A. (2008). Key issues for counselling in action (2nd ed.). SAGE.
  • McKenney, E. L. W., Newman, D. S., Faler, A., & Hill, K. L. (2019) Structured peer group supervision of school consultation: A case study. The Clinical Supervisor, 38(1), 135-157. https://doi.org/10.1080/07325223.2018.1561344
  • Ellis, M., V., Hutman, H., & Chapin, J. (2015). Reducing supervisee anxiety: Effects of a role induction intervention for clinical supervision. Journal of Counseling Psychology, 62(4), 608-620. http://dx.doi.org/10.1037/cou0000099
  • Engholm-Hedegaard, A. (2020). The supervisory alliance in group supervision. British Journal of Psychotherapy, 36(1), 45-60. https://doi.org/10.1111/bjp.12495
  • Gazzola, N., De Stefano, J., Thériault, A., & Audet, C. T. (2013). Learning to be supervisors: A qualitative investigation of difficulties experienced by supervisors-in-training. The Clinical Supervisor, 32(1), 15-39. https://doi.org/10.1080/07325223.2013.778678
  • Gladding, S. T. (2018). Counseling: A comprehensive profession (8th ed.). Pearson Education.
  • Glesne, C. (2014). Becaming qualitative researchers: An Introduction (5th ed.). Pearson.
  • Haans, A., & Balke, N. (2018). Trauma-informed intercultural group supervision. The Clinical Supervisor, 37(1), 158-181. https://doi.org/10.1080/07325223.2017.1399495
  • Haggerty, G., & Hilsenroth, M. J. (2011). The use of video in psychotherapy supervision. British Journal of Psychotherapy, 27(2), 193-210. https://doi.org/10.1111/j.1752-0118.2011.01232.x
  • Harris, M., & Brockbank, A. (2011). An integrative approach to therapy and supervision: A practical guide for counsellors and psychotherapists. Jessica Kingsley Publishers.
  • Henderson, P., Holloway, J., & Millar, A. (2014). Practical supervision: How to become a supervisor for the helping professions. Jessica Kingsley Publishers.
  • Hutchings, M. (2017). Improving doctoral support through group supervision: Analysing face-to-face and technology-mediated strategies for nurturing and sustaining scholarship. Studies in Higher Education, 42(3), 533-550. https://doi.org/10.1080/03075079.2015.1058352
  • Jen Kuo, M., Connor, A., Landon, T. J., & Chen, R. K. (2016). Managing anxiety in clinical supervision. Journal of Rehabilitation, 82(3),18-27.
  • Knight, C. (2017) The mutual aid model of group supervision, The Clinical Supervisor, 36(2), 259-281, https://doi.org/10.1080/07325223.2017.1306473
  • Johnson, A. P. (2011). Short guide to action research (4th ed.). Pearson.
  • Ladany, N., & Bradley, L. J. (2010). Counselor supervision (4th ed.). New York: Routledge.
  • Lakeman, R., & Glasgow, C. (2009). Introducing peer‐group clinical supervision: An action research project. International Journal of Mental Health Nursing, 18(3), 204-210. https://doi.org/10.1111/j.1447-0349.2009.00602.x
  • Mastoras, S. M., & Andrews, J. J. W. (2011). The supervisee experience of group supervision: Implications for research and practice. Training and Education in Professional Psychology, 5(2), 102-111. https://doi.org/10.1037/a0023567
  • McIntyre, A. (2008). Participatory action research. Sage.
  • McNiff, J., & Whitehead, J. (2006). All you need to know about action research. Sage.
  • Mertler, C. A. (2014). Action research: Improving schools and empowering educators. Sage.
  • Meydan, B., & Koçyigit, M. (2019). The supervisory relationship experiences of Turkish first-time and advanced supervisees. Qualitative Research in Education, 8(1), 89-121. http://dx.doi.org/10.17583/qre.2019.3942
  • Mills, G. E. (2003). Action research: A guide for the teacher researcher (2nd ed.). Pearson.
  • Neufeldt, S. A. (2007). Supervision strategies for first practicum (3rd ed.). American Counseling Association.
  • Neuman, W. L. (2014). Social research methods: Qualitative and quantitive approaches (7th ed.). Pearson Education.
  • Oh, H., & Soloman, P. (2014). Role-playing as a tool for hiring, training and supervising peer providers. The Journal of Behavioral Health Services & Research, 41(2), 216-229.
  • Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice (3rd ed.). Sage.
  • Proctor, B. (2008). Group supervision: A guide to creative practice (2nd ed.). Sage.
  • Rubel, D., & Atieno Okech, J. E. (2006). The supervision of group work model: Adapting the discrimination model for supervision of group workers. The Journal for Specialists in Group Work, 31(2), 113-134. https://doi.org/10.1080/01933920500493597
  • Ryde, J. (2011). Culturally sensitive supervision. In C. Logo (Ed.), The handbook of transcultural counselling and psychotherapy (pp. 142-152). Open University Press.
  • Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of small-group development revisited. Group & Organization Studies, 2(4), 419-427. https://doi.org/10.1177/105960117700200404
  • Ülker Tümlü, G. (2019). Bireyle psikolojik danışma uygulaması süpervizyonunda ayrıştırıcı süpervizyon modeli'ne dayalı grup süpervizyonu sürecinin yapılandırılması (Structuring the group supervision process in the supervision of individual counseling pracicum based on the Discrimination Model) [Unpublished doctoral dissertation]. Anadolu University, Eskişehir.
  • Ülker Tümlü, G., & Ceyhan, E. (2021). Structuring individual counseling practicum supervision: An action research. Education & Science, 46(208), 293-319. https://doi.org/10.15390/EB.2021.9364
  • Ülker Tümlü, G. (2022). The effect of Discrimination Model-based group supervision on counseling self-efficacy and insights of novice supervisees. International Journal of Psychology and Educational Studies, 9(4), 1270-1285. https://doi.org/10.52380/ijpes.2022.9.4.905
  • Valentino, A. L., LeBlanc, L. A., & Sellers, T. P. (2016). The benefits of group supervision and a recommended structure for implementation. Behavior Analysis in Practice, 9(4), 320-328.
  • Van Rijn, B., Sills, C., Hunt, J., Shivanath, S., Gildebrand, K., & Fowlie, H. (2008). Developing clinical effectiveness in psychotherapy training: Action research. Counselling and psychotherapy research, 8(4), 261-268. https://doi.org/10.1080/14733140802305804
  • Wrape, E. R., Callahan, J. L., Rieck, T., & Watkins Jr, C. E. (2017). Attachment theory within clinical supervision: application of the conceptual to the empirical. Psychoanalytic Psychotherapy, 31(1), 37-54. https://doi.org/10.1080/02668734.2016.1261927
  • Yalom, I. D. (1995). The theory and practice of group psychotherapy. Basic Books.
There are 56 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Gamze Ülker Tümlü 0000-0001-6750-3831

Esra Ceyhan 0000-0003-1149-2453

Project Number 1509E612
Publication Date July 30, 2023
Published in Issue Year 2023 Volume: 7 Issue: 3

Cite

APA Ülker Tümlü, G., & Ceyhan, E. (2023). Clarifying the Stages of Group Supervision through Action Research. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 7(3), 479-499. https://doi.org/10.34056/aujef.1178007
AMA Ülker Tümlü G, Ceyhan E. Clarifying the Stages of Group Supervision through Action Research. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. July 2023;7(3):479-499. doi:10.34056/aujef.1178007
Chicago Ülker Tümlü, Gamze, and Esra Ceyhan. “Clarifying the Stages of Group Supervision through Action Research”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7, no. 3 (July 2023): 479-99. https://doi.org/10.34056/aujef.1178007.
EndNote Ülker Tümlü G, Ceyhan E (July 1, 2023) Clarifying the Stages of Group Supervision through Action Research. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7 3 479–499.
IEEE G. Ülker Tümlü and E. Ceyhan, “Clarifying the Stages of Group Supervision through Action Research”, Anadolu Üniversitesi Eğitim Fakültesi Dergisi, vol. 7, no. 3, pp. 479–499, 2023, doi: 10.34056/aujef.1178007.
ISNAD Ülker Tümlü, Gamze - Ceyhan, Esra. “Clarifying the Stages of Group Supervision through Action Research”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7/3 (July 2023), 479-499. https://doi.org/10.34056/aujef.1178007.
JAMA Ülker Tümlü G, Ceyhan E. Clarifying the Stages of Group Supervision through Action Research. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2023;7:479–499.
MLA Ülker Tümlü, Gamze and Esra Ceyhan. “Clarifying the Stages of Group Supervision through Action Research”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, vol. 7, no. 3, 2023, pp. 479-9, doi:10.34056/aujef.1178007.
Vancouver Ülker Tümlü G, Ceyhan E. Clarifying the Stages of Group Supervision through Action Research. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2023;7(3):479-9.
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