An evaluation of group supervision in a specialist provision supporting young people with mental health needs: A social constructionist perspective

Abstract

Aim:This research aimed to explore the use of group supervision with staff supporting young people with social, emotional and mental health needs in a specialist education setting. Educational Psychologists led fortnightly group supervision sessions in order to promote collaborative problem solving and to acknowledge the emotional impact of the role on staff.Method:The project was undertaken over a 12-month period and a focus group was completed in order to evaluate the experience of group supervision from key workers’ perspectives. Data was analysed using thematic analysis.Findings:Findings indicated that group supervision had a positive impact on team communication and coherence. Individuals also reported becoming more self-aware in role and experiencing enhanced problem-solving skills in relation to young people’s emotional presentation. The practical implementation of group supervision was also found to be important to participants and suggestions for development are discussed.Limitations:It is recognised that this was a small-scale piece of research, describing the views of particular individuals in a particular setting and that evaluation was conducted by the researchers. Further research with key stakeholders is required to identify whether data which evidences changes to key workers’ practice is triangulated by information from a range of sources.Conclusion:It is proposed that using a social constructionist perspective within a group supervision context can promote shared understanding and facilitate change in a context where mental health needs are present.