A case study on the use of group supervision with learning mentors

Abstract

Aim:This research examined the views of learning mentors on the outcomes of group supervision, the enablers and barriers to attending and the key characteristics of groups who might benefit from group supervision.Methods:The group has been running for approximately three years. Case study methodology was employed to evaluate the group supervision, using the following methods: a focus group, review of the written records of attendance and content of the sessions, and questionnaires evaluating the sessions after a year.Findings:The study identified the educative function (Hawkins & Shohet, 2006) as dominant within the group supervision sessions and the managerial function least evident. It highlighted that the content related most frequently to children, the learning mentors’ own role and the sharing of materials. The findings illustrate the importance of managers being supportive of group supervision in order to enable attendance. The relatively isolated role of learning mentors in schools is a key characteristic as to why this professional group benefits from group supervision.Limitations:The research examined a single case study based on a small sample, and would have been strengthened through use of individual interviews, and including the views of those who commissioned the sessions.Conclusions:This study identified the dominance of the educative function in the group supervision of learning mentors, the importance of management support and the content most frequently discussed in the sessions.