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Abstract
The purpose of this study was to further understanding of group supervision in field education. The goal was to illuminate factors that students identified as important for a group climate that facilitated learning. A qualitative interview methodology was used to explore the experiences of 18 MSW students who received group supervision as the primary method of field instruction. Numerous factors influence students' ability to participate in group learning, such as their previous experiences with each other, level of competence, and skill as a group member. The respondents also described specific behaviors of the field instructor as group supervisor that they valued.
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Notes on contributors
Marion Bogo
Marion Bogo is professor, and Tamara Sussman is doctoral student, Faculty of Social Work, University of Toronto, Ontario, Canada. Judith Globerman is executive leader of care services, Dr. Irving and Phyliss Snider Campus for Jewish Seniors, Vancouver, British Columbia, and associate professor, Institute for Health Promotion Research, University of British Columbia, British Columbia, Canada.
Judith Globerman
Marion Bogo is professor, and Tamara Sussman is doctoral student, Faculty of Social Work, University of Toronto, Ontario, Canada. Judith Globerman is executive leader of care services, Dr. Irving and Phyliss Snider Campus for Jewish Seniors, Vancouver, British Columbia, and associate professor, Institute for Health Promotion Research, University of British Columbia, British Columbia, Canada.
Tamara Sussman
Marion Bogo is professor, and Tamara Sussman is doctoral student, Faculty of Social Work, University of Toronto, Ontario, Canada. Judith Globerman is executive leader of care services, Dr. Irving and Phyliss Snider Campus for Jewish Seniors, Vancouver, British Columbia, and associate professor, Institute for Health Promotion Research, University of British Columbia, British Columbia, Canada.
