Is Group Supervision Right For You?

Good clinical supervision is an invaluable necessity for counselors and counselors-in-training. As they expand their knowledge and skills and shape their professional identities, they may choose to work one-on-one with a supervisor or to learn with others in a group setting. Both settings offer benefits, but which is most suitable for you?

Counselors in CACREP accredited programs are required to participate in group supervision as part of their practicum and internship experiences, and practicing counselors may also find that group supervision meets their needs. When trying to choose between individual or group supervision, start by considering personal learning style, goals, areas of interest, and budget.

“Both types of supervision are valuable, and I would encourage all counselors to experience both, if possible,” says Susan Fetcho, PhD, NCC, ACS, BC-TMH, LCPC, an Assistant Professor in the Clinical Mental Health Counseling master’s program at Coppin State University. In addition to supervising counselors-in-training, Dr. Fetcho also provides supervision through a weekly clinical team meeting for a small nonprofit organization.

Learning as part of a group has lots of advantages. Many counselors prefer group supervision because it enables them to meet peers, receive feedback from them, improve communication skills, and examine different viewpoints, she says.

“There are multiple perspectives available from counselors with a variety of experiences and skillsets. There is the opportunity for exposure to topics and presenting concerns that members may not otherwise encounter. Group supervision can provide normalization and acceptance of some of the common concerns of beginning counselors, easing anxiety and encouraging openness, non-defensiveness, and self-awareness.”

Naturally, smaller groups allow for more individual attention, Dr. Fetcho says, adding that her internship class typically includes only four to eight students. “At the agency, we have a maximum of seven or eight staff and interns, with two supervisors present. Being intentional about establishing community is essential.

“We start with introductions, including an icebreaker, or sharing a personal goal for the semester,” Dr. Fetcho says. “Since students are in a variety of placements, they are invited to share information about their field sites with classmates. In the agency setting, we communicate the agency’s values and expectations, such as a commitment to social justice advocacy and outreach to underserved populations.”

Group supervision is typically more affordable than individual supervision, though it also presents challenges for both supervisors and supervisees, Dr. Fetcho says.

“One common challenge is keeping focus on a designated topic. I find that many counselors—myself included—are captivated by people’s stories, and many of us are fine storytellers. It’s easy to go off on fascinating tangents when we’re presenting cases for input, so I want to be able to bring focus back to the presenting concern.”

Confidentiality is sometimes a concern among supervisees within a group.

“Expectations of confidentiality are thoroughly discussed and communicated in the supervision contract,” she says. “As with other aspects of supervision, modeling is used to demonstrate proper adherence to confidentiality. All aspects of confidentiality are addressed, such as legal and ethical implications, situations which require may present exceptions to confidentiality practices, etc.”

Some counselors may be reluctant to discuss their thoughts and experiences or ask questions within the group for fear of being judged.

“Another challenge that I think is noteworthy is when a counselor reveals something in group supervision that is clearly (to the supervisor) outside the realm of ethical practice or best practice standards, without realizing that their behavior has crossed a line, or fallen short of a standard,” Dr. Fetcho says, adding that supervisors must be empathic when responding to avoid shaming or embarrassing supervisees. “One option would be to wait and address it with that individual one-on-one. However, that may mean missing the opportunity to educate all the others in the group about the problematic behavior, or worse yet, implicitly communicating to the entire group that the behavior is acceptable, by not calling it out. This is one area where I think group supervision can be tremendously effective.”

In her experience, particularly when supervising counselors of various skill levels, group members often respond tactfully to peers, creating unexpected yet welcome learning opportunities. She stresses the importance of creating that sort of collaborative, hospitable space in which supervisees feel at ease.

“I first want to make very clear that it is a learning environment—that’s why we’re here. No one expects perfection; this is a place to share uncertainties, vulnerabilities in our practice, and where we would welcome some guidance, it’s not just a place to showcase our best work. I often start the new year with a group of interns by sharing some of the most unforgettable (to me, at least) blunders of my 30-plus-year career in counseling. I’m a good counselor, and I’ve made mistakes, and may very well make more. I hope to convey a sense of safety and of my commitment to each counselor’s growth and development, in the learning environment.”

Lastly, she offers some professional advice for supervisors.

“In much the same way I would recommend that all counselors have the experience of being a client, I would recommend that all group supervisors have the experience of being a counselor in a supervision group,” Dr. Fetcho says. “No matter how long one has been practicing or supervising, I believe it’s wise to have consultants or at least colleagues with whom we meet on some regular basis, to share and check our perspectives, to be stimulated by ideas from outside our own experience.

“Authenticity, humor, and self-awareness are important qualities,” she continues. “An ongoing commitment to cultural humility and attention to implicit biases are important, both for our own best practice and for providing that example to our supervisees.”

Dr. Susan Fetcho is an Assistant Professor in the Department of Psychology, Counseling, and Behavioral Health at Coppin State University, serving as a counselor educator in the Clinical Mental Health Counseling graduate program. She previously served that department as Coordinator of Clinical Training for 12 years. Dr. Fetcho earned a PhD in counselor education and supervision with a concentration in leadership from University of the Cumberlands and an MS in pastoral counseling from Loyola University in Maryland.

She is a Licensed Clinical Professional Counselor (LCPC), a state board-approved clinical supervisor, an Approved Clinical Supervisor (ACS), and a Board Certified TeleMental Health Provider (BC-TMH). For over 30 years, she has provided mental health counseling in schools, community nonprofits, and private practice, as well as providing clinical supervision, training, and consultation to other professionals and graduate student interns.

**Opinions and thoughts expressed in NBCC Visions Newsletter articles belong to the interviewees and do not necessarily reflect the opinions or practices of NBCC and Affiliates.