Implementation of a Social Justice Focused Structured Peer Group
Supervision for Private Practice Trauma Therapists
Abstract
Background: This research study utilized implementation science to identify, plan for, and evaluate an intervention addressing the lack of social justice topics and principles being integrated into clinical trauma therapy. This project focuses on a network of private practice therapists providing trauma therapy to adults participating in a Structured Peer-Group Supervision cohort with a focus on social justice.
Methods: Six therapists were recruited using a digital collaboration network and participated in an informational session, an orientation session, six case consultation sessions, and a focus group. Both quantitative and qualitative data were collected in the form of an online tracking tool, a post-only survey, a pre-post survey, and focus groups. The measures were designed to answer eight research questions regarding the effectiveness of the implementation strategies utilized and the effectiveness of the SPGS intervention. Evaluation was analyzed using descriptive statistics, a one sample t-test, non-paired two sample t-tests, and thematic analysis.
Results: The implementation evaluation results suggest that using a digital PCN does build a network to recruit members for SPGS from is effective, and digital educational marketing materials and informational meetings/interviews increase knowledge of the process and benefits of SPGS. The intervention results imply participation in SPGS increases the amount or number of social justice topics being integrated into therapy sessions and increases the confidence level of therapists integrating social justice.
Conclusion: Results show promising evidence for using SPGS as an intervention for assisting trauma therapists in private practice with integrating social justice topics and principles into their therapy sessions. SPGS is a versatile and flexible intervention that could potentially be used for alternative themed or focused topics to be infused into the practice lens.
Background: This research study utilized implementation science to identify, plan for, and evaluate an intervention addressing the lack of social justice topics and principles being integrated into clinical trauma therapy. This project focuses on a network of private practice therapists providing trauma therapy to adults participating in a Structured Peer-Group Supervision cohort with a focus on social justice.
Methods: Six therapists were recruited using a digital collaboration network and participated in an informational session, an orientation session, six case consultation sessions, and a focus group. Both quantitative and qualitative data were collected in the form of an online tracking tool, a post-only survey, a pre-post survey, and focus groups. The measures were designed to answer eight research questions regarding the effectiveness of the implementation strategies utilized and the effectiveness of the SPGS intervention. Evaluation was analyzed using descriptive statistics, a one sample t-test, non-paired two sample t-tests, and thematic analysis.
Results: The implementation evaluation results suggest that using a digital PCN does build a network to recruit members for SPGS from is effective, and digital educational marketing materials and informational meetings/interviews increase knowledge of the process and benefits of SPGS. The intervention results imply participation in SPGS increases the amount or number of social justice topics being integrated into therapy sessions and increases the confidence level of therapists integrating social justice.
Conclusion: Results show promising evidence for using SPGS as an intervention for assisting trauma therapists in private practice with integrating social justice topics and principles into their therapy sessions. SPGS is a versatile and flexible intervention that could potentially be used for alternative themed or focused topics to be infused into the practice lens.
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Considerations & How-To Guide for Implementation
Interested in starting your own Social Justice Focused Structured Peer Group Supervision space? Download my Considerations & How-To Guide for Implementation below!
Interested in starting your own Social Justice Focused Structured Peer Group Supervision space? Download my Considerations & How-To Guide for Implementation below!
| sj_spgs_group_how_to.pdf |
Additional Resources Reading List
Amanvermez, Y., Zeren, S. G., Erus, S. M., & Buyruk Genc, A. (2020). Supervision and peer supervision in online setting: Experiences of psychological counselors. Eurasian Journal of Educational Research, 20(86), 1–20. https://doi.org/10.14689/ejer.2020.86.12
Asakura, K., & Maurer, K. (2018). Attending to social justice in clinical social work: Supervision as a pedagogical space. Clinical Social Work Journal, 46(4), 289–297. https://doi.org/10.1007/s10615-018-0667-4
Borders, L. D. (1991). A systematic approach to peer group supervision. Journal of Counseling & Development, 69(3), 248–252. https://doi.org/10.1002/j.1556-6676.1991.tb01497.x
Borders, L. D. (2012). Dyadic, triadic, and group models of peer supervision/consultation: What are their components, and is there evidence of their effectiveness? Clinical Psychologist, 16(2), 59–71. https://doi.org/10.1111/j.1742-9552.2012.00046.x
Brinkman, B. G., & Donohue, P. (2020). Doing intersectionality in social justice oriented clinical training. Training and Education in Professional Psychology, 14(2), 109–115. https://doi.org/10.1037/tep0000274
Butler, K., & Constantine, M. G. (2006). Web-based peer supervision, collective self-esteem, and case conceptualization ability in school counselor trainees. Professional School Counseling, 10(2), 146–152.
Fickling, M. J., Tangen, J. L., Graden, M. W., & Grays, D. (2019). Multicultural and Social Justice Competence in Clinical Supervision. Counselor Education and Supervision, 58(4), 309–316. https://doi.org/10.1002/ceas.12159
Golia, G. M., & McGovern, A. R. (2015). If you save me, i’ll save you: The power of peer supervision in clinical training and professional development. British Journal of Social Work, 45(2), 634–650. https://doi.org/10.1093/bjsw/bct138
Kizilhan, J. I., & Neumann, J. (2020). The significance of justice in the psychotherapeutic treatment of traumatized people after war and crises. Frontiers in Psychiatry, 11, 540. https://doi.org/10.3389/fpsyt.2020.00540
Martin, P., Milne, D. L., & Reiser, R. P. (2018). Peer supervision: International problems and prospects. Journal of Advanced Nursing, 74(5), 998–999. https://doi.org/10.1111/jan.13413
Meyer, O. L., & Zane, N. (2013). The influence of race and ethnicity in clients’ experiences of mental health treatment: Race and ethnicity in mental health treatment. Journal of Community Psychology, 41(7), 884–901. https://doi.org/10.1002/jcop.21580
Moleiro, C., Freire, J., Pinto, N., & Roberto, S. (2018). Integrating diversity into therapy
processes: The role of individual and cultural diversity competences in promoting equality of care. Counselling and Psychotherapy Research, 18(2), 190–198. https://doi.org/10.1002/capr.12157
Newman, D. S., Nebbergall, A. J., & Salmon, D. (2013). Structured peer group supervision for novice consultants: Procedures, pitfalls, and potential. Journal of Educational and Psychological Consultation, 23(3), 200–216. https://doi.org/10.1080/10474412.2013.814305
Nielsen, H. G., & Davidsen, A. S. (2017). Witnesses in the consultation room: Experiences of peer group supervision. Education for Primary Care, 28(5), 258–264. https://doi.org/10.1080/14739879.2017.1300510
O’Keeffe, M., & James, F. (2014). Facilitated group supervision: Harnessing the power of peers: Group supervision. Journal of Paediatrics and Child Health, 50(12), 944–948. https://doi.org/10.1111/jpc.12638
Schumann, N. R., Farmer, N. M., Shreve, M. M., & Corley, A. M. (2020). Structured peer group supervision: A safe space to grow. Journal of Psychotherapy Integration, 30(1), 108–114. https://doi.org/10.1037/int0000180
Somerville, W., Marcus, S., & Chang, D. F. (2019). Multicultural competence–focused peer supervision: A multiple case study of clinical and counseling psychology trainees. Journal of Multicultural Counseling and Development, 47(4), 274–294. https://doi.org/10.1002/jmcd.12158
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. https://doi.org/10.1007/s40617-016-0138-8
Vera, E. M., & Speight, S. L. (2003). Multicultural competence, social justice, and counseling psychology: Expanding our roles. The Counseling Psychologist, 31(3), 253–272. https://doi.org/10.1177/0011000003031003001
Watson, M. F. (2019). Social justice and race in the United States: Key issues and challenges for couple and family therapy. Family Process, famp.12427. https://doi.org/10.1111/famp.12427
Yasky, J., King, R., & O’brien, T. (2019). The Peer Supervision Group as Clinical Research
Device: Analysis of a Group Experience. British Journal of Psychotherapy, 35(2), 305–321. https://doi.org/10.1111/bjp.12428
Asakura, K., & Maurer, K. (2018). Attending to social justice in clinical social work: Supervision as a pedagogical space. Clinical Social Work Journal, 46(4), 289–297. https://doi.org/10.1007/s10615-018-0667-4
Borders, L. D. (1991). A systematic approach to peer group supervision. Journal of Counseling & Development, 69(3), 248–252. https://doi.org/10.1002/j.1556-6676.1991.tb01497.x
Borders, L. D. (2012). Dyadic, triadic, and group models of peer supervision/consultation: What are their components, and is there evidence of their effectiveness? Clinical Psychologist, 16(2), 59–71. https://doi.org/10.1111/j.1742-9552.2012.00046.x
Brinkman, B. G., & Donohue, P. (2020). Doing intersectionality in social justice oriented clinical training. Training and Education in Professional Psychology, 14(2), 109–115. https://doi.org/10.1037/tep0000274
Butler, K., & Constantine, M. G. (2006). Web-based peer supervision, collective self-esteem, and case conceptualization ability in school counselor trainees. Professional School Counseling, 10(2), 146–152.
Fickling, M. J., Tangen, J. L., Graden, M. W., & Grays, D. (2019). Multicultural and Social Justice Competence in Clinical Supervision. Counselor Education and Supervision, 58(4), 309–316. https://doi.org/10.1002/ceas.12159
Golia, G. M., & McGovern, A. R. (2015). If you save me, i’ll save you: The power of peer supervision in clinical training and professional development. British Journal of Social Work, 45(2), 634–650. https://doi.org/10.1093/bjsw/bct138
Kizilhan, J. I., & Neumann, J. (2020). The significance of justice in the psychotherapeutic treatment of traumatized people after war and crises. Frontiers in Psychiatry, 11, 540. https://doi.org/10.3389/fpsyt.2020.00540
Martin, P., Milne, D. L., & Reiser, R. P. (2018). Peer supervision: International problems and prospects. Journal of Advanced Nursing, 74(5), 998–999. https://doi.org/10.1111/jan.13413
Meyer, O. L., & Zane, N. (2013). The influence of race and ethnicity in clients’ experiences of mental health treatment: Race and ethnicity in mental health treatment. Journal of Community Psychology, 41(7), 884–901. https://doi.org/10.1002/jcop.21580
Moleiro, C., Freire, J., Pinto, N., & Roberto, S. (2018). Integrating diversity into therapy
processes: The role of individual and cultural diversity competences in promoting equality of care. Counselling and Psychotherapy Research, 18(2), 190–198. https://doi.org/10.1002/capr.12157
Newman, D. S., Nebbergall, A. J., & Salmon, D. (2013). Structured peer group supervision for novice consultants: Procedures, pitfalls, and potential. Journal of Educational and Psychological Consultation, 23(3), 200–216. https://doi.org/10.1080/10474412.2013.814305
Nielsen, H. G., & Davidsen, A. S. (2017). Witnesses in the consultation room: Experiences of peer group supervision. Education for Primary Care, 28(5), 258–264. https://doi.org/10.1080/14739879.2017.1300510
O’Keeffe, M., & James, F. (2014). Facilitated group supervision: Harnessing the power of peers: Group supervision. Journal of Paediatrics and Child Health, 50(12), 944–948. https://doi.org/10.1111/jpc.12638
Schumann, N. R., Farmer, N. M., Shreve, M. M., & Corley, A. M. (2020). Structured peer group supervision: A safe space to grow. Journal of Psychotherapy Integration, 30(1), 108–114. https://doi.org/10.1037/int0000180
Somerville, W., Marcus, S., & Chang, D. F. (2019). Multicultural competence–focused peer supervision: A multiple case study of clinical and counseling psychology trainees. Journal of Multicultural Counseling and Development, 47(4), 274–294. https://doi.org/10.1002/jmcd.12158
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. https://doi.org/10.1007/s40617-016-0138-8
Vera, E. M., & Speight, S. L. (2003). Multicultural competence, social justice, and counseling psychology: Expanding our roles. The Counseling Psychologist, 31(3), 253–272. https://doi.org/10.1177/0011000003031003001
Watson, M. F. (2019). Social justice and race in the United States: Key issues and challenges for couple and family therapy. Family Process, famp.12427. https://doi.org/10.1111/famp.12427
Yasky, J., King, R., & O’brien, T. (2019). The Peer Supervision Group as Clinical Research
Device: Analysis of a Group Experience. British Journal of Psychotherapy, 35(2), 305–321. https://doi.org/10.1111/bjp.12428
