A case study on the use of group supervision with Learning Mentors

Aim: This study examines the use of group supervision by an educational psychologist (EP) with learning mentors from primary schools across a city in the West Midlands. 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 identifies the educative function (Hawkins & Shohet, 2006) as dominant within the group supervision sessions with the managerial function least evident. It highlights that the content relates 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 examines a single case study based on a small sample, and would have been strengthened by including the views of those who commission the sessions. Conclusions: This study identifies 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.