ABSTRACT
This chapter discusses the practice-based model, utilising group work theories. It describes an expert-led, field educator-centred learning approach. The literature on group supervision discusses the field educator’s role, selection of students, group dynamics and learning activities. While the literature frequently refers to group supervision, few specific models exist. Numerous attempts have been made to juxtapose existing models of one-to-one field education and supervision of staff groups to supervision of a group. The emphasis in developing a model for group supervision leans frequently towards a growth and development perspective that considers therapeutic, personal growth and affective factors. The literature frequently discusses the selection of individuals into a group for supervision purposes. On the whole, the consensus is that participants should at least agree to favour the concept of group supervision. Students are required to work together ‘face-to-face’ in the small group, and to promote each other’s success by explaining, helping, encouraging and supporting efforts to achieve.
