Hi Noah,

I wonder the following resources would interest you:

• Effectiveness of Group Supervision Versus Combined Group and Individual Supervision
• Group Supervision: Widely Practiced But Poorly Understood
• A COMPARISON OF INDIVIDUAL SUPERVISION AND TRIADIC SUPERVISION
• Individual and Triadic and group? Supervisors’ and supervisees’ perceptions of each modality

http://search.proquest.com/openview/6ffdfe941102202bbc3ec2e64c845200/1?pq-origsite=gscholar

http://digital.library.unt.edu/ark:/67531/metadc4300/m2/1/high_res_d/dissertation.pdf

http://libres.uncg.edu/ir/uncg/f/K_Wester_Individual_2012.pdf

Hi Noah

Try the following resource it should be of help

BEING-RESPONSIBLE IN

PSYCHOTHERAPEUTIC

SUPERVISION:

A HERMENEUTIC

PHENOMENOLOGICAL STUDY

http://doras.dcu.ie/20125/1/Rita_Glover_PhD_Thesis_15th_August_2014.pdf

regards

Gerry

I shudder at the thought of your hypothesis, which so clearly does not reflect any kind of depth psychology. At least have a look at these discussions:

Supervisory processes in the training of psychotherapists: Introduction to the special section.

doi: http://dx.doi.org/10.1037/pst0000020

By Owen, Jesse

Psychotherapy, Vol 52(2), Jun 2015, 151-152.

Special Section: Supervision Process.

To help advance the dialogue on effective supervisory processes, we are proud to introduce this special section on supervisory processes. This special section follows the same format of the Clinical Processes published in Psychotherapy. Specifically, authors were charged to describe two to three supervisory actions that are important for an effective supervisory session. For each supervisory process, each author provided information on each of the following areas: (a) the theoretical basis for this action and how students are expected to gain new knowledge, skills, or/and awareness, (b) two to three verbatim supervisory exchanges clearly demonstrating this action, and (c) any supervisory or research that supports the use of this action. (PsycINFO Database Record (c) 2015 APA, all rights reserved)

Review of Creative supervision across modalities: Theory and applications for therapists, counsellors and other helping professionals.

By Kefalogianni, Maria

Counselling & Psychotherapy Research, Vol 15(2), Jun 2015, 155-156.

Reviews the book, Creative Supervision Across Modalities: Theory and Applications for Therapists, Counsellors and Other Helping Professionals edited by Anna Chesner and Lia Zografou (2013). Creative media/methods can bring new perspectives to the supervision process. With this book, the authors invite us, in an attempt to demystify any myths, to stop and reflect: what really is creative supervision? Is it the mere use of creative media? They advocate that we need a strong theoretical basis on which we can support our play/creativity. With such a solid foundation, creativity in supervision can be applied across modalities. They demonstrate this belief by drawing from the fields of systemic family therapy, psychoanalytic psychotherapy, art and drama therapy, psychodrama psychotherapy and theological education. Although the book is one amongst others in referring to student readership, many students would not have sufficient understanding of these approaches to benefit. As such, it is good as an additional book but I would not say that it merits essential reading for the trainee therapist. This book is of great use for trainers in the field who are genuinely interested in employing creativity on their courses. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

I suspect you'll find little support for your hypothesis in the following:

Sarnat, Joan E. , (2016). Supervision essentials for psychodynamic psychotherapies. Clinical supervision essentials., (pp. 129-139). Washington, DC, US: American Psychological Association, xiii, 170 pp.

You should also be sure that all the legal and ethical issues are taken into account in your hypotheses. The risk to the supervisor (and to the client) increases with both group supervision and distance supervision.:

See for example

Common supervisory issues, part III: Working with legal and ethical issues.

doi: http://dx.doi.org/10.1037/14802-008

Supervision essentials for psychodynamic psychotherapies.

By Sarnat, Joan E.

Sarnat, Joan E. , (2016). Supervision essentials for psychodynamic psychotherapies. Clinical supervision essentials., (pp. 113-128). Washington, DC, US: American Psychological Association, xiii, 170 pp.

In this final chapter on common supervisory issues, I discuss the legal and ethical domain. Any psychologist opening such a discussion must begin by referencing the American Psychological Association’s (APA) Ethical Principles of Psychologists and Code of Conduct (2010) and Guidelines for Clinical Supervision in Health Service Psychology (2014), and I refer the reader there for a more all-encompassing discussion of supervisor ethics. In this chapter, I limit myself to ethics topics that are particularly salient in working relationally in psychodynamic supervision. The chapter is divided into three parts, each of which approaches the intersection of legal and ethical issues and the relational model of psychodynamic supervision in a different way. The first part highlights three issues that hold the potential for legal and ethical peril when working relationally: supervisee informed consent, appropriate maintenance of boundaries in supervision, and attending to the impact of supervisor disclosure. Given the experiential and personally intimate nature of the relational approach, supervisor clarity about these three issues helps to maintain a supervisory space of integrity. The second part of this chapter emphasizes the affirmative contributions of the relational model to ethical supervisor conduct. In this section, I make the case that relational-model values provide scaffolding for ethical attitudes in supervision, and I use two vignettes to illustrate. In the third part, I offer some reflections on how the relational construction of power and authority, in particular, operates as an ethical force within psychodynamic supervision: first, by helping the supervisor to step back from the legacy of abuse of power in the psychoanalytic training tradition; and second, by sensitizing the supervisor to the destructive impact of subtly authoritarian teaching methods. (PsycINFO Database Record (c) 2015 APA, all rights reserved)