Online reflective practice groups
Since March 2020 we have had to adapt to working from home and have seen a massive uptake in online tools and platforms to connect virtually with others. This has had an impact on how we engage in one-to-one supervision. Some educators and practitioners have started using videoconferencing as a way to continue to offer small group practice development sessions. These peer group supervision sessions can play an important part in enabling reflective discussions and support to teams. A Community of Practice in the Key Situation Network* has experimented with various online formats for Intervision. This blog reflects on the learning by this CoP and seeks to offer ideas for you to try out in your supervisory practice.
with thanks to Gaby Merten, Eva Tov, Yann Steger and Beate Knepper
Taking Intervision online
Intervision is a peer-led group reflection method, a form of group supervision that enalbes a “consultation process … in which participants discuss professional practice issues by following a specified process” whereby participants share all roles and come together as peers in a reflecting team. (Staempfli & Fairtlough, 2019, p. 1256). There are two ways the Intervision method can be adapted to facilitate peer-group reflection online: firstly, through video conferencing and secondly, through reflecting in writing on a shared document. While the first one is a live session with everyone present at the same time (synchronous), the second one can either be undertaken synchronously or asynchronously, whereby each participant completes their reflection in their own time.
In a pilot, the Intervision CoP of the Network Key Situations in Social Work has developed an Intervision method that focusses on integrating various forms of knowledge, including importantly research, theory and ethical principles to inform a discussion on criteria for knowledgeable and ethical practice in relation to the presented professional challenge. They tested both (video and collaborative writing) versions in late 2018 and subsequently engaged with an extended circle of experts from practice and social work students in March 2019, combining video conferencing and online writing for Intervision sessions. We hope that their lessons learned will be helpful for your practice.
Intervision and video conferencing
This way of connecting with each other has become more familiar to many in recent times. There are many tools available that enable connecting with each other. It perhaps comes closest to the way we usually undertake Intervision when we get together face-to-face in circles as it allows participants to see and hear each other.
Live video conferencing sessions offer a good way for participants who have no prior experience with Intervision. It is helpful for participants to familiarise themselves with both the method and the online tool (technology) prior to the session. The PSDP tool on Intervision offers an overview of the process and can be sent to participants before the first session. During an early part of the session — perhaps following a check-in round — it is best to respond to any questions about the process and then to decide on the roles. Note taking could be done on a document that is then shared with the case presenter through the sharing screen function, or perhaps on an annotation or whiteboard in the tool itself.
For any newcomers to the technology or the specific video conferencing tool, it is advisable to support access and use of both audio and video functions by an additional facilitator (or experienced peer) in the early part of the session who focusses solely on supporting individual participants with connecting their audio and video. Be creative, use different devices (e.g. try out different devices, such as laptops or tablets and use the chat function or telephone calls to assist participants).
As a facilitator of a video conferencing session, it is important to pay attention to the ground rules to make sure that everyone has their say and does so in a respectful, non-judgemental and positive way. It might help to use hand signals or raising hand functions within the video conferencing tool, as some of the clues that support communication in face-to-face meetings cannot be perceived online.
Intervision and collaborative writing online
“Who writes watches themselves thinking” (Knatz 2009: 66, translated by the author)
Written online Intervision is very different from face-to-face peer group sessions. At a first glance it may appear a less appropriate way to engage in Intervision. However, reflecting on a challenge, situation or case through collaborative writing offers a great way to connect with each other and to engage in deep reflection, whereby the documenting of one’s thoughts is in itself an act of reflective learning. In contrast to face-to-face sessions, documenting reflections makes them visible and lasting.
The Intervision process steps are followed in the same sequence as in a live session. The written process can be undertaken by participants being online and working on a shared document simultaneously, or each step can be completed within a set timeframe. It is helpful to offer a structure on the document that outlines the process steps of the Intervision session. Different coloured fonts could be used to highlight facilitator contributions.
The case presenter brings a situation or challenge to the group by sharing an ideally prepared written presentation. The facilitator initiates each process step in writing and reminds participants of the ground rules. Participants read the inputs from the facilitator before writing. In order to maintain the separation of case presenter and reflecting team, it is advisable to avoid question — answer sequences. The case presenter should wait with their response until all participants have shared their reflections in the two reflecting team rounds of the Intervision process. The facilitator monitors contributions, encourages participation and suggests editing posts that do not observe the ground rules. They also clarify any questions about the online writing process.
Participants in the online Intervision pilot found that this brings about high levels of concentration and can help connect with others’ ideas and some experienced this as closer than in video conference supported Intervision. The CoP members found that when reading others’ statements and thinking about them, the process enables simultaneous thinking and writing. The precision in expression was impressive with more in depth thinking and concentration.
In my experience of facilitating key situation reflective learning workshops and modules, the documentation of learning in such a visible and shared way can be experienced as challenging both by learners and by lecturers who may not be used to sharing written feedback in a public way.
Facilitating online Intervision — ground rules, privacy and confidentiality when
As a facilitator it is important to take responsibility for agreeing ground rules with participants, particularly when discussing work related sensitive personal data online. Here are some suggested points for you to consider:
Be respectful in writing, speaking and listening to create a sense of safety in the virtual room.
Agree that no private or personal matter will be relayed elsewhere.
Professional material: Disguise identities and only disclose facts key to your point.
Personal material: your own choice — be as open as you feel safe, you are not asked to share anything that makes you uncomfortable.
Diversity: acknowledge differences (culture, ethnicity, etc…), diverse perspectives and experiences can enrich reflections and learning.
Support: if you are taken by surprise or upset by something in a session or on a discussion forum, find a trusted person to talk to or talk to the facilitator.
Paying attention to privacy and confidentiality is important in face-to-face Intervision sessions and even more so in online Intervision. It starts with choosing the right tools, as recent uptake of tools has been “a crucible for privacy” (Goldkind, LaMendola & Taylor-Beswick, 2020 p. 89).
Online facilitation
Both these online Intervision approaches require facilitators to be familiar with the technology used and the process of Intervision. As the attention of the facilitator is both on the reflective discussion and on technological aspects, it helps if they only focus on these tasks and do not also take part in the actual case discussion.
To support participants, it is helpful for facilitators to first offer orientation both in relation to the method and the online tool. This helps group members to become fully engaged, to have clarity about the process and how to use the online tool to facilitate communication and reflection. For Intervision sessions via video conferencing tools, participants should be clear about hand signals or raising hand functions and for collaborative writing version, they should be clear what and where to write.
As expertise in the group grows, facilitation — as all roles in Intervision — should be shared.
Be creative in taking Intervision online
While we are physically distancing, we can continue to connect. This blog hopefully inspired you to consider taking Intervision online. In doing so, I encourage you to be creative and responsive to your peers. Develop your own approach that suits your team.
The two approaches could also be combined. For example, in a series of Intervision sessions, the first couple of sessions could be held via video conferencing with others in writing only. Or, you could start off with a check in round, the decisions on roles and case presentation in a live video session and then move to a written phase, before ending again in live evaluation round.
With permission of all participants, and ensuring privacy and confidentiality, discussions could also be shared with others.
Undertaking Intervision online offers new ways of engaging in reflective group discussions. Over time with creativity and practice, perhaps new forms of collaborations and communities of practice could emerge from this.
Adi Staempfli
Co-president Association Network Key Situations in Social Work
Lecturer in Social Work, Goldsmiths, University of London
Learning Lead Practice Supervisor Development Programme
References
Goldkind, Lauri; LaMendola, Walter & Taylor-Beswick, Amanda (2020) Tackling COVID-19 is a crucible for privacy, Journal of Technology in Human Services, 38:2, 89–90. Available from: https://doi.org/10.1080/15228835.2020.1757559
Knatz, Birgit (2009) Die webbasierte Mail-Beratung. Handbuch Online-Beratung. Göttingen, pp.59–58.
Staempfli, Adi & Anna Fairtlough (2019) Intervision and professional development: An exploration of a peer-group reflection method in social work education, The British Journal of Social Work 49(5), 1254–1273. Available from: https://academic.oup.com/bjsw/article-abstract/49/5/1254/5184534?redirectedFrom=fulltext
