Integrating educational, supportive, and administrative functions in group supervision with the Integrative Model of Clinical Supervision in Child Protection and Welfare Services: the Participants’ co-constructive roles

Group clinical supervision can be an important process for shaping Child Protection Workers (CPWs)” practice, improving the quality of child protection services (CPS), and enhancing professionals” well-being. The Integrative Model of Clinical Supervision in Child Protection and Welfare Services (MISC-PPCJ) is a group supervision model intended for CPS teams that integrates administrative, educational and supportive functions into its implementation. However, the way in which they are carried out in practice has not yet been fully explored. The present study was a qualitative assessment of the implementation of MIS-PPCJ and aimed to analyze how these three functions are carried out in group supervision using this model, as well as the roles of the different stakeholders. A qualitative observational study was conducted. Sixteen supervision sessions of a CPS team were observed, totaling 48 hours observed. Reflexive thematic analysis was used, employing both inductive and deductive methods. The results highlighted group supervision with MISC-PPCJ as a co-constructed process in which the different actors involved in supervision contributed to the implementation of educational, supportive, and administrative functions, with an emphasis on the educational.