Abstract
The purpose of this study was to explore practicum school counselors' concerns, learning, and experiences in group supervision. Twenty-six master-level counseling students were invited to join four supervision groups. Each supervision group consisted of five 90-minute sessions. The participants also conducted seventy-two contact hours of individual and group counseling, psychological assessment, lectures, and consultations for parents and teachers. The participants filled out the Needs for Supervision Questionnaire before each session to explore their concerns. They then filled out the Experience of Group Supervision Questionnaire after each session to assess their learning experiences. Segments of their weekly journals and term reflection papers were selected and analyzed to explore their learning experience. The results revealed four dimensions as important learning focus for practicum school counselors in group supervision, including practical learning, group experience, interpersonal learning, and professional development. The results showed highest five concerns: the targets, contents, intervention models, and conflicting topics. In terms of learning experience, the learning of counseling practice and strategies was most important, followed by group climate and associated benefits, interpersonal interaction and feedback, and professional development and learning. The learning of practical strategies, concrete techniques, and case conceptualizations were in the practical learning dimension. The group support, generation of the new views, and needs not being met were reported in the group experience dimension. The participants' interactions and feedback, and indirect learning from the supervisors were in the interpersonal learning dimension. The career self-exploration, self-awareness, career difficulties, and role redefinition were in the professional development dimension. Recommendations for school counseling and supervision, group supervision, and future research were discussed and proposed.