Intervision and professional development: An exploration of a peer-group reflection method in social work education

Abstract

‘Intervision’, a peer-led group reflection method, was introduced in a teaching partnership between a university and three local authorities to enhance the quality of social work education and support the development of a learning culture across the partnership. A review of the limited international research on Intervision shows almost entirely positive impacts but no studies in social work education. This article reports on research into impacts following the introduction of Intervision sessions for BA (bachelor’s) and MA (master’s) social work students. An interpretive, qualitative approach with thematic data analysis of two focus groups with twenty-three participants was carried out. Findings show that, for most students, Intervision offered emotional containment, widened their perspectives and enhanced skills for Intervision. Students identified several positive impacts on their professional development and practice. Reported factors that contributed to students’ varied experience of Intervision sessions and their impact were commitment among participants and facilitators’ ability to model the Intervision process. The context of the teaching partnership was crucial in supporting students to negotiate their learning at the boundary between practice and university. Based on these findings, Intervision is suggested as a useful approach to embed peer-led reflective practice, and open questions for further research are suggested.