This article presents findings from a study extending previous research of the LGBTQ Responsive Model for Supervision of Group Work, applied to supervision of classroom guidance developed to meet the needs of first feneration college students (FGCS). Two group supervision sessions were quantitatively analyzed for frequency of interventions across 3 dimensions: group level, role, and focus. The sample included 2 school counselor educators/supervisors and 11 graduate student school counselors in training (SCIT). Findings suggest that group supervisors of SCIT practicing classroom guidance may use entry points, role, and focus combinations similar to past research focused on supervisors of SCIT practicing group work, and that the whole group level (n = 131) is the predominant entry point for group supervision of SCIT. Supervisors intervened most frequently from the teacher role (n = 108), and most often targeted conceptualization (n = 88) as the focus of interventions. The most frequently used group level-role-focus combination found in this study was Whole group—Teacher—Conceptualization (n = 39). Findings of the study are discussed in light of current school counselor supervision literature, and implications for school counselor training are discussed.

中文翻译：

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LGBTQ响应式小组作业督导模式在课堂课程督导中的应用

本文介绍了一项研究的结果，该研究扩展了先前对小组工作监督的 LGBTQ 响应模型的研究，该模型应用于监督课堂指导，以满足初一大学生 (FGCS) 的需求。对两个小组监督会议的干预频率进行了定量分析，涉及 3 个维度：小组级别、角色和重点。样本包括 2 名学校辅导员教育工作者/主管和 11 名研究生学校辅导员 (SCIT)。研究结果表明，SCIT 实践课堂指导的小组主管可能会使用类似于过去关注 SCIT 实践小组工作主管的研究的切入点、角色和焦点组合，并且整个小组级别（n = 131）是主要的切入点SCIT 的小组监督。主管从教师角色（n = 108）中最频繁地进行干预，并且最常将有针对性的概念化（n = 88）作为干预的重点。在这项研究中发现的最常用的小组级别-角色-焦点组合是整个小组 - 教师 - 概念化（n = 39）。根据当前的学校辅导员监督文献讨论了研究结果，并讨论了对学校辅导员培训的影响。