Twelve Tips to Mastering the Effective Elements of Peer Group Supervision: Practical Guidance from a Narrative Review and Expert Perspectives

Stephanie Howarth; Wendy Ducat; Alexandra Neary

doi:10.1921/jpts20252574

Authors

Stephanie Howarth Macquarie University https://orcid.org/0000-0001-6149-0064
Wendy Ducat Queensland Centre for Mental Health Learning https://orcid.org/0000-0002-9150-6132
Alexandra Neary Queensland Centre for Mental Health Learning

DOI:

https://doi.org/10.1921/jpts20252574

Keywords:

peer supervision groups, professional development, reflective practice, safe environment, institutional support, education and training

Abstract

Abstract: Peer Group Supervision (PGS) is recognised as a valuable approach for supporting professional development, reflective practice, and workforce sustainability across diverse settings. Despite its increasing uptake, challenges remain in ensuring consistent, effective implementation. This paper presents twelve practical, evidence-informed tips to guide the effective implementation of PGS. Organised into foundational, supportive, and enhancing elements, the tips draw on literature and expert perspectives from health and community services. Key enablers such as, structure, trust, reflective practice, feedback, organisational support, and access to training, are addressed alongside common challenges including unclear purpose, group dynamics, and inconsistent attendance. These tips are intended to strengthen the quality and impact of PGS as a collaborative, scalable, and cost-effective supervision model.

Author Biographies

Stephanie Howarth, Macquarie University

Dr Stephanie Howarth is a Research Fellow in Veteran Mental Health at Gallipoli Medical Research. She has over thirteen years’ experience conducting research and evaluation projects across academic, government, and not-for-profit settings. With a PhD in cognitive psychology, her work has focused on understanding reasoning, decision-making, and cognitive processes, alongside expertise in mixed-methods evaluation, research design, and the synthesis of complex data. She draws on this expertise to support evidence-based improvements in mental health services through collaboration and the translation of research findings into practical insights.

Wendy Ducat, Queensland Centre for Mental Health Learning

Dr Wendy Ducat is a psychologist and Program Manager at the Queensland Centre for Mental Health Learning. She has extensive experience in professional supervision training, peer group supervision, and workforce capability development for mental health and allied health practitioners. Wendy has led research and evaluation activities focused on rural and remote health training and professional support. Her academic background includes a PhD in Clinical Psychology, and her published work spans supervision, workforce development, and relationship psychology.

Alexandra Neary, Queensland Centre for Mental Health Learning

Alexandra Neary (BA Psych Hons) is a Research Development Advisor at the Queensland Centre for Mental Health Learning, where she contributed to evaluation activities, data analysis, and evidence-informed training initiatives. She has co-authored peer-reviewed publications in ergonomics and human factors through collaboration with academic partners and supports the use of evaluation insights to inform improvements in mental health education and service delivery.

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