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1.
JACQUELINE DODGE 《Counselor Education & Supervision》1982,22(1):55-60
The effectiveness of counselor supervision is often diminished because of supervisee anxiety. Drawing from the cognitive theories, this article contends that supervisee anxiety is a result of placing one's self-worth on the external, and often vague, criteria of approval from others and competence in one's performance. While it is not uncommon or unprofessional for supervisees to feel anxious, high levels of anxiety can trigger a variety of defensive reactions that inhibit the learning process. For this reason, supervisors are encouraged to help supervisees resolve their approval and performance anxiety and thus increase their potential for growth and change. The anxiety management approach presented in this article is based on the principles of rational-emotive and cognitive-behavior therapies and stresses the importance of identifying feelings and beliefs, cognitive restructuring, and behavior risk taking. 相似文献
2.
We developed and tested a mediation model depicting relationships among supervisor multicultural competence, the supervisory working alliance, supervisee counseling self‐efficacy, and supervisee satisfaction with supervision. Results of structural equation modeling showed that supervisor multicultural competence was related to the supervisory working alliance and that alliance, in turn, was related to supervisee satisfaction with supervision. 相似文献
3.
Russell A. Chapman Stanley B. Baker Sylvia C. Nassar‐McMillan Edwin R. Gerler Jr. 《Counselor Education & Supervision》2011,50(5):298-313
The authors used an intensive single‐subject quantitative design to examine cybersupervision of counseling practicum students in a university setting. Five female supervisees volunteered to receive their required weekly supervision online during a 14‐week, semester‐long counseling practicum. Following a face‐to‐face orientation meeting, all remaining interactions among the supervisees and with the supervisor occurred electronically. Data were collected about the utility of the synchronous and asynchronous modalities, changes in supervisee competence and confidence during the practicum, and supervisee attitudes about the cybersupervision approach. The findings offered evidence that the web‐based modality could be used in similar settings. 相似文献
4.
Serge F. Hein Gerard Lawson Christopher P. Rodriguez 《Counselor Education & Supervision》2011,50(6):422-436
A qualitative study was conducted to explore supervisors' experiences of supervisee incompatibility in triadic supervision. In‐depth interviews were completed with 9 doctoral student supervisors in a counselor education program, and a whole‐text analysis generated 3 categories. Supervisee incompatibility took a wide variety of forms and negatively affected the content of supervision, including its progress and productivity. It also negatively influenced the process of supervision, including the feedback and support offered by either the supervisor or the supervisees and the general atmosphere of supervision meetings. Implications of the findings for counseling supervision and for further research are also addressed. 相似文献
5.
Anne M. Ober Darcy Haag Granello Malik S. Henfield 《Counselor Education & Supervision》2009,48(3):204-221
The Synergistic Model of Multicultural Supervision is an integration of 3 existing models to provide concrete and practical guidance for supervisors wishing to enhance supervisee multicultural competence in personally meaningful and developmentally appropriate ways. The model attends to both content and process within the supervisory session and promotes multicultural counselor competence through increasing cognitive complexity, self‐reflection, and structured interventions. 相似文献
6.
DONNA W. UPCHURCH 《Counselor Education & Supervision》1985,25(2):90-98
An intense relationship may develop in supervision that is similar in important ways to the treatment relationship. The supervisory relationship provides a model for ethical behavior for the supervisee in addition to being an important adjunct of counseling. Thus, the nature of supervision may have either positive or negative consequences in terms of treatment outcome. The supervisor is accountable for this delicate and complex relationship without the benefit of specific ethical guidelines. The supervisee is in a potentially vulnerable and powerless position without the protection of standards for behavior articulated. Ethical issues involved in supervision are raised in this article for potential resolution by the profession in an effort to protect the supervisor and supervisee and to enhance the quality of supervision. 相似文献
7.
Eighteen expert supervisors reported their thoughts while preparing for, conducting, and evaluating their supervision sessions. Concept mapping (Kane & Trochim, 2007 ) yielded 195 cognitions classified into 25 cognitive categories organized into 5 supervision areas: conceptualization of supervision, supervisee assessment, supervisory relationship, supervisor self‐assessment, and administration of supervision. Implications for future research and supervisor training programs are discussed. 相似文献
8.
The practicum supervision model evaluated in this study utilized the three commonly accepted supervision roles of teacher, counselor, and consultant as methods of addressing specific supervisee issues. Supervisors performed the roles in structured supervision sessions, and supervisee statements were analyzed to determine if use of the roles influenced supervisee behaviors. Utilization of the roles was found to be a significantly effective means of influencing the content of supervisee verbalizations during practicum supervision sessions. 相似文献
9.
This study explored factors that best predict intentional nondisclosure by counselors‐in‐training (CITs) during onsite supervision, including social judgment about one’s supervisor, the supervisory working alliance (SWA), and supervisee attachment styles. Stepwise regression in a sample of 146 CITs revealed that the SWA and supervisee attachment avoidance predicted 60% of the variance in intentional nondisclosure. 相似文献
10.
11.
Vijay Kumar 《Teaching in Higher Education》2013,18(4):461-470
This paper offers an interim analysis of written feedback on a first draft of a PhD thesis. It first looks at two sources of data: in-text feedback and overall feedback. Looking at how language is used in its situational context, we then coded the feedback and developed a model for analysis based on three fundamental functions of speech: referential, directive and expressive. It was found that expressive feedback benefited the supervisee the most. The interaction between the supervisor and the supervisee played an important role for the induction of the supervisee into the academic community, and suggests a peer-to-peer model in PhD education. Finally, this paper suggests the possibility of developing a taxonomy of good feedback practices in postgraduate supervision practice in Higher Education. 相似文献
12.
Joseph B. Cooper Kok-Mun Ng 《International journal for the advancement of counseling》2009,31(3):145-157
The present study investigated the relationships between supervisee and supervisor trait emotional intelligence (EI) levels
and their perception of the supervisory working alliance. Data were collected from 64 supervisor-supervisee dyads among masters-level
community counseling internship students and their site supervisors. Findings indicated that supervisees and supervisors with
higher levels of trait EI tended to perceive the supervisory working alliance more positively. However, findings did not support
the presence of an interaction effect between supervisee and supervisor trait EI on either supervisees’ or supervisors’ perceptions
of the working alliance. Implications of the findings and directions for future research are discussed. 相似文献
13.
Sources of Self-efficacy in a Science Methods Course for Primary Teacher Education Students 总被引：1，自引：0，他引：1
D. H. Palmer 《Research in Science Education》2006,36(4):337-353
Self-efficacy has been shown to be an issue of concern for primary teacher education students – many of them have low self-efficacy and this can negatively affect their future teaching of science. Previous research has identified four factors that may contribute towards self-efficacy: enactive mastery experiences, vicarious experiences, verbal persuasion and physiological/affective states. It could also be argued that there are additional sources of self-efficacy that apply to primary teacher education students, namely cognitive content mastery, cognitive pedagogical mastery and simulated modelling. The main purpose of the present paper was to investigate the relative importance of the various sources of self-efficacy in a primary science methods course. Data on changes in self-efficacy and sources of self-efficacy were collected throughout the course using formal and informal surveys. It was found that the main source of self-efficacy was cognitive pedagogical mastery. 相似文献
14.
The effects of cognitive thinking styles, trust, conflict management on online students' learning and virtual team performance 总被引：1，自引：0，他引：1
Xiaojing Liu Richard J. Magjuka Seung-hee Lee 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(5):829-846
15.
论隐喻的普遍性和认知性 总被引：1，自引：0，他引：1
荆艳君 《连云港师范高等专科学校学报》2004,(1):83-86
文章从认知角度出发来探讨隐喻的普遍性及认知性。其内容包括：隐喻是一种普遍的语言现象，是人类思维、认知的一种方式。它是人类将其某一领域的经验用来说明或理解另一类领域的经验的一种认知活动。同时，笔者认为，隐喻和认知的互为肯定是语言学的一个新的生长点。 相似文献
16.
Rhonda Neswald‐McCalip 《Counselor Education & Supervision》2001,41(1):18-27
The author clarifies key concepts and assumptions of attachment theory, emphasizing the importance of adult attachment relationships in counseling supervision. Case examples are presented of supervisee behaviors and subsequent supervision strategies used during a semester‐long practicum. The case examples illustrate how the application of theoretical constructs described in attachment theory can foster productive supervisor and supervisee alliances. 相似文献
17.
Darcy Haag Granello 《Counselor Education & Supervision》2003,42(3):189-202
A content analysis of audiotapes from 42 counseling supervisory dyads examined the effects of supervisor and supervisee gender on the influence strategies used in the session. Gender of the supervisor was not related to influence strategy. Supervisors of both genders were significantly more likely to accept or build upon the ideas generated by female supervisees and asked for more opinions from male supervisees. Male supervisees gave significantly more suggestions than did female supervisees, and female supervisees praised their supervisors more often than did male supervisees. Also, age differences between supervisor and supervisee interacted with gender to affect influence strategies used in the supervisory dyad. 相似文献
18.
Elisabeth Jacoba Hendrika Spelt Pieternelleke Arianne Luning Martinus A. J. S. van Boekel Martin Mulder 《European Journal of Engineering Education》2017,42(6):761-774
Preparing science and engineering students to work in interdisciplinary teams necessitates research on teaching and learning of interdisciplinary thinking. A multidimensional approach was taken to examine student interdisciplinary learning in a master course on food quality management. The collected 615 student experiences were analysed for the cognitive, emotional, and social learning dimensions using the learning theory of Illeris. Of these 615 experiences, the analysis showed that students reported 214, 194, and 207 times on, respectively, the emotional, the cognitive, and the social dimension. Per learning dimension, key learning experiences featuring interdisciplinary learning were identified such as ‘frustrations in selecting and matching disciplinary knowledge to complex problems’ (emotional), ‘understanding how to apply theoretical models or concepts to real-world situations’ (cognitive), and ‘socially engaging with peers to recognise similarities in perceptions and experiences’ (social). Furthermore, the results showed that students appreciated the cognitive dimension relatively more than the emotional and social dimensions. 相似文献
19.
基于游戏化学习体验的基本理论框架,通过对学生游戏化学习体验的质性分析,本文探究了游戏化学习体验中认知体验与主体性体验的核心内容。本研究基于对多种资料的分析,归纳了游戏化学习过程中认知体验的过程要素,包含知识探究、学习迁移和认知成果;建构了主体性体验的核心要素,包括学习过程中的情绪状态、游戏与学习动机和反思意愿。对游戏化学习体验的核心内容的探究有助于理解游戏化学习行为,了解学生游戏化学习体验的个体差异,为教育游戏的设计和评估提供了重要参考。 相似文献
20.
DONELDA A. COOK 《Counselor Education & Supervision》1994,34(2):132-141
Helms's (1994) racial identity models are applied to supervision by exploring how racial issues might be discussed or omitted from supervision when the supervisor and supervisee exhibit various racial identity attitudes. 相似文献