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1.
This study investigated supervisees’ perceptions of the learning processes and outcomes of professional supervision. Two hundred and sixty-four psychology graduates involved in the process of professional supervision for registration responded to a mail survey regarding their supervisor's approach to supervision, their own approach to supervision and their perceptions of the overall effectiveness of the process. Findings suggest that professional supervision can be readily conceptualised as a learning relationship. Supervisees’ approaches to supervision comprised the three dimensions of surface-disorganised, evaluation anxiety, and endorsement of supervisor capability. Supervisors’ approaches to supervision were understood by supervisees in terms of facilitative and didactic approaches to learning. A facilitative approach to supervision was associated with enhanced evaluations of supervisor capability and a reduction in supervisee confusion and anxiety. A facilitative, but not a didactic, supervisory approach positively influenced supervisees’ perceptions of the effectiveness of supervision. 相似文献
2.
The authors explored whether supervisor and supervisee self‐ratings of mindfulness (N = 72 supervision pairs) predicted perceptions of the supervisory relationship and session dynamics. Only supervisor self‐ratings of mindfulness predicted their own ratings of the supervisory relationship and session dynamics. 相似文献
3.
W. Bradley McKibben L. DiAnne Borders Edward Wahesh 《Counselor Education & Supervision》2019,58(4):242-256
The authors investigated supervisees’ (N = 93) memories of critical feedback and validity ratings of that feedback. Supervisees most often recalled critical feedback about their counseling performance skills. Attachment avoidance, the supervisory relationship, and critical feedback of counseling skills and professional behaviors were significantly related to perceived feedback validity. 相似文献
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5.
A study of 158 postdegree counselor supervisees showed that 49% had a clinical supervisor who was also their administrative supervisor. Supervisees reported overall satisfaction with clinical supervision, with no statistically significant differences between those whose supervisor served in both clinical and administrative roles and those receiving supervision from only a clinical supervisor. Furthermore, the majority of supervisees receiving clinical and administrative supervision from the same person did not view this dual supervisory role as problematic (82% of n = 70), and 72.5% reported specific benefits. Implications for research and practice are provided, with attention given to ethical considerations. 相似文献
6.
Tom Russell 《Studying Teacher Education》2017,13(2):193-209
AbstractThis self-study of activities as a practicum supervisor in several secondary schools focuses on the supervisor’s contribution to the quality of a teacher candidate’s professional learning in the context of a familiar tension between on-campus courses and in-school practicum experiences. Data from both formal and informal supervisory experiences are taken from notes recorded in classes with those supervised formally, records of notes taken in practicum observations, and email messages exchanged with teacher candidates about their supervision experiences. Analysis of formal supervision experiences generated a series of insights into candidates’ experiences of the practicum, a modest innovation in supervisory practice, and important reminders arising from a significant error in personal practice as a supervisor. Informal supervision experiences involved visits arising from invitations to observe extended by candidates in the author’s physics methods course. These experiences generated opportunities to test an alternative supervisory strategy focused on candidates’ perceptions of their learning from experience. Related literature includes the topics of learning from experience, reflective practice, and the potential significance of an epistemology of practice. In closing, attention is given to trustworthiness, the personal significance of the study and connections to the teacher education literature. 相似文献
7.
Nicholas Ladany Jessica A. Walker Deborah S. Melincoff 《Counselor Education & Supervision》2001,40(4):263-275
The purpose of this study was to examine the relationship between supervisor perceptions of their supervisory style and elements of the supervision process, including the supervisory working alliance and supervisor self‐disclosure. Data from 137 counselor supervisors demonstrated a significant positive relationship between attractive, interpersonally sensitive, and task‐oriented supervisory styles and the (a) goals, tasks, and bond components of the supervisory working alliance and (b) frequency of supervisor self‐disclosure. Limitations and implications for counselor supervision theory, research, and practice are addressed. 相似文献
8.
The supervision literature often conceptualizes the supervisor as the primary person in doctoral students' progress. Yet, there is growing evidence that the supervisor is but one of many resources that students draw on. Our study takes up this idea in answering the question: What is students' experience of their supervisory relationships over time? Sixteen social science participants in two UK universities, at different points in their doctoral journeys, completed logs of a week's activities for a number of months before being interviewed. This distinct longitudinal approach provides a more nuanced understanding of students' perceptions of the supervisory relationship, specifically, varied reasons for seeking supervisory help, distinct needs related to where students were in their progress, and diverse in which they negotiated and characterized the supervisory relationship. 相似文献
9.
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
10.
Students’ perceptions of supervisory feedback can have a profound impact on their engagement with and agency in learning. Understanding students’ perceptions is vital to tailoring feedback to their needs. However, little is known about student perceptions of supervisory feedback on master’s theses. To address this lacuna, the present study collected feedback perceptions with a written questionnaire from 434 students in four disciplines (English Education, English Studies, Physics, and Engineering) at a Nepalese university. Quantitative and qualitative analyses revealed that the students as a group did not receive sufficient supervisory support and found their supervisors’ feedback practices unsatisfactory. Despite the inadequate support, they reported emotional, cognitive, and behavioural engagement with the supervisory feedback that they received, and their perceptions of supervisory feedback significantly predicted their self-reported engagement. Furthermore, perceptions of supervisory feedback and self-reported engagement varied significantly across the disciplines. Implications are derived from these findings for improving supervisory feedback practices. 相似文献
11.
DANIEL J. DELANEY 《Counselor Education & Supervision》1972,12(1):46-50
This article presents a behavioral model of supervisor behavior for the counseling practicum that involves supervisor, counselor, and client. Five identifiable stages in supervision are presented: (a) the initial session, (b) the development of a facilitative relationship, (c) goal identification and determination of supervisory procedures, (d) the use of supervisory techniques and procedures, and (e) termination and follow-up. This supervisory process between supervisor and counselor is related to the counseling process between counselor and client. 相似文献
12.
《Journal of College Student Psychotherapy》2013,27(2):157-168
This article focuses on the experiences of predoctoral interns supervising the clinical work of less experienced externs in psychology and social work as part of a training program in a large university counseling center. After 4 years of running a relationally based supervision of supervision group, the authors believe that providing supervision during internship year to less advanced trainees and being supervised on the experience is a viable approach to develop supervisory competence and a highly valued aspect of internship training. However, we have also noticed that some well-known hindrances to effective supervision may be significantly exacerbated as intern and extern struggle with their new roles as supervisor and therapist. Several examples of these interns’ supervisory struggles are presented in the context of the concepts of resistance, identification, and countertransference. Naming and working through these obstacles to supervision, including feelings of rivalry that emerge between trainees who are close in professional development, are crucial to the success of these supervisory pairings. 相似文献
13.
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
14.
AN INVESTIGATION OF GENDER AND OTHER VARIABLES ON TIME TO COMPLETION OF DOCTORAL DEGREES 总被引：7，自引：0，他引：7
A sample of factors presumed relevant to thetime required to complete doctoral degrees (TTC) wasexplored in a survey of 154 recent graduates of NaturalScience, Social Science, and Humanities doctoral programs at York University. In addition to thevariables of gender and discipline, characteristics ofthe supervisory relationship, as well as the graduate'sfinancial situation and enrollment status, were investigated. On average, respondents took5.94 years to complete their degrees with students inthe Natural Sciences the fastest completers. Althoughthere were no significant gender differences in TTC, male graduates were more satisfied withtheir doctoral education overall and the quality ofsupervision they received (from both their supervisorsand their supervisory committees) than were females. Males were also more likely to collaborate withtheir supervisors in the preparation of research papers.With respect to financial support, respondents who wereslower completers reported receiving more years of teaching assistantships. Additionally,respondents from the Natural Sciences reported receivingmore years of teaching assistantships and researchassistantships than respondents from the other disciplines. A multiple regression analysisrevealed that the following combination of variablesaccounted for 30% of the variance in TTC: beginning thedissertation research early in the program, remaining with the original topic and supervisor, meetingfrequently with supervisor, and collaborating withsupervisor on conference papers. 相似文献
15.
Emma-Kate Kennedy Caroline Keaney Chris Shaldon Myooran Canagaratnam 《Educational Psychology in Practice》2018,34(3):282-299
Supervision is a critical component of initial training and continuing professional development for applied psychology practitioners, and effective supervision is significantly related to the quality of the relationship between supervisor and supervisee. The core task of supervision is to engage in a relational process that provides containing and security, thus facilitating professional growth through reflection on experience. Two key arguments are proposed in this paper: (i) models that support theory-to-practice connections are essential for both supervisees and supervisors and (ii) models informed by psychological theory that place relating and reflecting at the heart of the supervisory process promote practitioner development and effective outcomes for clients. One model – the Relational Model of Supervision for Applied Psychology Practice (RMSAPP) – is outlined, and the systemic, psychodynamic and attachment lenses privileged within it are explored. The paper concludes with the strengths and challenges of the model, along with suggestions for future research directions. 相似文献
16.
Nadine Pelling 《International journal for the advancement of counseling》2008,30(4):235-248
The relationship between supervisory identity development and supervisory experience, counseling experience, and training
in supervision was examined for Association for Counselor Education and Supervision (ACES) members. Analyses indicated that
supervisory experience and training were related to supervisory identity development, whilst counseling experience was not.
The implications of these findings are discussed in relation to the importance of supervisor credentials. 相似文献
17.
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
18.
Fredric M. Jablin 《Communication quarterly》2013,61(4):269-275
This study was designed to explore the relationships between subordinates' perceptions of their supervisors' involvement in organizational politics and subordinates' perceptions of supervisory work facilitation, satisfaction with supervision, and openness in superior‐subordinate communication. Results suggest that subordinates who perceive their supervisors as highly involved in politics are less open in communication and less satisfied with their supervisors than subordinates who perceive their supervisors as moderately or minimally involved in politics. 相似文献
19.
Renske A. M. de Kleijn Paulien C. Meijer Albert Pilot Mieke Brekelmans 《Teaching in Higher Education》2013,18(4):336-349
Research supervision can be investigated from social–emotional and cognitive perspectives, but most studies include only one perspective. This study aims to understand the interplay between a social–emotional (supervisor–student relationship) and cognitive (feedback) perspective on the outcomes of master's thesis supervision in specific, by investigating student perceptions of both perspectives. Questionnaire data (N?=?1016) were collected and analysed using regression analyses. For student satisfaction (SS) and students' perceived supervisor contribution to learning (PSCL), affiliation by far is most important, followed by control for SS and feedback-forward for PSCL. Also, interaction effects between feedback and interpersonal perceptions were found, indicating that the role of feedback perceptions is most important in situations in which no optimal supervisor–student relationship could be established. Findings imply the importance for master's thesis supervisors of creating friendly and helping relationships with students and if this is problematic, extra care should be taken with giving feedback. 相似文献
20.
Mehmet Nurullah Akkurt Kok-Mun Ng Jered Kolbert 《International journal for the advancement of counseling》2018,40(4):455-468
International students’ needs and experiences in counseling training and supervision has been an area of interest for several decades; however, there is a lack of research regarding effective approaches for supervising international students. Previous studies concerning the international counseling student population have mainly utilized bivariate analysis, and inconsistent results have been observed among studies examining the same relations, which makes applied implications questionable. More complex analysis to determine the relationships among constructs, which will assist in applied implications, are long needed. Thus, this study was a response to the need to determine if a moderation effect could be observed among key counseling supervision-related variables. The purpose of this study was to investigate whether international counseling supervisees’ perceptions regarding the degree to which the construct of multicultural discussion occurring in their university supervision moderated the relationship among key supervision-related variables, including acculturation, counselor self-efficacy, supervisory working alliance, and role ambiguity in supervision. 相似文献