Experience Of Supervision Research Articles

Parents on probation: custody, co-residence, and care of minor children during community supervision

Family science and public health scholars have documented the consequences of incarceration for the well-being of individuals, children, families, and communities. Yet the largest form of supervision in the criminal legal system is not imprisonment, but probation, with little known about the experiences of parents on probation. We analyzed interviews with 153 adults on probation, 68 (44%) of whom reported being parents of minor children (under 18 years). Compared to participants without minor children, parents with minor children were younger and more likely to be employed. Among parents, 42% reported having custody of one or more minor children and 20% lived with their minor children at the time of the interview. Yet, most (82%) parents reported they provided some form of care or support. Qualitative analyses of four case studies show the challenges facing parents on probation and the complex intersection of custody, living arrangements, and care and support for minor children. We find that parenthood and probation are interconnected, with parent status influencing the experience of supervision and probation impacting parenting opportunities and constraints. Findings suggest service providers working with parents on probation need to attend to these complex family dynamics.

International students’ experience of supervision during social work field placement: troubling or transformative?

International students’ experience of supervision during social work field placement: troubling or transformative?

From the chemical imbalance to the power imbalance: A psychiatry trainee's perspectives on service-user supervision.

This paper describes perspectives and insights of a trainee's experience of service-user supervision. This includes the background to this novel approach, outlining its process and content, key themes arising, applications in practice, limitations of the approach, and future considerations. Service-user supervision promotes education and experiences at this important stage of professional development and can promote clinical, cultural, and systemic changes required to support the paradigm shift towards recovery-oriented and human rights-based practice.

Dynamic risk and differential impacts of probation: Examining age, race, and gender as responsivity factors.

Juvenile courts that apply the risk-need-responsivity (RNR) model should periodically reassess youths and observe reductions in risk. There is a gap in knowledge concerning the reliable implementation of the specific responsivity principle of the RNR model, which emphasizes considering youths' unique characteristics to support rehabilitation success. In the present study, we aimed to identify whether specific responsivity factors (i.e., age, gender, and race/ethnicity) and supervision experiences (i.e., time under supervision and participation in judicial programs) effect changes in risk scores. We anticipated that (a) time under supervision would be negatively associated with dynamic risk, (b) participation in judicial programs would be positively associated with dynamic risk, and (c) race/ethnicity (not age or gender) would moderate the relationship between supervision experiences and dynamic risk. The sample consisted of 360 youths who served probation in a midwestern court. We tested multilevel models to determine differential impacts of supervision experiences on dynamic risk across responsivity factors, controlling for initial risk scores and offense seriousness. Partially confirming our hypotheses, results showed that spending longer periods on probation and being referred to judicial programs were both associated with negative changes in risk scores (i.e., risk scores increased over time). There was no effect of age or gender; however, race/ethnicity predicted dynamic risk. The average change in risk score was 1.81 units lower for historically marginalized youths (b = -1.82, SE = 0.68, p = .01), and the magnitude of the effect was significantly driven by multiracial youths. As expected, race/ethnicity moderated the relationship between time on probation and changes in risk scores. Findings indicate that improper application of the specific responsivity principle of the RNR model may diminish desired rehabilitation outcomes. Closing this theory-to-practice gap would improve court supervision experiences for all youths. In future studies, researchers should continue investigating specific responsivity factors and the dynamic validity of risk assessment. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

한 상담자의 자기수용 경험에 대한 자문화기술지

Objectives My story aims to present the process of my experience of self-criticism and acceptance as a counselor and the counseling meaning of such a process. Methods I applied the method of autoethnography to critically analyze the concept and customs of the socio-cultural community inherent in personal narratives by extracting the socio-cultural context embedded in autobiographical stories. Results As I experienced abuse from significant others as a child, I internalized self-criticism, which led me to live at a distance from myself and others. To escape from these problems, I majored in counseling. Through the experience of educational analysis and supervision, and the process of collaboratively writing my autoethnography, I could experienced a therapeutic relationship. As a result, I was able to gradually break away from self-criticism and, little by little, I was able to accept myself as I am. Conclusions My story suggests that the narrative of self-criticism internalized through relationships can be corrected through therapeutic relationships. And in that respect, this story will be a counseling case on self-criticism.

An ensemble machine learning model to uncover potential sites of hazardous waste illegal dumping based on limited supervision experience

With the soaring generation of hazardous waste (HW) during industrialization and urbanization, HW illegal dumping continues to be an intractable global issue. Particularly in developing regions with lax regulations, it has become a major source of soil and groundwater contamination. One dominant challenge for HW illegal dumping supervision is the invisibility of dumping sites, which makes HW illegal dumping difficult to be found, thereby causing a long-term adverse impact on the environment. How to utilize the limited historic supervision records to screen the potential dumping sites in the whole region is a key challenge to be addressed. In this study, a novel machine learning model based on the positive-unlabeled (PU) learning algorithm was proposed to resolve this problem through the ensemble method which could iteratively mine the features of limited historic cases. Validation of the random forest-based PU model showed that the predicted top 30% of high-risk areas could cover 68.1% of newly reported cases in the studied region, indicating the reliability of the model prediction. This novel framework will also be promising in other environmental management scenarios to deal with numerous unknown samples based on limited prior experience.

The integration of service user perspectives in social work student supervision

ABSTRACT Social work students’ experience of supervision during practice learning or field education has a significant influence on their development. The value of service user participation in social work education, practice and research is increasingly acknowledged, however there is little consideration of its role in the supervision of students. Similarly, while service users are obvious stakeholders in practice education, this is seldom recognized. This Australian qualitative study examined if service user perspectives are integrated in social work student supervision. Field educators (FEs) and students were asked about the contribution of service user perspectives within supervision, how such perspectives might be integrated and the factors that inhibit or enhance their occurrence. Four main influences were identified: the purpose of supervision; the strategies used to integrate service user perspectives; the organizational context; and barriers and enhancers to integrating service user perspectives in supervision. The study concluded that the position of social work in relation to meaningful service user participation needs attention and that there is a gap between social work education and practice.

Psychiatric Boarding Patterns Among Publicly Insured Youths Evaluated by Mobile Crisis Teams Before and During the COVID-19 Pandemic

Psychiatric boarding occurs when patients needing intensive psychiatric services who are already under clinical supervision experience delays in their admission to psychiatric facilities. Initial reports have suggested that the US had a psychiatric boarding crisis during the COVID-19 pandemic; however, little is known about the consequences of this crisis for publicly insured youths. To estimate pandemic-associated changes in psychiatric boarding rates and discharge modalities for people aged 4 to 20 years who accessed psychiatric emergency services (PES) through a mobile crisis team (MCT) evaluation and were covered by Medicaid or health safety net programs. This retrospective cross-sectional study used data from the MCT encounters of a multichannel PES program in Massachusetts. A total of 7625 MCT-initiated PES encounters with publicly insured youths who lived in Massachusetts between January 1, 2018, and August 31, 2021, were assessed. Encounter-level outcomes (psychiatric boarding status, repeat visits, and discharge disposition) during a prepandemic period (January 1, 2018, to March 9, 2020) were compared with outcomes during a pandemic period (March 10, 2020, to August 31, 2021). Descriptive statistics and multivariate regression analysis were used. Among 7625 MCT-initiated PES encounters, the mean (SD) age of publicly insured youths was 13.6 (3.7) years; most youths identified as male (3656 [47.9%]), were of Black race (2725 [35.7%]) or Hispanic ethnicity (2708 [35.5%]), and spoke English (6941 [91.0%]). During the pandemic period, the mean monthly boarding encounter rate was 25.3 percentage points higher than the prepandemic period. After adjustment for covariates, the odds of an encounter resulting in boarding doubled during the pandemic (adjusted odds ratio [AOR], 2.03; 95% CI, 1.82-2.26; P < .001), and boarding youths were 64% less likely to be discharged to inpatient psychiatric care (AOR, 0.36; 95% CI, 0.31-0.43; P < .001). Publicly insured youths who boarded during the pandemic had significantly higher rates of 30-day readmissions (incidence rate ratio, 2.17; 95% CI, 1.88-2.50; P < .001). Boarding encounters during the pandemic were significantly less likely to end in discharge to inpatient psychiatric units (AOR, 0.36; 95% CI, 0.31-0.43; P < .001) or community-based acute treatment facilities (AOR, 0.70; 95% CI, 0.55-0.90; P = .005). In this cross-sectional study, publicly insured youths were more likely to experience psychiatric boarding during the COVID-19 pandemic and, if boarding, were less likely to transfer to a 24-hour level of care. These findings suggest that psychiatric service programs for youths were not prepared to support the levels of acuity and demand that emerged from the pandemic.

Instructional Supervision Experiences of Novice Elementary English Teachers

Instructional Supervision Experiences of Novice Elementary English Teachers

상담수련생의 수퍼비전 경험에 관한 질적 연구

Objectives This study examined how the supervision experience that counseling trainees received during the training period to obtain a second-class certificate issued by the counseling -related association affects the process and performance of counseling.&#x0D; Methods To this end, data were collected from 10 counselors with less than 4 years of counseling experience through in-dapth interviews on supervision experience and counseling experience, and analyzed according to the procedure using a Consensus Qualitative Research (CQR) method.&#x0D; Results As a result of the study, two categories, five topic groups, and 18 topics were derived. Looking at the two categories and five topic groups, the first category, ‘experience of counseling supervision’, was found to be three topic groups: ‘guidance on understanding counseling cases’, ‘guidance on intervention in the counseling process’, and ‘experience through interaction with supervisors. In addition, the second category, ‘counseling process and performance experience’, was analyzed as ‘counseling that follows with empathy and support for the client’ and ‘counseling that helps solve the client’s problems by using counseling technology.&#x0D; Conclusions Counseling trainees had various experiences for growing as counseling experts through counseling supervision, and these experiences had a positive effect on the counseling process and performance, confirming that the ultimate goal of supervision was achieved. This study is meaningful in that the experience of supervision can provide a basis for supervision of counseling trainees, along with tangible proof that it effectively appears in the process and performance of counseling. The limitations of the study and suggestions for follow-up research were presented.

Challenges and Coping Mechanisms in Supervision of the Instructional Leaders in the New Normal

Supervision is an important role of instructional leaders in the new normal and is a pressing global issue. The study found out what challenges and coping mechanisms instructional leaders faced in supervising in the new normal. This is a pressing global issue that is of great interest to stakeholders. This mixed research method involved 102 faculty respondents and 6 Deans of the different Bataan Peninsula State University colleges. Results showed that 26 or 25.49% of the respondents belong to the age group of 32 to 39 years old. The Deans were designated as early as 3 months to 12 years. Their supervision experiences with the teachers and students include difficulties in monitoring teachers and students and innovative methods of instruction. Data showed that the deans considered planning a program for curriculum development (Mean=3.54, SD=0.82) as very challenging. Data indicate that a significant difference is not evident in the perception of teacher-respondents on the challenges their deans met in the new normal and the deans’ coping mechanisms in resolving the challenges they met in the new normal when grouped according to the length of service. The analysis using Spearman’s rho indicates a very weak positive correlation between coping mechanisms and the challenges in planning a program for curriculum development, implementing a definite program of supervision, and providing leadership in the professional upgrading of the faculty. The p-values which are statistically lesser than the alpha of .05 indicate that there is not enough evidence to claim that the relationship is significant, thus, it fails to reject the null hypothesis. The challenges that were experienced in supervision included the Dearth of Resources, Communication, and Age barriers. Coping mechanisms that they employed include versatility and flexibility in leadership. Supervisory competencies of instructional lead include Interpersonal Skills. Keywords: Challenges and Coping Mechanisms, Convergent Mixed Method, Instructional Leaders, New Normal, Philippines

Supervision experiences of trans/gender expansive counselors‐in‐training: An interpretative phenomenological analysis

AbstractClinical supervisors should be culturally competent working with transgender or gender expansive (TGE) counselors‐in‐training; however, minimal research exists regarding TGE counselors’ experiences in supervision. This interpretative phenomenological analysis study explored the supervision experiences of five TGE counselors‐in‐training. Findings revealed four super‐ordinate themes and two sub‐themes, and implications are discussed.

Distance supervision as experienced by occupational therapists in mental health: An interpretative phenomenological study

Introduction: Distance methods of supervision rapidly increased in use during the coronavirus disease 2019 (COVID-19) pandemic, and it is important to consider if these methods meet the needs of supervisees when deciding whether to retain these practices moving forward. Methods: An interpretative phenomenological approach was used to gain insight into the lived experience of distance supervision. Semi-structured interviews were completed with six occupational therapists who had experience receiving distance supervision as a supervisee, all of whom work in inpatient mental health units within a private healthcare company. Results: Interpretative phenomenological analysis revealed four superordinate themes of an altered interaction; the importance of a protected space; factors within the supervisory relationship and maximising the best of both worlds. Conclusion: Distance supervision methods afford increased access for supervisees and a reduction in the practical demands when supervised by an off-site supervisor. There are, however, clear differences in the nature of the experience which need to be considered to ensure that supervisee needs are met. This study provides insight into how distance supervision methods impact on the experience for supervisees and suggests areas for further consideration in moving forward with such approaches.

The supervisor as a ‘coastguard’ in the methodological preparedness of doctoral candidates

This study aims to explore the role of a doctoral supervisor in doctoral candidates’ state of methodological preparedness within a specific disciplinary and institutional context. The number of doctoral graduates per million is commonly used as an indicator of progress to high-level competence and growth, and has become a global policy priority. The throughput rate of doctoral candidates is closely associated with their methodological preparedness, for which doctoral supervision is one of the key antecedents. While several studies have explored supervisory qualities as perceived and experienced by doctoral candidates, the supervisor’s role, as perceived and experienced by supervisors themselves, appears to be under-researched. This study aims to provide a deeper understanding of this role from both the supervisors’ and doctoral candidates’ perspectives. This study departed from the view that researchers and participants share the world of doctoral supervision. Hence, we used phenomenology as an approach to the world of doctoral supervision, employing the Interpretive Phenomenological Analysis (IPA) method to understand how doctoral supervisors and candidates make sense of their lived experiences of doctoral supervision. We deliberately decided against survey studies as used in related studies. Although previous research utilised the ‘voyage by ocean’ metaphor concerning doctoral education, this study extends the discourse by applying an interpretive phenomenological design to provide a rich description of the supervisor’s role as a coastguard within the context of an open distance learning institution. Doctoral supervisors perform a coastguard role in ensuring that candidates meet the regulatory requirements for their doctoral voyage, are timeously rescued and supported during their voyage, receive the necessary navigation assistance to reach their destinations, and are cared for in a humanitarian way. We recommend that a similar study be conducted on a large scale and in different contexts to further inform the enhancement of doctoral candidates’ methodological preparedness.

Inclusivity and the remote doctorate supervision experience of a student with disability in a South African university

These are personal accounts blended with literature on higher education in South Africa that reveal my experiences as a patient and a disabled online doctoral student. In recovery, I encountered challenges in reading, walking, speaking, and swallowing. Using the narrative technique, this article highlights the academic challenges that I experienced as I transformed into a disabled online doctoral student. To demonstrate the strength of habitus as espoused, the faculty of education demanded an abeyance letter explaining the delay in my doctoral studies. The paper reveals delays in receiving feedback, lack of physical, and intellectual feedback from PhD colleagues and my experience of the burden of critical thinking about doctoral studies. The paper recommends that the Department of education along with higher education institutions should spell out what should be done when a higher education student(s) develops disability(ies)while enrolled and the extent to which they can be included in institutions of higher learning.

Examining Burnout and Its Correlates Among Rehabilitation Counselors: Implications for Research and Practice

Burnout of rehabilitation counselors often leads to job dissatisfaction and turnover. The Counselor Burnout Inventory (CBI) provides a work-specific tool to explore the burnout of professional counselors; however, few scholars in rehabilitation counseling have examined this scale. In this study, we examine the burnout of 147 rehabilitation counselors using the CBI and compare the findings with prior research reporting CBI scores using an aggregated sample of 1,997 professional counselors from different counseling fields. We further explore the score differences of participants on each subscale of the CBI based on gender, race, work experience, certification status, caseload, and quality of supervision. The results revealed higher burnout scores in the current sample than in the aggregated one. Moreover, gender, caseload, and the quality of supervision were found to differentiate participants’ burnout scores on the CBI. Implications for research, teaching, supervision, and practice are discussed.

Supervisees’ Perspectives of Inadequate, Harmful, and Exceptional Clinical Supervision: Are We Listening?

Supervisees’ experiences in supervision vary remarkably. To capture such variability, Ellis and colleagues offered a framework for understanding and assessing inadequate, harmful, and exceptional supervision. Although their framework was supported, it did not offer a nuanced understanding of these supervision experiences. Using consensual qualitative research–modified, this study sought to obtain a rich description of inadequate, harmful, and exceptional supervision. Participants ( N = 135) were presented with definitions and provided responses ( n = 156) to open-ended questions describing their inadequate ( n = 63), harmful ( n = 30), and/or exceptional ( n = 63) supervision experiences. Supervisees reporting harmful experiences described supervisors as neglectful and callous, whereas inadequate supervision reflected inappropriate feedback, unavailability, and unresponsiveness. Conversely, exceptional supervision involved safety, clinical paradigm shifts, and modeling specific techniques or theories. Implications for supervision research, theory, and practice are discussed.

The implied peer: thesis writers’ feedback activities and experiences in group supervision

ABSTRACT Due to growing pressures on universities, many master’s degree students are offered all or part of their thesis supervision in groups involving core feedback skills and engagement. Given that not all graduate students understand or are comfortable with the academic discourse and strategies for formative feedback engagement, the institutions cannot take group supervision for granted. This paper explores how 36 master’s thesis writers perform and experience different feedback activities in the role of peers during group supervision at two faculties at the University of Copenhagen. To examine what it ‘ideally’ means to ‘do’ feedback in group supervision, questionnaires were filled out at three selected points in the thesis-writing process, followed by 10 student interviews. The findings of the qualitative case study show that individual thesis writers engage more actively in feedback activities than do pairs/trios. The students also seem to be influenced by the type of supervision offered by the institution. Furthermore, mutual expectations of ‘help’ seem to underlie and influence student experiences and the group supervision outcome of the thesis-writing process. A new, complex student role – ‘the implied peer’ – is argued to be at play during group supervision. In conclusion, supervisors and institutions should make the peer role of thesis writers in group supervision more explicit. Vital feedback skills, however, must be trained and integrated in teaching long before students become thesis writers.

Perspectives of postdoctoral fellows: A qualitative study of clinical supervision in psycho-oncology.

Given the prevalence and distress associated with a cancer diagnosis, the training of psycho-oncology providers to meet the mental health needs of cancer survivors warrants investigation. Clinical supervision is a key teaching strategy for psychology trainees, particularly during a postdoctoral fellowship when trainees are gaining specialized training and making important career decisions. This qualitative study examined how postdoctoral fellows in psycho-oncology used clinical supervision and the supervisory relationship for their personal and professional development. Interviews were conducted with 10 postdoctoral trainees in the United States; data were analyzed using consensual qualitative research methodology. Five themes emerged from the data: supervisees' learning experiences in supervision, foundations and features of support derived from supervision, ethical and social issues, unmet needs in current supervision, and strategies to enhance future supervision. Supervision was a space to learn about leadership and supervisory skills, professional identity, career preferences, multidisciplinary teamwork, knowledge about cancer, emotional responses, self-care practices, ethical dilemmas, social and cultural issues, and power dynamics. Participants also shared needs that were not met in supervision, which included both missed content (e.g., professional development issues and clinical concerns) and constraints of the supervisory relationship. Drawing on the study findings, recommendations are made to enhance the supervisory relationship for both trainees and supervisors in psycho-oncology and to ensure clinicians can thrive while competently and compassionately working with cancer survivors. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Examining the impact of COVID-19 on supervisees’ experiences of clinical supervision.

Examining the impact of COVID-19 on supervisees’ experiences of clinical supervision.