Implications For Supervision Research Articles

White Privilege, Oppression, and Racial Identity Development: Implications for Supervision

Although the U.S. population is becoming increasingly diverse, the race of individuals entering the counseling profession remains predominantly White (S. P. Pack‐Brown, 1999). The authors define and explore the connection between White privilege and oppression and encourage the use of racial identity models to address these constructs with counselor trainees in supervision.

Consumer Satisfaction with Speech-Language Pathology Services in University Clinics

This study examined consumer satisfaction with speech-language therapy services in two university clinics as reported by 96 clients and caregivers. Satisfaction was related to student speech-language pathologists' communication with clients and families. Explaining clients' communication problems, discussing session objectives, describing progress, providing home programming, and offering strategies for maintaining skills after discharge contributed to perceptions of effective service. Survey findings hold implications for supervision of student clinicians. Positive feedback confirms that students are providing quality service and supervisors are teaching clinical skills and managing service delivery. Feedback that points out deficiencies can help students and supervisors set goals for improvement.

DECP Day Conference: Developing the quality of supervision in educational psychology practice 5 December 2002Summary of Conference Proceedings1. Models of supervisory practice and accessible dialogue2. Supervision for educational psychologists: What do we want and need?3. Breathing psychological life into supervision4. Three-year programmes on initial professional training in educational psychology: Implications for supervision and CPD in educational psychology services5. Developing supervision

DECP Day Conference: Developing the quality of supervision in educational psychology practice 5 December 2002Summary of Conference Proceedings1. Models of supervisory practice and accessible dialogue2. Supervision for educational psychologists: What do we want and need?3. Breathing psychological life into supervision4. Three-year programmes on initial professional training in educational psychology: Implications for supervision and CPD in educational psychology services5. Developing supervision

CPD LinkIntroduction and editorial commentsInduction of EPs: Whose purpose does it serve?Holistic CPD: As a way of EPS life. Creating a vibrant and coherent learning organisationThree year programmes of initial professional training in Educational Psychology: Implications for supervision and CPD in Educational Psychology Services

CPD LinkIntroduction and editorial commentsInduction of EPs: Whose purpose does it serve?Holistic CPD: As a way of EPS life. Creating a vibrant and coherent learning organisationThree year programmes of initial professional training in Educational Psychology: Implications for supervision and CPD in Educational Psychology Services

Christian counsellors' views on working with gay and lesbian clients: Integrating religious beliefs with counselling ethics

Thirty‐one counsellors who identified themselves as practising, committed Christians, returned completed questionnaires that investigated how they integrate their Christian beliefs with their professional ethical code when counselling gay and lesbian clients. It was found that although most respondents believed that they were able to accept gay and lesbian clients, a minority demonstrated incongruence in relation to members of this client group, and were judgmental about perceived gay/lesbian behavious. Counsellors who took a rational stance in their understanding of the Bible and Christianity expressed more open and accepting views. Counsellors with a literalist approach to the Bible appeared to be lacking in acceptance and were unaware that they may not be offering the core condition of respect to their gay or lesbian clients. These findings are discussed in terms of their implications for supervision, research and practice.

Ethically Questionable Behaviors Among Supervisees: An Exploratory Investigation

This study was an exploratory investigation of ethically questionable behaviors among supervisees. Two hundred thirty supervisees and 97 supervisors completed an online survey containing 31 ethically questionable behaviors and 15 possible reasons supervisees engage in ethically questionable behaviors. Ethically questionable behaviors were rated for ethicality, and supervisees reported their relative frequency of personally engaging in the behavior. There was substantial agreement between supervisees and supervisors on the ethicality of the vast majority of ethically questionable behaviors. Reported frequencies among supervisees tended to be low for the behaviors rated to be the most unethical and tended to increase as ethicality ratings increased. A number of possible reasons tended to be endorsed more frequently than others and were correlated with several ethically questionable behaviors. Implications for supervision are discussed.

Technological Implications for Clinical Supervision and Practice

This paper will review and describe the use of ‘virtual’ (i.e., persons interacting in different geographic locations) technologies in clinical supervision. First, a rationale for using such technologies as a tool for doing clinical supervision will be presented. Second, a review and description of available technological resources will be offered. These include: e-mail, computer-mediated communication (CMC), videoconferencing (VC), Internet or World Wide Web, and WebTV. Third, some of the settings that have utilized such technological resources in conducting clinical supervision (i.e., psychiatry, medicine, education) and therapy will be reviewed. Ethical issues in using these technologies and implications for supervision will be explored.

The Discourse of Race and Culture in Family Therapy Supervision: A Conversation Analysis

Family therapy literature has emphasized the importance of examining contextual variables in supervision. This study explored how the talk of race, ethnicity, and culture is accomplished within the supervision session using conversation analysis. Conversation analysis is a naturalistic and descriptive methodology that examines patterns across naturally occurring conversations. The results indicated that the participants accomplished four domains of talk that involved the discourse of race, ethnicity, or culture. These domains included contextual markers, self of the therapist issues, cross cultural issues in the therapeutic relationship and cultural issues affecting the supervisory relationship. Implications for supervision and future directions are discussed.

Using transactional analysis to understand the supervisory process.

Most literature on supervision praises its ability to create space for reflection, but seldom explores the disabling effects. Using the experiences of four nurses, this article makes use of Berne's Transactional Analysis model as a method for illuminating patterns within supervision. The article concludes that the confessional nature of clinical supervision reflects contemporary practice and the implications of supervision really appear to be an undercover policing or enforcement of cultural/management objectives.

Balancing Duty to Client and Therapist in Supervision

ABSTRACT The clinical, ethical and training implications of supervision as a dual contract with supervisee as therapist and client as care recipient are considered. Particularly for the still unlicensed professional, the supervisor has a responsibility to ensure that treatment meets the standard of care which includes recognizing the existence and meaning of a dual contract with client and therapist. Careful selection of therapists does not fully ease the search for the proper balance of tolerance and oversight related to the supervisee's therapy work. In a field dedicated to accepting people in a very fundamental fashion, both supervisors and supervisees have difficulty with the evaluation and limit-setting sometimes involved in the training process. Two underlying aspects of the supervision process, modeling and relationship, modulate and shape supervisee learning. When the supervisor's responsibilities to the evolving supervisee/ therapist and the client do not lend themselves to reconciliation, the clinical, ethical and training aspects of the supervisory process all fall on the side of client welfare. A number of supervisory vignettes illustrate the complexities of the supervisory process.

The effects of supervisory interruptions on therapists and clients

Abstract The general acceptance of live supervision has not been without criticism, specifically that it is a disruptive intrusion into the therapeutic process. The present study attempted to determine what effect supervisory interruptions had on the participants in a therapy session. Using a within-subjects design, excerpts from a session were analyzed to determine differences between a no-interruption condition and conditions of supervisor-initiated, therapist-initiated, and telephone interruptions. While each of the participants were affected to varying degrees by the interruptions, there were no consistent effects. It was concluded that the act of interrupting a therapeutic session, in and of itself, is not sufficiently disruptive to negate it use. Implications for supervision and practice are discussed and recommendations are given for managing interruptions during supervision and daily clinical practice.

Teachers as researchers: Implications for supervision and for teacher education

This paper focuses on the problems, dilemmas and issues which confront facilitators of teacher-based action research in schools. The paper incorporates a biographical strand in which the author describes three action research projects he has been involved in as a facilitator during the last 15 years. In doing so he attempts to show how each project addresses problems, dilemmas and issues for facilitators which were unresolved in previous ones. He attempts to illustrate the development of his understanding of the facilitator's role over time. The paper also attempts to clarify the theoretical and philosophical assumptions which underpin the action research movement in education. Finally one of the central points that the author wishes to stress is that teacher-based action research emerged in the U.K. as a dimension of school-based curriculum development initiated by teachers. He argues on the basis of personal experience that the action research movement was not something primarily transmitted from the higher education sector into the school system, even though teacher educators within higher education institutions have played a major role in facilitating action research and articulating its underlying logic.

Informational and Controlling Language in Simulated Supervisory Conferences

Two studies are reported that were designed to determine if teachers and supervisors discriminate among three different types of direct supervisory communication (information only, information with suggestions, and information with directives) in instructional improvement conferences. Thirty teachers in the first study and 133 supervisors in the second study were randomly assigned to three experimental groups according to the Latin Squares design. Each experimental group viewed videotapes that simulated supervisory conferences. Each conference differed according to degree of informational versus controlling language. Subjects’ perceptions of supportiveness, authenticity, loyalty, trust, and productivity were measured after each conference. Data were analyzed using a repeated measures analysis of covariance with a priori orthogonal comparisons. Differences in perceptions toward the three conferences were found for every measure among both teachers and supervisors. The order of preference for both groups was as follows: the conference offering information with suggestions was rated highest, information only was favored next, and information with directives was favored least. Findings are discussed in terms of communication theory along with implications for supervision and future research.

Black clients: Implications for supervision of trainees.

Black clients: Implications for supervision of trainees.

Theory: Ego Development Theory and Its Implications for Supervision

This article discusses the implications of ego development theory and assessment for the supervision and education of counselors. Using Loevinger's theory as a model, current thinking and research on the relationship between ego development theory and counseling supervision are examined. The author proposes that the concept of matching methodology, counselor, and client through ego development assessment may also be applied to the supervision and education of counselors at all levels.

Curfew Orders: The Arguments For

A legal analysis of the new Night Restriction Order, the policy intentions, the potential advantages and the implications for Supervision.

Peer Review: Implications for Supervision

The process of peer review can be a valuable addition to the evaluation system of an occupational therapy department. Input from one's peers can provide a fresh outlook on issues that appear insurmountable to the individual therapist. Therefore, the purpose of this paper is to discuss the process of peer review and to familiarize the reader with the significant variables that must be considered when the establishment of such a process is contemplated.

Ideology as resistance: a supervisory challenge.

A number of contemporary psychiatric schools of thought, in addition to enriching the field, may be employed by the psychiatric trainee in the service of resistances to learning and growth. These phenomena are surveyed and the implications for supervision discussed.

Some Implications for Supervision of the Para professional in Home Services for the Visually Handicapped

To provide a complete network of high quality services to the visually handicapped person it is necessary to have interagency cooperation and coordination of efforts, including interagency supervision of personnel. This cooperation should include participation in training programs, supervision of the paraprofessional in individual case situations, and regularly held interagency administrative staff meetings to evaluate services. It is important that all concerned share the same goals for the welfare of the client.

Recent Trends in Geography and Their Implications for Supervision of Instruction

Recent Trends in Geography and Their Implications for Supervision of Instruction