Individual Supervision Research Articles

The moderating role of posttraumatic growth in secondary traumatic stress–burnout relationship: a sample of child psychiatrists from Turkey

BackgroundSecondary traumatization is a common occupational hazard for professionals working with distressed and traumatized people, especially children. If not properly managed, secondary traumatization can lead to symptoms similar to posttraumatic stress disorder. This condition is known as secondary traumatic stress (STS) and is linked to adverse mental health outcomes, such as burnout. Nevertheless, exposure to a traumatic event or its disturbing details can contribute to personal transformation, allowing an individual to move beyond pre-traumatic functioning and awareness. This process is called posttraumatic growth and is associated with positive mental health outcomes. The current study examined the relationship between STS and burnout and whether posttraumatic growth moderates this relationship in a sample of child psychiatrists.MethodsAn online questionnaire was designed and distributed to participants. A total of 59 child psychiatrists working in Turkey completed measures including the Copenhagen Burnout Inventory-work burnout subscale, the Posttraumatic Growth Inventory, and the Secondary Traumatic Stress Scale.ResultsWhile STS was positively related to burnout (r = 0.661, p < .001), posttraumatic growth moderated this relationship. In other words, the relationship between STS and burnout was weaker for child psychiatrists with higher posttraumatic growth.ConclusionsPromoting posttraumatic growth may be a good way to reduce burnout among child psychiatrists. Individual or group supervision can promote posttraumatic growth by providing a supportive environment for child psychiatrists. Balancing workloads and creating time for self-care can also contribute to their growth.

Evaluasi dan Supervisi Proses Pembelajaran; Sebuah Analisis terhadap Artikel Ratna Puspita Sari Dkk.

Abstract from Ratna Puspita Sari's writing; The aim of this research is to examine the evaluation and supervision of the learning process as an effort to increase teacher professionalism in schools. The method used is a qualitative research method with a type of field research. The research locations in this study were MA Darul Hikmah Jember, MA Fatihul Ulum Al Mahfudz, MAN 1 Jember, and MAN 2 Jember. The findings in this research are that in general the implementation of academic supervision at MA Darul Hikmah Jember, MA Fatihul Ulum Al Mahfudz, MAN 1 Jember, and MAN 2 Jember has gone well. School supervisors have an adequate understanding of academic supervision and can carry out supervisory duties and functions well. Second, there are still limitations in the aspects that are the target of academic supervision by Madrasah supervisors at MA Darul Hikmah Jember, MA Fatihul Ulum Al Mahfudz. Not all aspects of academic supervision are the focus of school supervisors. Meanwhile, at MAN 1 Jember and MAN 2 Jember, all aspects have been implemented by madrasah supervisors. Aspects supervised include learning planning, teaching and learning implementation, class management, and follow-up on learning results. Third, Madrasah Supervisors have developed quite varied academic supervision techniques at MA Darul Hikmah Jember, MA Fatihul Ulum Al Mahfudz, MAN 1 Jember, and MAN 2 Jember. Techniques used include individual supervision, such as class visits, observations, and individual meetings; group supervision, such as teacher meetings/supervision meetings, committees, and group work, as in MGMP. The approaches used in monitoring activities include those of officials, partners and families.

Efforts to Improve Teacher Performance Through Individual Supervision of Dumai 6 Public Middle School Teachers

The purpose of this research is to improve teacher performance through individual supervision of SMP Negeri 6 Dumai, East Barito Regency. The method used in this research is Action Research which consists of 2 (two) cycles, and each cycle consists of: Planning, Implementation, Observation, and reflection. Based on the results of action research that individual supervision can improve the performance of SMP Negeri 6 Dumai, East Barito Regency. Furthermore, the researcher recommends: (1) Principals who experience the same difficulties can use Individual Supervision as a solution. (2) In order for the implementation of Individual Supervision to get maximum results, it is hoped that the Principal will carry out Individual Supervision intensively and continuously.

SUPERVISI AKADEMIK OLEH KEPALA SEKOLAH UNTUK MENINGKATKAN KOMPETENSI GURU KELAS ANAK BERKEBUTUHAN KHUSUS

This research aims to describe the academic (teaching) supervision carried out by school principals to improve the competence of class teachers for children with special needs at SLBN-1 Palangka Raya. The approach used is a qualitative approach with the research subjects being the school principal and class teachers. Data collection was carried out through interviews, observation and documentation. Data analysis includes data reduction, data presentation and drawing conclusions. The results of the research show that academic supervision by the school principal is: (1) the principal's learning program planning is carried out by directing and guiding class teachers in making learning plans, (2) techniques for implementing supervision are carried out in groups and individually, namely through meetings and individual supervision. classroom visits, as well as clinical supervision according to teacher needs, and (3) supervision of evaluation of student learning outcomes carried out periodically to ensure learning achievement.

Exploring perceptions of factors aiding the development of critical thinking in adult dysphagia: A study among fourth-year speech-language pathology students.

The assessment and management of adult dysphagia in South Africa is complex as appropriate intervention requires a balance of theoretical knowledge and critical thinking to ensure service delivery is appropriate within a resource-constrained health care system. Critical thinking involves the skilful evaluation of information to make informed decisions for effective assessment and intervention. It is imperative for Speech-Language Pathologists (SLPs) to cultivate these skills from an early stage in their careers. This study therefore aims to investigate the factors perceived to enhance critical thinking to shed light on how students transition theory into clinical decision-making. This is vital to inform future practice in the realm of dysphagia and to enhance Speech Therapy education. A qualitative research design was utilised to identify what facilitators assist SLP students to develop critical thinking skills in adult dysphagia. Data were gathered from students across three universities. Fifteen participants answered a self-developed online survey, and of those, four participated in a follow-up focus group. The data were analysed using a top-down approach and reflexive thematic analysis. The results revealed that viewing videos on instrumental assessment measures, case studies and peer learning were perceived to expand critical thinking theoretically. Similarly, critical thinking was best supported in clinical contexts, which provided opportunities to observe expert clinicians at the bedside, obtain individual feedback and access supervision. The findings yielded recommendations for clinical educators involved in dysphagia training. This is necessary to better prepare SLP students to provide contextually relevant and responsive dysphagia services.

Retraction of Hill et al. (2015).

Reports the retraction of "Is training effective? A study of counseling psychology doctoral trainees in a psychodynamic/interpersonal training clinic" by Clara E. Hill, Ellen Baumann, Naama Shafran, Shudarshana Gupta, Ashley Morrison, Andrés E. Pérez Rojas, Patricia T. Spangler, Shauna Griffin, Laura Pappa and Charles J. Gelso (Journal of Counseling Psychology, 2015[Apr], Vol 62[2], 184-201). The following article is being retracted (https://doi.org/10.1037/cou0000053). This retraction is at the request of coauthors Hill and Gelso after the results of an investigation by the University of Maryland Institutional Review Board (IRB). The IRB found that the study included data from between one and four therapy clients of the Maryland Psychotherapy Clinic and Research Laboratory (MPCRL) who either had not been asked to provide consent or had withdrawn consent for their data to be included in the research. Baumann, Shafran, Gupta, Morrison, Rojas, Spangler, Griffin and Pappa were not responsible for obtaining and verifying participant consent but agreed to the retraction of this article (The following abstract of the original article appeared in record 2015-02322-001.) We investigated changes over 12 to 42 months in 23 predoctoral trainees during their externship training in a psychodynamic/interpersonal psychotherapy clinic. Over time, trainees increased in client-rated working alliance and real relationship, therapist-rated working alliance, client-rated interpersonal functioning, ability to use helping skills (e.g., challenges, immediacy), higher-order functioning (e.g., conceptualization ability, countertransference management), feelings about themselves as therapists (e.g., more authentic, more self-aware), and understanding about being a therapist (e.g., theoretical orientation, curiosity about client dynamics). In contrast, trainees did not change in engaging clients (return after intake or for at least 8 sessions), judge-rated psychodynamic techniques in third and ninth sessions across clients (although trainees used more cognitive-behavioral techniques over time in third but not ninth sessions), or changes in client-rated symptomatology. Trainees primarily attributed changes to graduate training, individual and group supervision, research participation, and working with clients. Implications for training and research are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Intermodal Expressive Arts in Individual Supervision

ABSTRACT Intermodal expressive arts (EXA) integrates two or more arts modalities to facilitate development, growth, and positive change within participants. Intermodal EXA provides opportunities for deepened processing moving beyond cognitive levels to include sensory, perceptual, and affective levels. Intermodal EXA results in development of internal resources, expanded perspectives, and strategies for problem-solving. Although EXA has an increasing body of literature, literature is limited for the application of intermodal expressive arts in individual supervision as a unique discipline among creative therapies. This article aims to inform counseling supervisors of the potential benefits of intermodal EXA individual supervision, including increased supervisee self-awareness, by providing an example of the application of EXA’s theory of practice to individual supervision.

Models of clinical supervision of relevance to remote area nursing & primary health care: A scoping review.

Nurses in remote primary health care settings work in difficult conditions, in isolated and disadvantaged communities, and often must work beyond their scope to provide advanced assessments and treatments to support the community. Therefore, remote area nurses require support to develop their skills and knowledge to work safely within their full scope of practice. Clinical supervision is widely used in health professions for this purpose; however, models of supervision for nursing have not been implemented or evaluated within remote primary health care settings. The purpose of this study was to search the literature to source suitable clinical supervision models that could pertain to the remote area nursing context. An initial search of the literature found no clinical supervision models developed for remote or isolated practice nurses so a scoping review was conducted searching for publications related to advanced practice generalist health practitioners in primary health care, including practice nurses, nurse practitioners and general practitioners. This was seen as a suitable substitute because the phenomena of interest were the model of supervision rather than the specific skills or knowledge being developed. The scoping review search yielded 251 articles from 5 journal databases of which 11 articles met the inclusion criteria. Each clinical supervision model was described and synthesised using qualitative description. The 11 models of clinical supervision had differing formats including; individual and group clinical supervision, in-person, telephone, medical records review and video case study. Whilst several models were described in the literature, none were directly transferrable to the remote area context. The absence of supervision for cultural safety was significant. There was a variety of modes including face-to-face, virtual, individual and group proposed. Cultural considerations were lacking in all of the models. Our study recommends a hybrid clinical supervision model suitable for consultation and validation through pilot testing with remote area nurses. There is potential for this model to be used globally in isolated contexts due to the option of virtual participation.

Implementation of Educational Supervision during the Pandemic Period at Middle School in Kebumen District

This study aims to describe the implementation of the principal's academic supervision in Kebumen District Middle School which is carried out by the school principal. The approach used is a qualitative approach with a case study design. The collection of data used in this study was carried out through interviews, observation and documentation. Data analysis, namely the steps of data reduction, data presentation, and drawing conclusions. The results of the study show that the implementation of school principals' academic supervision during the pandemic: (1) Efforts by school principals to prepare online learning, by motivating teachers; (2) the principal's academic supervision program, namely individual supervision; (3) The school principal's academic supervision strategy, namely individual supervision through scheduled supervision activities in odd and even semesters; (4) Supporting school principals' academic supervision, namely school principals carrying out academic supervision aimed at increasing teacher motivation as well as providing adequate facilities and infrastructure to carry out supervision during the pandemic.

Individual investors’ dividend tax reform and investment efficiency

This paper examines the effect of individual investors' dividend tax on corporate investment efficiency. Investment efficiency is closely related to increases in firm value and investor wealth, but the effect of tax incentive on investment efficiency is relatively unknown. By introducing plausibly exogenous dividend tax reform (DTR) for individual investors in China, we find that reducing dividend tax for individual investors significantly improves corporate investment efficiency. From the perspective of individual investor supervision, we find that the effect is particularly pronounced for firms with severe agency problems and inadequate supervision. Furthermore, evidence from firm innovation shows that DTR increases the attention on the firm's long-term development. Finally, we find that DTR reduces the level of investment but promotes the financialization of firms, implying that DTR primarily encourages firms to increase investment in high-return projects. Overall, our findings suggest that taxation can be used as an incentive to encourage individual shareholders to take on a supervisory role and thus improve the efficiency of resource allocation.

Principal Supervision Management in Improving Teacher Performance at SMK Muhammadiyah 3 Dolopo Madiun

This paper is the result of a field study conducted at one of the educational institutions in the Madiun district, namely SMK Muhammadiyah 3 Dolopo. This study aims to determine the principal’s supervision management and its impact on improving teacher performance. The research method used is a case study with data collection techniques in the form of interviews, observation, and documentation. The data analysis technique used is data condensation, data presentation, and conclusion. Data checking techniques used extended participation, persistence of observation, triangulation, and peer checking through discussion. The results of the study show that the principal’s supervisory management in improving teacher performance is carried out through several stages, namely: 1) The planning stage, namely making strategic steps in supervision activities to be carried out by the school principal, 2) The organizing stage, through the division of tasks supported by good coordination, 3) The implementation stage, at this stage, the school principal conducts observations or class visits at the same time do follow-up on the results obtained through individual and group supervision techniques, 4) Supervision stage, through monitoring activities on teachers both individual and group monitoring after follow-up supervision is carried out. The impacts of the principal’s supervisory management include: 1) Helping teachers to develop within the scope of learning, 2) Improving teacher teaching skills, 3) Helping teachers to learn about how to improve their abilities and quality so that students can achieve predetermined learning goals.

Implementing an interprofessional point-of-care ultrasound protocol for dyspneic patients in an emergency department as a blended learning concept-Feasibility of Employing Thoracic Ultrasound in Shortness of Breath.

Dyspnea is a common symptom in the Emergency Department, with a wide variety of differential diagnoses. Previous research has demonstrated the diagnostic accuracy of Point-of-Care Ultrasound (POCUS) in this field of interest. Our goal was to better establish sonography in our emergency department with a practicable and time effective method. Therefore, we implemented a sonography protocol in an interprofessional emergency team using blended learning as a modern didactic approach and evaluated the learning and teaching success. We named the study FETUS, which stands for "Feasibility of Employing Thoracic Ultrasound in Shortness of Breath." A demonstration of the POCUS protocol was given, followed by individual supervision during clinical routine. A written manual, a pocket card, and further materials for personal training supplemented the training. A post-training questionnaire measured several parameters regarding the training, e.g., subjective skill-acquisition or media use. 32 medical and nursing staff participated in this study, 14 of whom completed the questionnaire. All training modalities offered were well received. A pre-post comparison of subjective sonographic competence shows a significant increase in both medical and nursing staff.The other items surveyed also indicate the success of the intervention undertaken. The use of different media as a blended learning approach can support the implementation of new measures in the ongoing working routine within an interprofessional team.

Evaluation and Supervision of The Learning Process as An Effort to Improve Teacher Professionalism in Schools

The purpose of this study was to examine the evaluation and supervision of the learning process as an effort to increase teacher professionalism in schools. The method used is a qualitative research method with a type of field research. The research locations in this study were MA Darul Hikmah Jember, MA Fatihul Ulum Al Mahfudz, MAN 1 Jember, and MAN 2 Jember. The findings in this study are that, in general, the implementation of academic supervision at MA Darul Hikmah Jember, MA Fatihul Ulum Al Mahfudz, MAN 1 Jember, and MAN 2 Jember has been going well. School supervisors have an adequate understanding of academic supervision and can carry out their supervisory duties and functions properly. Second, there are still limitations in the aspects targeted for academic supervision by Madrasah supervisors at MA Darul Hikmah Jember, MA Fatihul Ulum Al Mahfudz. Not all aspects of academic supervision are the focus of school supervisors. Whereas in MAN 1 Jember and MAN 2 Jember, all aspects have been carried out by the madrasa supervisor. Supervised aspects include lesson planning, teaching and learning implementation, class management, and follow-up on learning outcomes. Third, Madrasa supervisors have developed various academic supervision techniques that are quite varied at MA Darul Hikmah Jember, MA Fatihul Ulum Al Mahfudz, MAN 1 Jember, and MAN 2 Jember. The techniques used include individual supervision, such as class visits, observations, and individual meetings; group supervision, such as teacher meetings/supervision meetings, committees, and group work, as in the MGMP. The approaches used in supervision activities include the official, partner, and family approaches.

Educational Supervision to Improve Teachers’ Learning Quality and Performance in the New Normal Era

This study aims to discuss the role of individual technical academic supervision in improving the quality of learning in the "new normal" era after the COVID-19 pandemic. The research method used is a qualitative descriptive method involving school principals, teachers, and students at Pelita Nusantara Elementary School. The results showed that individual technical academic supervision was carried out by the principal through several stages, including planning supervision by creating programs and instruments using the Google Drive and Google Form applications. Supervision is carried out through online class visits, learning observations, and individual talks with teachers. Digital-based supervision provides efficiency in the supervision process, enabling principals to monitor teacher activities in various classes without time and place restrictions. However, online supervision also has weaknesses related to the lack of direct interaction between supervisors and teachers. Supervision of learning materials is also an important part of academic supervision, where the school principal checks and assesses learning device documents such as lesson plans in accordance with the new curriculum. Recommendations for further research include comparative studies on the effectiveness of various supervision platforms, developing more interactive supervision platforms, in-depth research on the impact of technology on supervision, and exploring the implementation of peer-to-peer supervision.

Principal Supervision in Improving Teacher Pedagogic Competence in Elementary Schools in Pidie District

Supervision is an activity to assist teachers in developing their ability to manage learning to achieve the expected goals in learning. Supervision aims to provide services and assistance to improve the quality of teaching and learning for teachers in the classroom, in turn to produce quality student learning. The aim of the research was to find out how the principal's supervision improves the pedagogical competence of teachers in elementary schools in Pidie District. This research uses a qualitative approach with descriptive methods. Data collection techniques are carried out through observation, interviews, and documentation. Data analysis techniques, namely by collecting data, reducing data, presenting data, and drawing conclusions. The research subjects were school principals, teachers, staff, students, and parents in Pidie District. The results of the study found: (1) the program planned by the principal to develop teachers was a supervision program; (2) The implementation of supervision is carried out by the principal to help teachers improve their competence, provide directions, and help teachers find joint solutions to the constraints being faced. The supervision techniques used are individual supervision techniques and group supervision techniques; (3) Evaluation is carried out at the end of the odd semester and the end of the even semester. Follow-up is carried out to find solutions to the problems being faced; (4) The supporting factors of the academic supervision program include a conducive school culture; (5) The inhibiting factor for supervision activities is the teacher's readiness when supervised, the teacher still considers supervision as a scourge, not a need for good.

The effects of emotion-focused skills training on parental mental health, emotion regulation and self-efficacy: Mediating processes between parents and children

Objective: Emotion-Focused Skills Training (EFST) is a short-term parental intervention based on humanistic principles. While studies have demonstrated the efficacy of EFST in alleviating child mental health symptoms, the mechanisms by which this happens is less clear. The present study investigated whether program participation led to improvements in the parents’ own mental health, emotion regulation, and self-efficacy, and compared two versions of EFST: one experiential involving evocative techniques, and one psychoeducational involving didactic teaching of skills. Further, this study investigated whether improvements in parent outcomes mediated the effects on children’s mental health. All parents received 2-days group training and 6 h of individual supervision. Methods: 313 parents (M age = 40.5, 75.1% mothers) of 236 children (ages 6–13, 60.6% boys) with mental health difficulties within the clinical range and their teachers (N = 113, 82% female) were included. Participants were assessed at baseline, post-intervention, and 4-, 8- and 12-months follow-up. Results: Multilevel analysis showed significant improvements over time on all parental outcomes with large effects (d range0.6–1.1, ps < .001), with fathers benefitting more in terms of emotion regulation and self-efficacy (ps < .05). Significant differences were found between conditions on parental mental health and self-efficacy (all p’s > .05). Cross-lagged panel models showed indirect effects of child symptoms at post-intervention on all parental outcomes at 12-months follow-up (β range0.30–0.59, ps < .05). Bidirectional associations were observed between children’s mental health symptoms and parental self-efficacy (β range0.13–0.30, ps < .05). Conclusion: This study provides support for the effect of EFST on parent outcomes and the reciprocal relationship between the mental health of children’s and their parents. Trial registration: ClinicalTrials.gov identifier: NCT03807336.

Overall anesthesia department quality of clinical supervision of trainees over a year evaluated using mixed effects models

BackgroundEarlier studies of supervision in anesthesiology focused on how to evaluate the quality of individual anesthesiologist's clinical supervision of trainees. What is unknown is how to evaluate clinical supervision collectively, as provided by the department's faculty anesthesiologists. This information can be a metric that departments report annually or use to evaluate the effect of programs on the quality of clinical supervision over time. MethodsThis retrospective cohort study used all 48,788 evaluations of the 115 faculty anesthesiologists using the De Oliveira Filho supervision scale completed by 202 residents and fellows over nine academic years at one department. ResultsThe distributions of mean scores among raters had marked negative skewness and were inconsistent with normal distributions. Consequently, accurate confidence intervals were impracticably wide, and their interpretation suggested lack of validity. In contrast, the logits of the proportions of scores equaling the maximum possible value, calculated for each rater, followed distributions sufficiently close to normal for statistically reliable use in random effects modeling. Parameters and confidence intervals were estimated using the intercept only random effects models, and then inverses computed to convert results from the logit scale to proportions. That approach is analogous to random effect meta-analysis of proportional incidence (or prevalence). Departments that chose to use semi-annual or annual surveys of trainees regarding supervision quality, and report those raw counts, will have far lower estimates of supervision quality versus when calculated accurately using daily evaluations of individual anesthesiologists. ConclusionsRandom effects meta-analysis of percentage incidences of maximum scores is a suitable statistical approach to analyze the daily supervision scores of individual anesthesiologists to evaluate the overall quality of clinical supervision provided to the trainees by the department over a year.

Rethinking vision transformer through human–object interaction detection

Recent works have shown that Vision Transformer models (ViT) can achieve comparable or even superior performance on image- and region-level recognition tasks, i.e., image recognition and object detection. However, can Vision Transformer perform region-level relationship reasoning with minimal information about the spatial geometry formation of input images? To answer this question, we propose the Region-level Relationship Reasoning Vision Transformer (R3ViT), a family of human–object interaction detection models based on the vanilla Vision Transformer with the fewest possible revisions, common region priors, as well as inductive biases of the objective task. Specifically, we first divide the input images into several local patches, replace the specialized [CLS ] token in vanilla ViT with extra relationship semantics carrier tokens in the entanglement-/pair-/triplet-wise manner and calculate both representations and their relevance. We assign each extra token with an individual supervision and compute the training loss in a dense manner. We find the vision transformer simply adjusted by the novel paradigm can already reason about the region-level visual relationship, e.g., R3ViT can achieve quite excellent performance on the challenging human–object interaction detection benchmark. We also discuss the impacts of adjustment schemes and model scaling strategies for Vision Transformer through R3ViT. Numerically, extensive experiments on several benchmarks demonstrate that our proposed framework outperforms most existing methods and achieves the impressive performance of 28.91 mAP on HICO-DET and 56.8 mAP on V-COCO dataset, respectively.

CLINICAL EDUCATION DURING COVID-19 PANDEMIC: EXPLORING MEDICAL STUDENTS AND CLINICAL SUPERVISORS’ EXPERIENCES

Background: COVID-19 has become a global pandemic that has caused significant changes, including in the context of implementing clinical education. Medical students and clinical supervisors face various adjustments that become a dilemma. This study aims to explore the implementation of clinical education in the era of the COVID-19 pandemic based on the experiences of medical students and clinical supervisors.Methods: Qualitative research was performed using purposive sampling. Informant interviews were arranged until data saturation was achieved, followed by an analysis process using thematic analysis.Results: Seven themes were identified, including learning opportunities and engagement, interaction with patients, communication and interaction with colleagues and supervisors, facility and individual management, supervision process, awareness and confidence, and evaluation and assessment on clinical rotation. The results of this study indicate several changes in the implementation of clinical education during the COVID-19 pandemic compared to before the COVID-19 pandemic.Conclusion: There are several noticeable changes in the implementation of clinical education during the COVID-19 pandemic compared to before the pandemic by referring to the experiences of medical students and clinical supervisors. It is related to the factors that influence the implementation of clinical education during the COVID-19 pandemic.

Challenges of Private Practice: Working With Health Care Colleagues

Challenges of Private Practice: Working With Health Care Colleagues