Novice Supervisors Research Articles

상담 수퍼비전에서 초심 수퍼바이저가 경험한 윤리적 딜레마 연구

Objectives This study attempted to find out the nature and meaning of ethical dilemmas that novice supervisors experience in supervision.
 Methods For reaching those, the study was conducted by Giorgi’s phenomenological method. In-depth interviews( average 90 minutes) with 10 novice supervisors whose supervision experience is less than 5 years were conducted, and the interview data was analyzed through the steps of identifying the overall meaning, classifying the semantic units, converting academic terms, and integrating into general structural statements.
 Results As a result, 135 semantic units were derived. Through phenomenological reflection and transformation of imagination, 32 subjects were drawn from those semantic units, which were then classified into 10 categories; feeling vague and burdened, reproaching oneself for not being able to fulfill the role due to lack of professional competence, feeling uncomfortable for not respecting supervisees or not being honest with them, undergoing hardships supervising and evaluation supervisees, facing situation by oneself not knowing what to do, facing difficulties applying the ethical guidelines in practice, facing difficulties balancing ethical guidelines and legal responsibility, confronting aggravated confusion due to structural problems, establishing standards based on experience, growing as a supervisor and working with ethical dilemmas.
 Conclusions Academic and practical implications of these results are discussed in relation to the previous studies about developmental traits of novice supervisiors and ethical dilemmas in supervision, with suggestion for follow-up studies.

집단 수퍼비전에서 초심 수퍼바이저의 경험과 인식

Objectives This study aimed to explore the perception and experience of novice supervisors performing teaching functions in group supervision and to analyze their meaning.
 Methods The purposes of this study were four novice supervisors who conducted group supervision with graduate students majoring in counseling psychology at A University. Data were collected through in-depth interviews conducted from November 2021 to January 2022, as well as personal records and session reports, and analyzed using phenomenological research methods.
 Results The analysis resulted in three top-level components, namely “anxiety of novice supervisors,” “unconditional support and encouragement,” and “demand for counseling expertise,” along with six subcategories and twelve units of meaning.
 Conclusions This study aims to explore the perception and meaning of novice supervisors performing teaching functions in group supervision with novice supervisees. It is expected that this study will provide valuable insights for novice counselors to grow into experts in the counseling field through the two significant roles they experience in the process of becoming novice supervisors and novice supervisees.

Ensuring bachelor’s thesis assessment quality: a case study at one Dutch research university

PurposeIn the Netherlands, thesis assessment quality is a growing concern for the national accreditation organization due to increasing student numbers and supervisor workload. However, the accreditation framework lacks guidance on how to meet quality standards. This study aims to address these issues by sharing our experience, identifying problems and proposing guidelines for quality assurance for a thesis assessment system.Design/methodology/approachThis study has two parts. The first part is a narrative literature review conducted to derive guidelines for thesis assessment based on observations made at four Dutch universities. The second part is a case study conducted in one bachelor’s psychology-related program, where the assessment practitioners and the vice program director analyzed the assessment documents based on the guidelines developed from the literature review.FindingsThe findings of this study include a list of guidelines based on the four standards. The case study results showed that the program meets most of the guidelines, as it has a comprehensive set of thesis learning outcomes, peer coaching for novice supervisors, clear and complete assessment information and procedures for both examiners and students, and a concise assessment form.Originality/valueThis study is original in that it demonstrates how to holistically ensure the quality of thesis assessments by considering the context of the program and paying more attention to validity (e.g. program curriculum and assessment design), transparency (e.g. integrating assessment into the supervision process) and the assessment expertise of teaching staff.

Designing a Supervision Training Program with Research Supervisor's Voices

The purpose of this study was to design a series of workshop events for new or novice supervisors of higher degree by research candidates using input from the novice supervisors, experienced supervisors and a panel of experts. A mixed methodology was adopted where the novice and experienced supervisors completed a Likert-style questionnaire and participated in semi-structured focus groups and interviews. Data from experts was collected from a hosted panel. The novice supervisors were most concerned about managing the supervision process and dealing with candidate issues, giving feedback, working with different methodologies they may not be familiar with, and supervising in areas outside their field of expertise. The experienced supervisors added that the workshops should include advice about relationships and the wellbeing of candidates. The outcomes of the study were pragmatic because they fed into the content of the workshops, thereby training novice supervisors with aspects of supervision they felt they needed, along with aspects recommended by experienced supervisors. This study suggests that, when institutions are designing training events for higher degree by research supervisors, key stakeholders, including the potential learners (novice supervisors), should be systematically consulted. This form of teaching in a Christian institution includes all the basics of recognised good supervision but adds the elements of Christian care and support.

Research supervisors’ views of barriers and enablers for research projects undertaken by medical students; a mixed methods evaluation of a post-graduate medical degree research project program

BackgroundMedical degree programs use scholarly activities to support development of basic research skills, critical evaluation of medical information and promotion of medical research. The University of Sydney Doctor of Medicine Program includes a compulsory research project. Medical student projects are supervised by academic staff and affiliates, including biomedical science researchers and clinician-academics. This study investigated research supervisors’ observations of the barriers to and enablers of successful medical student research projects.MethodsResearch supervisors (n = 130) completed an anonymous, online survey after the completion of the research project. Survey questions targeted the research supervisors’ perceptions of barriers to successful completion of projects and sources of support for their supervision of the student project. Data were analysed by descriptive statistics and using manifest content analysis. Further quantitative investigation was made by cross-tabulation according to prior research supervision experience.ResultsResearch supervisors reported that students needed both generic skills (75%) and research-based skills (71%) to successfully complete the project. The major barrier to successful research projects was the lack of protected time for research activities (61%). The assessment schedule with compulsory progress milestones enabled project completion (75%), and improved scientific presentation (90%) and writing (93%) skills. Supervisors requested further support for their students for statistics (75%), scientific writing (51%), and funding for projects (52%). Prior research supervision experience influenced the responses. Compared to novice supervisors, highly experienced supervisors were significantly more likely to want students to be allocated dedicated time for the project (P < 0.01) and reported higher rates of access to expert assistance in scientific writing, preparing ethics applications and research methodology. Novice supervisors reported higher rates of unexpected project delays and data acquisition problems (P < 0.05). Co-supervision was favoured by experienced supervisors but rejected by novice supervisors.ConclusionsBoth generic and research-related skills were important for medical student research project success. Overall, protected research time, financial and other academic support were identified as factors that would improve the research project program. Prior research supervision experience influences perceptions of program barriers and enablers. These findings will inform future support needs for projects and research supervisor training for the research supervision role.

초심 수퍼바이저의 수퍼비전 경험에 관한 현상학적 연구

Objectives This study attempted to find out what kinds of experiences the novice supervisors have through the supervision, and to clarify the meaning of the novice supervisors experiences.&#x0D; Methods For reaching those, the study was conducted by Giorgi s phenomenological method. Participants were selected among counselors, who were within 5 years of obtaining a psychological counseling expert certificates, and who were conducting counselings and supervisions. Based on the in-depth interviews with six research participants, four steps were applied to identify the overall meaning, to classify the meaning, to convert academic terms, and to integrate into general structural statements.&#x0D; Results From the result of the study, 55 semantic units, 16 sub-components, and 6 components were derived. 6 components are as follows; ‘Unknowing what to do as supervisor’, ‘Struggling to become a supervisor’, ‘Self-reflection as a supervisor’, ‘Experienced intersubjectivity with supervisee’, ‘Consciousness expanded about supervision’, and ‘Becoming a supervisor vaguely’.&#x0D; Conclusions Novice supervisors try, struggle, and get confused, but they experience change by reflection even through trial and error. And they go through becoming supervisors vaguely, by the experience of expanding the scope of perception, and confirming the intersubjectivity with supervisees. Therefore, significances, limitations, and suggestions for follow-up studies were added.

Supervision to Deepen Teacher Candidates’ Understanding of Social Justice: The Role of Responsive Mediation in Professional Development Schools

Those responsible for supervising teacher candidates have an obligation to promote socially just pedagogies. In this paper, I investigate my own supervisory practice as a novice supervisor in my mediation of a teacher candidate’s understanding of social justice. I rely on a sociocultural theoretical perspective (Vygotsky, 1978) and the psychological tool of responsive mediation (Johnson &amp; Golombek, 2016) for my supervisory practice and an anti-capitalist interpretation of socially just teaching (Apple, 2004; Ayers, 2010; Bowles &amp; Gintis, 2011). Through a microgenetic analysis (Wertsch, 1985) of a post-observation transcript, I empirically document the developmental opportunities that take place over a span of 15 minutes and how my responsive mediation shaped how the teacher candidate shifted to talking about socially just teaching differently. Implications for an expanding conception of social justice in supervision and the introduction of a theoretical perspective for the dialectical unity of supervision and teacher candidate development are discussed.

Relational discussions in theoretically diverse models of psychotherapy supervision: How common are they?

ABSTRACT To investigate how expert supervisors focus on various aspects of relationships and how commonly the relational discussions occur in theoretically diverse approaches to supervision, we operationalized five relational supervisory behaviors (Focus on the Therapeutic Relationship, Focus on the Supervisory Alliance, Exploration of Feelings, Focus on Countertransference, Attend to Parallel Process) from the Critical Events model of supervision. Our observational analysis showed a modest-to-strong use of these five key behaviors across the 11 demonstration sessions in the American Psychological Association’s Master Supervision Video Series. Discussion focuses on using the results alongside the videos to train novice supervisors and the contribution of relational processes to supervision outcomes in future research.

Developing a supervisor identity through experiential learning: Narratives of three novice academics working in a South African University

One of the critical tasks of academics in any research-intensive university is the supervision of postgraduate students. Given the central role of this activity, how novice academics learn to supervise is significant. In this paper, we present our narratives as novice academics, and we focus on our learning of the supervision role. We drew from experiential learning and role identity theories to frame our understanding of this process. Using a narrative inquiry methodology, we shared and examined our narratives of lived experiences as novice supervisors. Upon examining our narratives, we identified four sources of learning that were significant in developing our supervisor identity: our current or previous supervisors; senior colleagues; meaningful corridor talks; and the practice of reflexivity. We recommend that institutions of higher learning pay added attention to the development of novice supervisors. Although structured programmes are significant, other learning avenues need to be explored to assist novice supervisors to develop a supervisor identity.

Becoming a Research Supervisor: Reflections on a Postgraduate Supervision Course

This piece of work presents reflections of lessons learnt from a postgraduate supervision course, which is considered an educative process that any research supervisor requires. This type of journey can lead to the success of doctoral programs or mismanagement thereof in most universities, nationally or internationally. Looking back at the postgraduate supervision course attended, it can be described as a personal journey that is capable of addressing the challenges any novice research supervisor would encounter in the field of postgraduate research. The supervision course comprised of a group of 13 lecturers from the same institution coming from different specialist fields. The facilitator was from a different university from which this course was offered. This course was voluntary and it was done during own spare time. During the training session, each novice supervisor would detail how they moved through different stages from initial stage of accepting a student to a final stage where a student qualifies with doctoral qualification. Within group discussions, each one of novice supervisors would detail how they moved through the process of advising students, what worked for some and what did not work for others, thus learning in a process. The tensions surfaced in each other’s words, reflections and comprehensions of being thrown at the deep end by institution’s practices. Here follows the discussion on how issues of power relations, scholarly work and project management are crucial in postgraduate supervision project. On completion of the course, there was a realization that there is a need for supervisors to be taught how to supervise in order to do justice, to be ready for the task at hand and be confident in future about postgraduate supervision. In conclusion, the researcher highlights few lessons learnt and recommendations that could help supervisors who are operating in similar contexts to help improve postgraduate supervision in institutions of higher learning.

초심 수퍼바이저 교육에 대한 요구도 분석

본 연구는 초심 수퍼바이저를 위한 교육내용을 도출하고, 교육요구도를 알아보기 위한 목적으로 수행되었다. 이를 위해 국내⋅외 출판된 수퍼바이저 교육에 관한 문헌고찰 및 관련 자료를 통해 교육내용 31개를 추출하였고, 10명의 숙련 수퍼바이저 전문가 패널의 합의 과정을 도출하기 위해 Lawshe의 내적타당도 공식을 활용하여 항목별 CVR(Content Validity Ratio)을 산출한 후 12개의 교육내용을 최종 선정하였다. 다음으로 교육요구도를 알아보기 위해 90명의 초심 수퍼바이저들을 대상으로 중요도와 수행도를 평가하여, 교육내용의 우선순위를 확인하였다. 연구 결과, 숙련 수퍼바이저들은 ‘수퍼비전 관계’, ‘수퍼바이저의 성찰’, ‘수퍼바이지 발달 수준에 따른 교수법’, ‘수퍼비전 윤리 규정 이해’와 ‘수퍼바이저 역할’ 등을 중요한 교육내용으로 보았다. 최종 우선순위 확인 결과, 초심 수퍼바이저들은 ‘수퍼바이지 발달 수준 이해 및 평가’, ‘수퍼바이저 역할’과 ‘수퍼비전 윤리 및 법적 이슈에 대한 대처’ 순으로 교육의 필요성을 인식하는 것으로 확인되었다. 마지막으로 주요 결과에 대한 시사점을 논의하고, 연구의 제한점 및 의의와 추후 연구를 위한 제언을 제시하였다.

Undergraduate Research Supervision: A Case Study of Supervisors&amp;#39; Perceptions at Yanbu University College

This exploratory case study examined supervisors&amp;#39; perceptions of supervision of undergraduate research projects, and whether the level of experience affects the quality of the supervision process. Data were collected through questionnaires and interviews. Participants were three supervisors with varying levels of experience in the supervision process at Yanbu University College in Saudi Arabia. Obtained themes were used with the whole data-set. The data were rearranged according to the emerged common themes among the three participants. Findings revealed that the level of experience affected the supervision process in relation to the supervisors&amp;lsquo; perceptions. It also suggested that the level of expereince of the supervisors influnced the process of supervision and the feedback given to the undergraduate students. An implication of these findings is that providing novice supervisors with training and guidance should be considered. Departments should create a discussion platform between experienced and novice supervisors to ensure that the supervision expereince is well delivered to undergraduates during their research projects. The study recommends supervisors to revisit all phases of their practice.

The Supervision Guide: Informed by Theory, Ready for Practice

Scholars have emphasized the educational nature of clinical supervision. However, the supervision field is lacking protocols to guide novice supervisors in their early sessions with supervisees. Informed by six overarching learning theories (behaviorist, cognitive, constructivism, critical pedagogy, person-centered, and experiential), we propose a supervision guide that can be used to guide novice supervisors’ early supervision sessions. Implications, limitations, and recommendations for future research are included.

The Effects of Play Therapy Supervision Training Program Based on Developmental Supervision Model on the Competence of Novice Supervisor and Novice Supervisee

The Effects of Play Therapy Supervision Training Program Based on Developmental Supervision Model on the Competence of Novice Supervisor and Novice Supervisee

A Study on the Countertransference Experience of Novice Supervisors and the Meaning

A Study on the Countertransference Experience of Novice Supervisors and the Meaning

Novice supervisors’ practices and dilemmatic space in supervision of student research projects

ABSTRACTGrowing interest in student research projects in higher education has led to an emphasis on research supervision. We focus in this study on novice supervisors’ approaches to research supervision as they explore their practices and experience difficulties supervising medicalstudents. Teacher noticing was used as a sensitising concept and relations with teacher dilemmas were explored in the research supervision context. To provide in-depth insights into supervisors’ practices and pedagogical choices, twelve stimulated recall interviews with supervisors were analysed. The supervisors were involved in individual undergraduate or master degree student research projects at a research-intensive university. Analysis revealed four kinds of dilemmas which may influence research supervision practices, namely questions regarding regulation, student needs, the student-supervisor relationship and supervisors’ professional identity. We explain the relationship between novice supervisors’ practices and dilemmas in detail. Implications are given to enhance initiatives for professional development of supervisors.

Aspects of mentorship in team supervision of doctoral students in Australia

This article examines three aspects of mentorship in collaborative supervision of HDR studies in Australian contexts. The first aspect of mentorship is what the doctoral student learns about supervision—positively or negatively—through the experience of being supervised (supervisor to student). The second aspect is understood as an experienced supervisor who oversees a novice supervisor as part of their rite of passage to becoming a principal supervisor, (expert to novice). Team modes of supervision, particularly collaborative modes open up new ways of performing mentorship within the supervisory context adding richness to the learning context for all participants. To address problems arising from the complexity of team supervision, a third aspect of mentorship might be considered productive (ex-officio mentor to team). The article concludes that mentorship about supervision in each aspect is enhanced through collaboration, though there are challenges for universities to make more systematic the mentor role of principal supervisors. The recommendations have implications for university policy and practices.

A Consensual Qualitative Research of the Need for Supervision Education for Novice Supervisors

A Consensual Qualitative Research of the Need for Supervision Education for Novice Supervisors

Co-supervision in postgraduate training: Ensuring the right hand knows what the left hand is doing

South Africa is experiencing a steep rise in postgraduate candidature and a backlog in research training and supervision. Co-supervision is a means to address such challenges. This study investigated how co-supervision could effectively and efficiently be implemented within a Faculty of Health Sciences. Supervisors and postgraduates brainstormed co-supervisory practice to identify: (1) the reasons for co-supervision, (2) what co-supervisors should discuss to facilitate their interactions and (3) how best to initiate the novice supervisor into supervisory practice. Co-supervisors are formally appointed for different reasons and all co-supervisory activities should be directed towards meeting the purpose of that appointment. Points to consider in facilitating a co-supervisor memorandum of understanding and novice supervisor training were discussed. Our findings provide suggestions to develop accountable co-supervisory practices, enhance novice supervisor training and to design discipline-specific best practice policy at institutional level to enable a common understanding of co-supervisory roles and responsibilities. Threats to effective co-supervision identified were the implications of co-supervision in staff promotion, inequitable workload recognition and no official acknowledgement of informal supervisory activities. Unless these issues are addressed, the full potential of co-supervision will remain unrealised. Supervision pedagogy and research teaching is a sophisticated skill worthy of professionalisation.

Novice Supervisors' Difficulties and Coping Strategies

Novice Supervisors' Difficulties and Coping Strategies