Supervision Relationship Research Articles

Confronting decisions related to the termination or continuation of doctoral supervision: a supervisor perspective

Purpose This paper explores theoretical perspectives on supervisors' pedagogical dilemmas when deciding whether to terminate or continue problematic supervision relationships. This paper aims to unravel the complexities and challenges inherent in such decision-making processes while also discussing potential support mechanisms for supervisors. Design/methodology/approach Adopting a reflective narrative approach, this paper presents a fictional narrative to illustrate the intricacies of doctoral supervision. The narrative is divided into three parts, each followed by an analysis rooted in theoretical perspectives. Findings This article offers guidelines across individual, departmental and organisational levels to address critical moments in doctoral supervision. By incorporating various strategies and perspectives, it helps to understand the dilemmas that supervisors may encounter. A decision-making support guide is also provided to suggest ways of handling these challenging situations. Practical implications Drawing from theoretical perspectives, this paper offers practical solutions. A supervision support guide is developed to help establish support mechanisms at different levels, assisting supervisors in managing critical moments in doctoral supervision. Originality/value Addressing a rarely discussed issue, this paper highlights the complexity of supervisors' decisions regarding the termination of PhD students. It not only sheds light on these difficult choices but also offers practical guidelines for supervisors navigating such scenarios.

“It’s a Double-Edged Sword”: Proximal Affinity in Relationships Between Rural Parole Officers and Parolees

Rural parole officers and people under their parole supervision indisputably face major challenges as they jointly navigate reentry. Such challenges include obtaining employment, accessing substance use and mental health treatment services, and navigating felony-related stigma. Utilizing 120 interviews conducted with parole officers and people on parole in Wyoming, we argue that proximal affinity – the degree to which individuals relate to and empathize with others based on their perceptions of one another as potential or actual neighbors in community – directly impacts the parole supervision relationship and, when exercised positively, may even help to explain why, despite rural areas’ extremely limited or even nonexistent numbers of reentry services, rural people on parole recidivate less often their peers in more populous areas.

When Vulnerable Narcissists Take the Lead: The Role of Internal Attribution of Failure and Shame for Abusive Supervision

AbstractResearch to date provides only limited insights into the processes of abusive supervision, a form of unethical leadership. Leaders’ vulnerable narcissism is important to consider, as, according to the trifurcated model of narcissism, it combines entitlement with antagonism, which likely triggers cognitive and affective processes that link leaders’ vulnerable narcissism and abusive supervision. Building on conceptualizations of aggression as a self-regulatory strategy, we investigated the role of internal attribution of failure and shame in the relationship between leaders’ vulnerable narcissism and abusive supervision. We found across three empirical studies with supervisory samples from Germany and the United Kingdom (UK) that vulnerable narcissism related positively to abusive supervision (intentions), and supplementary analyses illustrated that leaders’ vulnerable (rather than grandiose) narcissism was the main driver. Study 1 (N = 320) provided correlational evidence of the vulnerable narcissism-abusive supervision relationship and for the mediating role of the general proneness to make internal attributions of failure (i.e., attribution style). Two experimental studies (N = 326 and N = 292) with a manipulation-of-mediator design and an event recall task supported the causality and momentary triggers of the internal attribution of failure. Only Study 2 pointed to shame as a serial mediator, and we address possible reasons for the differences between studies. We discuss implications for future studies of leaders’ vulnerable narcissism as well as ethical organizational practices.

Supervision Relationship in Korean and International Research Trends: Focusing on quantitative research from 1988 to 2023

Supervision Relationship in Korean and International Research Trends: Focusing on quantitative research from 1988 to 2023

Intersectional solidarities and inter-individual affinities: enactments of equity and privilege through doctoral supervision relationships

ABSTRACT This article draws on a research project about the transition from PhD student to academic (British Academy-Leverhulme research grant, 2020–2022). Semi-structured interviews were conducted with 26 recent PhD graduates and six PhD supervisors. Transcripts were subjected to a thematic analysis. On a theoretical level, the article is informed by Bourdieu’s concepts of cultural and social capital, with a focus on the differential cultural and social capital available to participants through their doctoral and postdoctoral journeys. On an empirical level, we focus on two interviews with recent PhD graduates to explore how equity and privilege play out in intersectional ways in the post/doctoral journey and are mediated by doctoral supervisors as gatekeepers. In particular, we identify two discourses of supervisory support which emerged in the participants’ narratives: intersectional solidarities and inter-individual affinities, and reflect on their implications for equity.

Abusive supervision and helping behavior among nursing staff: a moderated mediation model

PurposeThis study aims to explore the adverse impacts of abusive supervision on helping behaviors among employees, as mediating by intention to leave and moderating by Islamic work ethics (IWE).Design/methodology/approachA quantitative approach was employed, and the sample consisted of 283 nurses working in various public sector hospitals in Pakistan. The data analysis was conducted using SPSS and AMOS with the PROCESS macro.FindingsThe results suggest that abusive supervision diminishes helping behavior among nurses. Additionally, the study reveals that intention to leave mediates the relationship of abusive supervision and nurses' helping behavior. Moreover, the introduction of IWE as a boundary condition reveals that the mediated link is weaker when IWE is higher, and vice versa.Practical implicationsThis study provides valuable insights for hospital authorities to develop intervention strategies and policies aimed at reducing abusive supervision in hospitals. Hospital management should also be aware of the detrimental effects of abusive supervision on nurses' helping behaviors, which can be mitigated by promoting ethical values aligned with IWE.Originality/valueThis study makes a valuable contribution to the limited research on the link between abusive supervision and helping behaviors in hospital settings. It offers new perspectives by incorporating the Conservation of Resources theory, particularly within the healthcare sector. Furthermore, this research expands the current knowledge by investigating the mediating influence of intention to leave and the moderating effect of IWE in mitigating the adverse impact of abusive supervision on nurses' helping behavior in Pakistan's public sector hospitals.

Student‐generated metaphor in research supervision: An arts‐based method

AbstractPrevious research has highlighted the impact and importance of the use of client‐generated metaphor in psychotherapy (Cott, 2020). While researching this topic, we began to incorporate student‐generated metaphor into the research supervision process. This was found to enhance the supervision relationship, providing a quick and immediate insight into the supervisee's lived experience and pastoral needs at each stage of the research journey. This work developed into an arts‐based research supervision method, which reduced the power differential in the supervisory relationship, and made space for the supervisee to communicate their learning experience on their own terms. In this paper, we will set out the rationale for using student‐generated metaphor in research supervision and share further student feedback on this process, including future ideas for research and practice. We argue that theory and research on research supervision often neglect its pastoral component, and that providing excellent pastoral support to postgraduate researchers is key. The paper will conclude by making the case that the use of student‐generated metaphor in research supervision can be a simple and effective way to bring the supervisory relationship into focus.

The importance of diversity and inclusion within the research supervision relationship: The views of research students and supervisors

AbstractIntroductionResearch supervisors are uniquely positioned to recognise student abilities and needs. This mixed methods study explores how research supervision can support counselling, psychotherapy and counselling psychology doctoral students in their development of new knowledge, with diversity‐related opportunities and challenges in mind.MethodsGuided by ‘dialectical pragmatism’, we used a semi‐qualitative online survey, Reflective Online Practitioner Survey (ROPS; McBeath, 2020), with closed and open questions disseminated across learning institutes in the UK, Europe and North America.ResultsThe survey received 105 responses, with 45 coming from research supervisors and 60 from research students. Only a minority considered their own research supervision team to be diverse, and two‐thirds of respondents did not see matters relating to diversity and inclusion receiving sufficient emphasis in published research.ConclusionsBoth our quantitative and qualitative data addressed unequal representations in terms of gender and sexuality, ethnicity and heritage, (dis‐)ability and social class—several referring to a ‘history of domination by white, cis, non‐disabled male perspectives’. Many described ‘diversity being left out of research’ with consequences on the capacity to meet clients' need in clinical practice. As one said: ‘we need to decolonise the training material by critically analysing and situating knowledge and calling out missing voices’. Another stated: ‘If the research we conduct and draw on as practitioners cannot actively reckon with oppression within…we risk furthering the violence that marginalised clients, practitioners, and researchers face’. Support and training of supervisors to address diversity and power in research from the start of supervision were argued as essential, with both the supervisory relationship and innovative epistemological angles to knowledge and ‘reality’ in the field of mental health in mind.

Breaking Supervisor-Student Trust: Perspectives of Students

Some supervisors do not treat students well and this impacts on trust which can be viewed as a cornerstone for the supervision. The supervisor-student trust is a fragile element of supervision, if not handled with care it can break and thus bringing supervision relationship to and end. Hence supervisors and student should clearly understand their roles in sustaining trust so that they can mould it accordingly. This paper sought to explore issues that can break trust between supervisors and students. It was framed qualitatively and employed semi-structured interviews for data generation. Five themes emerged from analysis of findings. These themes were dehumanising pedagogy/behaviour, treating students as tabula rasa, incompetent supervisor, lack of understanding between the supervisor and co-supervisor and harshness. This paper concludes that some supervisors do not understand that students, as adults, have other responsibilities to take care of on top of the study and some supervisors are not patient with students and that affects trust. Therefore, this paper recommends that supervisors and students discuss terms and conditions of the supervision process so that they clearly define expectations at the early stages of supervision.

An investigation on the relationship of abusive supervision with knowledge hiding and organizational deviance: The mediating roles of employee silence and negative affectivity

BACKGROUND: Sharing of knowledge and positive workplace behavior by employees are perquisites for the success of every organization. The present study realized the significance of knowledge sharing and positive behavior in a country like India where high-power distance culture is prevalent. OBJECTIVE: The present research aimed to investigate the influence of abusive supervision on knowledge hiding and employee organizational deviance. In addition mediating roles negative affectivity and employee silence were alsotested. METHODS: Data was gathered from 420 employees working in a service organization in India. SPSS vs. 23 and Amos vs. 24 were used for data analysis purposes. The techniques of SEM were applied to test the proposed hypotheses in the present research. RESULTS: The study found the positive and significant influence of abusive supervision on knowledge hiding, but the insignificant influence of abusive supervision on employee organizational deviance. The results also reflected the full mediating role of negative affectivity but the partial intervening or mediating role of employee silence between the relationships of abusive supervision with knowledge hiding and employees’ organizational deviance. CONCLUSION: The study suggested the management introduce various measures to reduce abusive supervision leading to negative consequences.

Self-Care and Emotional Competence in Supervision: Helping Clinical Sport Psychology Trainees Foster Professional Well-Being

Within clinical sport psychology (CSP), there is increased attention on factors designed to enhance professional well-being, such as self-care, for practitioners. Emotional competence is a relatively new supervision topic despite it being an ethical imperative within clinical/counseling and sport psychology. CSP trainees deal with stressors that could threaten professional well-being and are complicated by ethical challenges within the sport ecosystem. The purpose of this article is to describe self-care and emotional competence as they relate to the professional well-being of CSP trainees. We offer practical applications for supervisors to consider adopting in their work with trainees. Overall, it is of vital importance that those in CSP attend to their well-being, and we call upon the CSP field to be more intentional about integrating well-being factors into the supervision relationship.

Beyond Black and White: A Trainee Perspective on Addressing Cultural Complexities in Clinical Supervision

Existing literature on clinical supervision and mentorship tells us that clinical supervision is one of the most critical steps in developing competent Clinical and Counseling Psychologists. Given the various contextual/identity factors that can shape supervision relationships, it is essential to have a solid understanding of how to thrive in supervision relationships as trainees and supervisors when inevitable differences exist. Some examples of these contextual/identity factors that can shape supervision are gender identity, race, ethnicity, socioeconomic status, sexual orientation, political affiliation, body size/ appearance, values, ability level, and many others. De-identified examples from experiences in supervision by this author are discussed to illustrate situations that can arise within supervision and to illuminate response strategies for supervisees and trainees. Strategies to promote culturally responsive clinical supervision and implications for training programs, supervisors, and supervisees are discussed.

Relationship of Abusive Supervision and Organizational Justice with Workplace Deviance Behavior among Nurse

Relationship of Abusive Supervision and Organizational Justice with Workplace Deviance Behavior among Nurse

Ganti Kerugian Akibat Wanprestasi Perjanjian Kerja Sama (Bagi Hasil) Kajian KUHPERDATA

The breach of contract in a cooperation agreement resulting in losses to the creditor as the capital provider constitutes a breach of contract. Thus, it is necessary to examine the legal relationship between the debtor and creditor, as well as the form of compensation for losses due to the breach of contract in the profit-sharing agreement. This research method is juridical-normative and is descriptive-analytical, utilizing an approach formulated within the results of literature research from primary, secondary, and tertiary legal materials analyzed and examined in a structured assessment. The research results indicate that the legal relationship between the debtor as the fund recipient and the creditor as the fund provider is governed by the cooperation agreement or profit-sharing, regulating the rights and obligations of both parties, including the legal relationship between the debtor and creditor referring to the relationship formed when the debtor takes a loan or receives credit from the capital provider (creditor). This relationship is governed by an agreement/contract that regulates the rights and obligations of both parties, covering various aspects such as the Agreement/Contract Relationship, financing, trust, and supervision relationships. In the event of a breach of promise by the debtor, the consequence in the form of compensation is the debtor's obligation to pay damages arising from the debtor's negligence as regulated in the Civil Code, consisting of three types: costs, losses, and interest. In connection with the above problem, even though the legal terms of lending have been agreed upon in the agreement/contract, the regulation of these legal relationships must also be included in the agreement to prevent future breaches that may cause losses to the capital provider (creditor).

The Relationship of Academic Supervision and Managerial Supervision in Vocational High Schools

This research aims to determine the relationship between academic supervision by the Headmaster in improving teacher performance and the relationship between managerial supervision by the Headmaster in increasing Headmaster competence. This research is a quantitative research using ex-post-fact research methods. The population of this study was Headmaster of vocational schools in East Ogan Komering Ulu Regency and supervisors. The sample collection technique used random sampling techniques. The samples used in the research were 20 headmasters and 20 vocational school supervisors in the East OKU district. The data collection technique uses a questionnaire. The data source uses primary data. Data analysis uses prerequisite test analysis and hypothesis testing using the product-moment correlation test. Based on the results of the data analysis, the results showed that there was a significant relationship between academic supervision by the Headmaster and teacher performance. This can be seen from the correlation coefficient of the two variables, namely 0.020. Furthermore, there is a significant relationship between managerial supervision by the supervisor and the competence of the Headmaster, which can be seen from the correlation coefficient of the two variables, namely 0.596. The relationship and link between supervisory supervision, Headmaster competence, Headmaster supervision, and teacher performance are very important in maintaining and improving the education quality in a school. Thus, healthy relationships and good links between supervisory supervision, Headmaster competence, Headmaster supervision, and teacher performance are very important to achieving better quality education in a school.

The Relationship Of Quality Management Supervision To Job Satisfaction Of Inpatient Nurses In Hospital "Ah"

Job satisfaction is the general attitude of an individual person towards the work he does. Someone with a high level of job satisfaction shows a positive attitude towards their job, while someone who is dissatisfied with their job shows a negative attitude towards their job. High job satisfaction is a sign that the organization has carried out effective behavior management. Supervisory Management or Supervision Management is the process carried out by the supervision executor in supervising and directing, and striving to foster and improve the ability of the supervised party in order to carry out the tasks that have been given efficiently and effectively. The quality of supervision and good supervisors significantly and positively affects job satisfaction, the quality of supervisors greatly determines high job satisfaction. Research Objective: want to know whether there is a relationship between the quality of supervision management by supervisors with nurse satisfaction in hospital "AH". Method: quantitative research using cross sectional approach method. Data collection techniques are carried out by collecting primary data, namely by using questionnaires given through Google Form to respondents. Research Results: there is a significant relationship between the quality of supervision management and the job satisfaction of nurses at Hospital "AH" Conclusion: The better the quality of supervision management, the higher the level of job satisfaction of nurses at Hospital "AH". Suggestions: make a strategy plan for improving the quality of supervision management, selection of supervisors and training supervisors

Retraction of Gerstenblith et al. (2022).

Reports the retraction of "The triadic effect: Associations among the supervisory working alliance, therapeutic working alliance, and therapy session evaluation" by Judith A. Gerstenblith, Kathryn V. Kline, Clara E. Hill and Dennis M. Kivlighan Jr. (Journal of Counseling Psychology, 2022[Mar], Vol 69[2], 199-210). The following article is being retracted (https://doi.org/10.1037/cou0000567). This retraction is at the request of coauthors Kivlighan and Hill 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. Gerstenblith and Kline 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 2021-88607-001.) Several theorists (Bandura, 1969; Hackney & Goodyear, 1984; Searles, 1955) suggest parallels between the relationship in supervision and the relationship in therapy. We examined supervisor and therapist trainee ratings of supervisory working alliance (SWA) in 1 week predicting client-rated therapeutic working alliance (TWA) and client-rated therapy session evaluation (TSE) in the following week as well as TWA and TSE ratings in 1 week predicting SWA ratings in the following week. Our data included 663 weeks of therapy nested within 28 trainees nested within 15 supervisors, disaggregated into differences between supervisors, differences within supervisors, and differences within trainees. At the between-supervisor level, when supervisors' trainees rated the SWA higher on average compared with other supervisors' trainees' average SWA ratings, their clients' average TWA rating was higher. In contrast, when supervisors rated the SWA higher on average compared with other supervisors' average SWA ratings, their trainees' clients' average TSE rating was higher but the average TWA rating was lower. At the within-supervisor level, when trainees rated a higher SWA on average compared with other trainees' average SWA ratings with the same supervisor, their clients' average TSE rating was higher. The theoretical prediction of parallel relationships in supervision and therapy was supported, but only for between-supervisor and within-supervisor differences in SWA. We found no evidence that week-to-week changes in SWA or client-rated TWA or TSE reflected parallel relationships. We provide suggestions for further research, including exploring the mechanisms through which supervision relates to the therapy process and outcome. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Formation, negotiation, and alignment of doctoral student and supervisors’ expectations: a co-constructed narrative

ABSTRACT The alignment of student-supervisor expectations in doctoral research builds a foundation for strong supervisory relationships. While some expectations around research practice and outputs are clearly stated and regulated, the expectations concerning personal aspects of supervisory relationships are seldom voiced. To address this gap, this article presents a co-constructed narrative, foregrounding the lived experiences of a doctoral student and their supervisors during the formation, negotiation, and alignment of their expectations of th roles and responsibilities within their relationships. The article highlights the complexities of articulating and aligning expectations and explores how those complexities were managed and eventually overcame by the authors. In tracing the student’s development as a researcher, authors reflect on the changes in supervision relationships and the opening of new dialogues that emerged from the converging expectations of each of the co-authors. Through the act of writing co-constructed narrative, authors’ understandings of their evolving expectations were further developed and clarified.

“My Supervisors Never Cease to Believe in Me”: A Reflection of an Intercultural Doctoral Supervision Relationship

“My Supervisors Never Cease to Believe in Me”: A Reflection of an Intercultural Doctoral Supervision Relationship

Curious care: tacit knowledge and self-trust in doctoral training

ABSTRACT Building on recent literature on supervision practice that has turned away from previous efforts to construct typologies, and towards ‘dialogic’ models that emphasise iterative feedback processes between students and supervisors in situ , this article examines how the curiosity of the supervisor expressed in supervision meetings can both model a relationship to scholarship and collegiality and support the development of confidence and self-trust in the doctoral candidate. Drawing on a qualitative study of video-recorded supervision meetings across multiple Australian universities, this article examines the entanglements of scholarly discourse, interpersonal conviviality, and curiosity within supervision relationships. To understand this, we adopt a ‘post-critical’ approach to doctoral training and borrow the concept of ‘tacit knowledge’ to consider the role of trust, conviviality, and informal ‘know-how’ in the development of formalised expertise. Analysis of exchanges within supervision meetings encourages the consideration of care as a relational structure linked to practices of curiosity and the sharing of tacit knowledge. We argue that although institutional pressures may continue to reshape doctoral candidatures in the neoliberal university, supervision meetings offer important sites for developing doctoral candidates’ intellectual self-trust, including through the expression of curiosity by their supervisors.