Supervisor-supervisee Relationships Research Articles

Unveiling Supervisor-Supervisee Relationships in Master’s Thesis Writing: Insights from Students’ Voices

Unveiling Supervisor-Supervisee Relationships in Master’s Thesis Writing: Insights from Students’ Voices

Attachment in Supervision: Using a Relational Lens to Understand Supervisory Dynamics

This article aims to introduce a relational model of supervision based on attachment theory using the Circle of Security as a model for understanding supervisory dynamics. The article briefly reviews attachment theory and the historical context of clinical supervision and provides a brief discussion regarding the importance of ongoing supervision as a way to support frontline staff and mitigate the impact of secondary traumatic stress and burnout. Applying concepts from reflective supervision and attachment theory, the article introduces the Supervisor’s Circle of Security and presents a matrix model of supervisor—supervisee relationships, lending 16 possible attachment combinations for the dyad. Potential presentations of each of the dyadic compositions is discussed followed by clinical vignettes.

TÜRKİYE'DEKİ BİR İNGİLİZCE ÖĞRETİM PROGRAMINDA TEZ YAZMA SÜRECİNİN İNCELENMESİ: DANIŞMAN DESTEĞİ VE GÜÇ İLİŞKİLERİ

Along with the substantial spread of English in scholarly publishing (Canagarajah, 2002), there are more thesis studies in the English language. However, the already-challenging-process of thesis writing becomes harder when written in a foreign language. Considering the essence of theses in academia, it holds paramount significance to reveal how writers proceed in the process from several perspectives. Despite some studies in the literature examining thesis writing processes, little is known about supervisor support and the impact of power relations embedded in the process. The aim of this study is to explore thesis writing processes from the perspectives of supervisees and supervisors with a focus on (1) supervisor support, and (2) power relations in the supervision processes. In this qualitative study, semi-structured interviews were conducted with four supervisors and 13 supervisees. Content analysis was used to analyse all the data collected. The findings revealed the participants’ perceptions regarding the supervisor’s role and support areas, the feedback process, and the impact of supervisor-supervisee relationships.

Comparison of Psychotherapeutic Supervision Paradigms: A Literature Review

While there is a considerable body of literature on various psychotherapeutic paradigms and their respective models of supervision, there are not many articles reviewing and comparing different supervisory traditions and supervisor–supervisee relationships. However, this comparison is important on both theoretical and practical levels: it is essential to identify features of supervision that are unique to each paradigm and to determine whether there are any universal or common supervision processes prevalent across a variety of paradigms. This literature review aims to provide a clearer understanding of both commonalities and distinctions among various theoretical paradigms (such as psychoanalytic/psychodynamic, cognitive, and existential/humanistic therapies) and their corresponding models of supervision. To accomplish this goal, the paper examines essential aspects of supervisory relationships within each paradigm, focusing on: a) the key features of the supervision process, b) the supervisor’s role and engagement in the supervision, and c) the primary interventions and factors contributing to the effectiveness of supervision. We identify features that are unique and specific to supervisory relationships in each of the paradigms, as well as features that are common to all three traditions. Considering the theoretical underpinnings of each tradition, the paper discusses epistemological assumptions that could determine the effectiveness of supervision in the context of each therapeutic paradigm.

Perspectives of social workers and supervisors about the supervision of protective services

Summary Although numerous studies have quantitatively examined the different aspects of supervision, such as satisfaction in clinical and student supervision, empirical evidence on current practices in the supervision of protective services is limited. The present study explored barriers that protective social workers and their supervisors (line managers) face with respect to supervisory support. Moreover, the perceived challenges related to supervision were identified. The participants were recruited from public and private protective service organizations across Taiwan. In-depth interviews were conducted by the authors on 10 social workers and 10 supervisors. Findings Through the analysis of the transcripts, four themes were identified: emotional responses, knowledge components, modeling of values and creation of a culture of equality, and tensions related to supervisory accountability. Exploring protective social workers and supervisors’ perspectives on supervision is essential for understanding the complex needs of these employees. Applications The present findings fill the research gap on the supervision of protective services and constitute a foundation for future studies on this subject. The findings contribute to the literature on the supervision of protective services, which is beginning to address issues concerning supervisees’ emotional responses, supervisory knowledge, supervisor–supervisee relationships, and supervisory accountability. Potential limitations of the study were also discussed.

Doctoral Journey During Covid-19: Reflections From a Collaborative Autoethnography

Aim/Purpose: This paper identifies and examines cross-cutting experiences from the perspective of two doctoral students, whose research was affected by the coronavirus pandemic (COVID-19). Background: The COVID-19 pandemic continues to be challenging for higher education scholars in terms of proceeding with their research and how the pandemic sets the scene for changes in higher education’s future. Due to increased anxiety levels because of uncertainties, the paper provides a reflection of doctoral experiences from two students – one in Russia at the data collection stage, and one in China (enrolled in New Zealand) at the proposal stage. Methodology: Through collaborative autoethnography and joint-reflection, we analyze our experiences as doctoral students focusing on methodological adjustments, ethical dilemmas, adaptation strategies and supervisor-supervisee relationships. Conducting a collaborative autoethnography provides a richer analysis of the interplay between perspectives, compared to a traditional autoethnography. Collaborative autoethnography also provides conditions for a collective exploration of subjectivities of doctoral students through an iterative process. After providing separate individual accounts, we discussed our experiences, analyzed them, and engaged in a joint-reflection from our consensual interpretations. Contribution: Our work aims to contribute to existing discussions on how COVID-19 impacted on doctoral students’ coping strategies during the pandemic. The paper encourages doctoral students to further discuss how they navigate their doctoral experiences through autoethnography and joint-reflections. Findings: Three main themes transpired in our analysis. First, we encountered roadblocks such as interruptions, frustrations and resistance to adapt our doctoral studies in the pandemic context, which align with the recent literature regarding education during the coronavirus pandemic. Second, we faced a diversity of burdens and privileges in the pandemic, which provided us with both pleasant (opportunity to create change) and unpleasant (unknown threats) situations, thereby enabling us to construct and reconstruct our stories through reflection. Third, we experienced a shared unfamiliarity of doing doctoral studies during the pandemic, to which the role of the academic community including our supervisors and doctoral colleagues contributed to how we managed our circumstances. Recommendations for Practitioners: We speak to our fellow doctoral students to dare navigate their doctoral experiences through collaborative reflections. In practice, by reflecting on our experience, we recommend that new doctoral students remain flexible and mindful of their doctoral journeys and recognize their agency to deal with the unexpected. We thus encourage the view of doctoral studies as a process rather than outcome-oriented, as we gain experience from processes. Recommendation for Researchers: We recommend using both collaborative autoethnography and joint-reflection as an instructive tool for qualitative research. Such engagements offer important discussions towards further communications and exchange of ideas among doctoral students from various backgrounds. Impact on Society: More broadly, this work is an invitation to reflect and provoke further thoughts to articulate reflections on the impact and various ways of thinking that the pandemic might bring to the fore. Future Research: Doctoral students are welcome to contribute to a collectivity of narratives that thicken the data and analyses of their pandemic experiences in higher education to reinforce the role of doctoral researchers as agents of history in the trying times of a pandemic.

Leader–member exchange and organizational climate effects on clinician turnover intentions

PurposeClinician turnover in mental health settings impacts service quality, including availability and delivery of evidence-based practices. Leadership is associated with organizational climate, team functioning and clinician turnover intentions (TI). This study examines leader–member exchange (LMX), reflecting the relationship between a supervisor and each supervisee, using mean team LMX, dispersion of individual clinician ratings compared to team members (i.e. relative LMX) and team level variability (i.e. LMX differentiation), in relation to organizational climate and clinician TI.Design/methodology/approachSurvey data were collected from 363 clinicians, nested in children's mental health agency workgroups, providing county-contracted outpatient services to youth and families. A moderated mediation path analysis examined cross-level associations of leader–member exchange with organizational climate and turnover intentions.FindingsLower relative LMX and greater LMX differentiation were associated with higher clinician TI. Higher team-level demoralizing climate also predicted higher TI. These findings indicate that poorer LMX and more variability in LMX at the team level are related to clinician TI.Originality/valueThis study describes both team- and clinician-level factors on clinician TI. Few studies have examined LMX in mental health, and fewer still have examined relative LMX and LMX differentiation associations with organizational climate and TI. These findings highlight the importance of leader–follower relationships and organizational climate and their associations with clinician TIs. Mental health service systems and organizations can address these issues through fostering more positive supervisor–supervisee relationships.

Power, Boundaries, and Total Institutions: An Analysis of Supervisor- Subordinate Use of Humour

Drawing on a ten-month ethnographic study of a UK prison this paper considers the negotiation of humour within complex power dynamics, asking the question: How is humour negotiated between supervisors and their subordinates? In exploring the day-to-day interactions and relationships between prisoner and their workshop instructors we identify three ways that humour is used between these two groups. Humour is used to ‘Remove Boundaries’, to ‘Maintain Boundaries’ or to ‘Shift Boundaries’. In Removing Boundaries, humour is used to build relationships between those in power and the subordinate, in Maintaining Boundaries humour is used to preserve professional distance, in Shifting Boundaries those in positions of power change the accepted use of humour to reinforce power. This paper contributes to an understanding of the relationship between authority and humour at the micro level where humour becomes a power strategy that acts as a boundary maker in supervisor-supervisee relationships.

First-year school counsellor in training professional experience in NSW: A qualitative study

AbstractThe professional experience of school counsellors in training in Australia is subject to different supervisor-supervisee relationships and school settings. The current study explored the first-year New South Wales school counsellor in training professional experience via an adapted qualitative content and framework analysis approach. Participants were students undertaking their first professional experience as part of the Master of Teaching (School Counselling) at the University of Sydney. The most common descriptive reflections explored professional psychological learning, followed by system- and process-related knowledge of the school setting. Emergent themes highlighted that professional experience prepared students for the role, which varied based on supervisor and school setting, and helped the students form professional identities via observing rich ethical and professional practice. Future professional experiences may be enriched with explicit reflections, peer-to-peer learning and support to foster working supervisor-supervisee relationships.

Validation of a Brief Form of the Supervisory Working Alliance Inventory

The Supervisory Working Alliance Inventory–Trainee Form (SWAI-T) is among the most frequently used instruments for measuring the quality of supervisor–supervisee relationships within counselor supervision. Although the full-scale SWAI-T instrument has proven utility, there are instances when a shorter form may be useful for research and field applications. The current study used secondary data from a pair of cross-sectional studies to test the utility of a brief form of the SWAI-T in a two-step process: (a) reduction of the SWAI-T based on item analyses from an electronic survey of 87 rehabilitation counselors working in a Western state vocational rehabilitation agency and (b) an initial validation study of the instrument using electronic survey responses from a national sample of 228 rehabilitation counselors working in private rehabilitation. The resultant 5-item scale showed evidence of high internal consistency, convergent validity, and minimal differences in psychometric properties relative to the full-scale instrument. An abbreviated supervisory working alliance scale offers practical advantages for select research purposes and for continuous evaluation of supervisory relationships in field environments.

A qualitative investigation of strategies and experiences of non-native students writing master’s theses

PurposeResearch on academic writing development at graduate level has received wide attention. However, less has been documented on positive academic writing literacy experiences and strategies of non-native students while completing their master’s theses. The purpose of this paper is to examine facilitating strategies that non-native students develop in the writing-up stage.Design/methodology/approachA total of 50 MA English majors from 11 higher education institutions in Tehran participated in this qualitative study. Data were gathered using interviews and journal entries and analyzed thematically with the help of the NVivo10 software.FindingsThe analysis resulted in three major themes: self-support strategies of an academic writer; enhancing personal development; and supervisors’ support and feedback. Findings showed that Iranian students developed strategies that involved interactions not only with supervisors but also members of various academic communities that could be reached via online professional networking. There was also a need to address organizational skills and mood management to meet deadlines. Regardless of the self-support strategies, the supervisors’ role and supervisor–supervisee relationships remained crucial.Originality/valueAvailable studies in academic literacy and English for academic purposes have mainly focused on thesis challenges. This study highlights strategies and positive experiences that facilitate the progress of MA students in the thesis writing journey, while at the same time emphasizing the critical role of supervisors in expediting this process.

Team coaching and rounding as a framework to enhance organizational wellbeing, & team performance

Becoming an effective front-line nurse manager is a complex and dynamic process, particularly when nurses progress to these roles within their own unit when multifaceted interpersonal factors may feature. This article reports on a project referred to as, ‘Coaching and Rounding’ in the neonatal intensive care unit of the Women's Hospital in Qatar. This project integrated leadership coaching activities with staff rounding on nurses they supervised using a structured framework. This project was designed to equip front-line nurse leaders with enhanced skills and techniques to promote a framework for developing relational leadership styles. Evaluation involved the charge nurses and staff under their supervision. Results suggested that there was improved supervisor-supervisee relationships, increased motivation and more frequent constructive feedback. The challenges to sustain these initial gains are the focus of ongoing initiatives.

Understanding supervision in health and social care through the experiences of practitioners in Scotland

PurposeThe purpose of this paper is to describe a collaborative study on supervision with health and social care practitioners in Scotland. The study attempted to gain a better understanding about the use and benefit of supervision from a multiprofessional perspective.Design/methodology/approachConsultation events with health and social care staff and 12 informant interviews were undertaken. Data analysis was via the Framework Method.FindingsManagers were more likely to conceive of supervision as a positive intervention than those in lower pay bands. The practice of supervision was variable. Not all staff appeared to take part in regular supervisory activities even when it was mandated. A lack of professional, organisational or local commitment to implement robust supervisory structures and processes was seen as the major barrier to effective supervision.Research limitations/implicationsThis was a small study, thus findings would need to be confirmed by health and social care staff working across a wider spectrum of disciplines and regions across Scotland.Practical implicationsA combination of factors would seem to determine effective supervisory practice. Supervision was perceived to be of benefit when individuals were willing to participate fully, when there was reflection and planned action, constructive challenge, respectful relationships, regular and protected sessions and processes were appropriate to an employee’s circumstances.Originality/valueThis study situates supervision in the current context of health and social care and finds it to be an irregular practice. The findings confirm the existing literature about the importance of supervisor-supervisee relationships but explain differing perceptions of supervision in terms of staff seniority.

Developing Skills and Disposition for Lifelong Learning: Acculturative Issues Surrounding Supervising International Doctoral Students in New Zealand Universities

This study examines the acculturative challenges facing non-English speaking background (NESB) international doctoral students in the process of discipline enculturation. Twenty NESB doctoral students at three New Zealand universities from eleven countries participated in the semistructured interviews. The study has found that their transformative learning was the result of happiness, joy, success, and transformative disposition for lifelong learning as well as various challenges, plights and hardships. The dynamic interplay of the dichotomy fosters their intercultural competence, critical thinking, research skills, independence, and academic scholarships, and prepares them for new challenges and multiple academic demands. It is argued that developing capacities and disposition for lifelong learning should be facilitated through disciplinary enculturation, skills development, familiarity with academic conventions, and effective mentoring and healthy supervisor-supervisee relationships.

Doctoral supervision in virtual spaces: A review of research of web-based tools to develop collaborative supervision

ABSTRACTSupervision of doctoral students needs to be improved to increase completion rates, reduce attrition rates (estimated to be at 25% or more) and improve quality of research. The current literature review aimed to explore the contribution that technology can make to higher degree research supervision. The articles selected included empirical studies that sought to improve supervision through the use of technology. The literature search focused on technology, supervision and pedagogical supervision, and supervisor–supervisee relationships. Eighteen empirical articles, including Web 2.0 settings, were examined in relation to whether web-based tools could influence the training of doctoral students, be effective in supporting students, and reduce the breakdowns in supervisory relationships. With a few exceptions, these studies showed that Web 2.0 tools enabled greater dialogue and interaction between the student and supervisor rather than a passive viewing of content. They created virtual spaces that combined technology and pedagogy into a process where research projects could be developed in a more collegial and collaborative way. It appeared that combining technology with pedagogy translated into more innovative ways to undertake supervision, particularly participatory supervision. The need for digital pedagogies that facilitate multidimensional changes in higher degree supervision was identified for future research.

Developing a culture of publication: a joint enterprise writing retreat

Purpose – Many students irrespective of level of study produce excellent course work which, if given support and encouragement, could clearly be of a publishable standard. Academic staff are expected to produce quality publications meeting peer-review standards although they may be relatively novice authors. All are engaged in some aspects of academic writing practices but not as frequently involved in co-production of publications emanating from student work. This activity is still at the margins of much of the student experience. The paper aims to discuss these issues. Design/methodology/approach – Mindful of these issues, the authors designed and offered a writing programme including a writing retreat. This brought together undergraduate and postgraduate students from a range of applied disciplines (health and art, design and architecture) and their supervisors with the aim of co-producing publications and participating in a community of scholarly practice. The project was delivered over nine months. It involved four days “compulsory” attendance and included a preparatory workshop, a two day off-campus writing retreat and a dissemination event. Student and supervisors applied to participate as a team. Kirkpatrick’s (2006) four-stage classic model: reaction, learning, changes in behaviour and real world results was used as a framework for the educational evaluation. Findings – Key findings organised thematically were: supervisor-supervisee relationships; space and time; building confidence enabling successful writing and publication. Originality/value – This paper will provide an overview of the design, content and approaches used for successful delivery of this innovative project. It will draw on examples that illustrate the different types of joint enterprise that emerged, illuminate experiences of co-production and co-authorship along with recommendations for future ventures.

Ethical Aspects of Doctoral-Research Advising in the Emerging African Information Society

This paper discusses the ethical aspects of doctoral-research advising in the emerging African information society from an African perspective. It addresses the following research questions: What is the status of information ethics in Africa? What theoretical frameworks are available to illuminate the ethical dimension of the emerging African information society? To what extent are ethical aspects of the emerging African information society integrated into doctoral-research advising in library and information science in Africa? What are the roles and obligations of the supervisor and supervisee in doctoral research? How is information and communication technology (ICT) being used to enhance doctoral-research advising? The paper is underpinned by various ethical theoretical models, such as the Trust Model, Hayward Power Relations, classical and contemporary ethical traditions, and game theory. It relies upon a literature survey to address the research problems. Results reveal, among other things, the milestones achieved by African scholars in promoting information ethics through curriculum development and research. However, there is a need for the evolving information society to take cognizance of African cultural contexts. The results also reveal that supervisor–supervisee relationships are constrained. The ethical dimension of the emerging African information society should be infused into the doctoral-research process to improve the relationships of supervisor and supervisee. This should be supported by responsible use of ICT, taking into account the Africa cultural context and African values to facilitate the doctoral-advising process. All these should be buttressed by an enabling policy framework at the institutional level to promote harmony and productivity in doctoral research.

Physician Impairment: Is It Relevant To Academic Psychiatry?

This article examines the relevance of physician impairment to the discipline of academic psychiatry. The author reviews the scientific literature, the proceedings of previous International Conferences on Physician Health, and held discussions with experts in the physician health movement, department chairs, program directors, and residents. Psychiatric illness and impairment in physicians impact academic psychiatry in several ways. Mental illnesses in physicians are being studied by some researchers, but the subject requires more scholarly attention. Training directors are interested in resident well-being and illness and how to reach out to symptomatic residents in a more timely way. Leaders in psychiatry are eager to learn the first steps in identifying colleagues at risk and the route to assessment and care. They are especially concerned about disruptive behavior in the workplace, including harassment and boundary transgressions in doctor-patient and supervisor-supervisee relationships. Academic psychiatrists wish to be more responsive to nonpsychiatrists appealing to them for guidance with impaired members of their departments. Physician impairment is an emerging field of study and interest to psychiatrists in academic settings.

Learning Experiences Contributing to Service-Delivery Competence

Graduates (n = 16) and teaching staff (n = 11) of Australian master’s of applied psychology programs (sport and exercise) participated in interviews about learning experiences that they believed contributed to service-delivery competence. Interviews were recorded, transcribed verbatim, and thematically content analyzed. The authors sought to enhance research credibility through data source and analyst triangulation. Participants thought the main contributions to service-delivery competence were client interactions; relationships among teaching staff, supervisors, and students; and specific events outside of the training programs. Participants considered sport psychology research and theory to be helpful when applicable to clients. The authors discuss issues arising under the major themes relating to practitioner development, such as supervisor-supervisee relationships. The results of the study have implications for future training in sport psychology, such as the mentoring of students, the grounding of practice in research and theory, and how anxiety can be minimized during role-plays.

Job Characteristics and Organizational Predictors of Psychological Empowerment Among Paraprofessionals Within Human Service Organizations

ABSTRACT The purpose of this study was to explore whether and to what extent job characteristics, including role ambiguity, role overload, participation, supervisor-supervisee relationships, and peer support, predict empowerment among paraprofessionals. One-hundred-sixty paraprofessionals in public and private human service organizations completed confidential questionnaires on all key variables. When entered into a multiple regression, job dimensions predicted nearly one-half of the variance in empowerment. When other socio-demographic predictors, such as participant's age and gender, organizational unit size, and time in position were entered into the regression equation, theoretically defined variables predicted significant additional amounts of variance in empowerment. The potential to influence paraprofessional staff's sense of empowerment through structuring role assignment, promoting opportunities for participation in decision-making, fostering positive relationships between supervisors and their subordinates, and facilitating collaborative peer relations has implications for personnel training and development across hierarchical positions within human service organizations. Implications for social work research and practice are discussed.