Responsibilities Of Supervisors Research Articles

Ethical Issues in Rehabilitation Counselor Supervision and the New 2010 Code of Ethics

The 2010 revision of the Code of Professional Ethics for Rehabilitation Counselors addresses changes in ethical standards related to rehabilitation counselor supervision. In an effort to promote awareness of these changes, this article offers a brief overview of the revisions and implications for practice including the responsibility of supervisors to actively engage in and support professional development activities.

Justice perceptions of performance appraisal practices

PurposeThe purpose of this paper is to explore the underlying structure of employees' justice perceptions in the context of their organizations' performance appraisal practices.Design/methodology/approachTen multi‐item scales were designed to measure the perceived fairness of performance appraisal practices. A nested confirmatory factor analysis of employee responses (n=188) compared the four justice dimensions (i.e. procedural, distributive, interpersonal, informational) to five plausible alternatives. Construct validity was demonstrated through a structural equation model of matched employee and supervisor responses (n=117).FindingsThe confirmatory factor analysis showed evidence of four distinct but highly correlated justice constructs. Results supported hypothesized relationships between procedural justice and helpful behaviors toward the organization via appraisal system satisfaction; distributive justice with appraisal satisfaction; and interpersonal and informational justice and helpful behaviors toward the supervisor via supervisor satisfaction.Practical implicationsThis study underscores the importance of fostering perceptions of justice in the context of performance appraisal. The scales developed in this study could be used to isolate potential problems with an organization's performance appraisal practices. Originality/value – The paper integrates prior research concerning the positive effects of procedural, distributive, interpersonal, and informational justice on affective and behavioral responses towards performance appraisals.

Take Time to Evaluate Behavior Problems

This article provides suggestions on a supervisor's response to an employee's negative reaction to a work assignment. The key points of each situation mentioned in the article include: “I can't do” ‐ focuses on and discusses the training, tools, and time aspects of the task; “I won't do” ‐ focuses on and discusses the legality, morality, and safety aspects of the task; and, “I don't want to do” ‐ focuses on and discusses the employee's desire to be treated like an adult or a child.

What shall we do with the wounded healer? The supervisor's dilemma

This paper discusses the supervisor's responsibility in addressing the vulnerability or wounds of the therapist. Supervisors have much to keep in mind as they conduct their work, not least the client for whose benefit supervision is deemed to be an essential aspect of good practice. Their responsibility towards the client often entails careful exploration of the experience of the counsellor, both through their counter-transferential response to the client and their own personal circumstances. The extent to which the supervisor has a mandate to discuss the psychological well-being, personal difficulties, or organizational conflicts of their supervisee depends on both contractual agreements and the working alliance. The need to recognize counter-transference responses is generic but when they highlight the internal conflicts of the counsellor, the supervisor must decide how far they can or should pursue the unravelling of such conflicts. Therapist difficulties (Schroder & Davis, 2004) provide a framework for understanding ways in which therapeutic practice is affected by the emotional response of the therapist.

Return to Work—From Research to Practice

Return to Work—From Research to Practice

The Influence of Supervisor Temperament on Subordinate Job Satisfaction and Perceptions of Supervisor Sociocommunicative Orientation and Approachability

The goal of this study was to re-examine McCroskey, Valencic, and Richmond's findings about the impact of a teacher's temperament on her or his students by examining the findings in a different context, the supervisor-subordinate relationship in organizational settings. This study measured a supervisor's temperament to see if it affected a subordinate's job satisfaction, motivation, and perceptions of supervisor credibility, sociocommunicative style, and approachability. Results indicated a positive relationship between supervisor psychoticism and subordinate job satisfaction and motivation, while supervisor extraversion and neuroticism negatively related to subordinate job satisfaction and motivation. Furthermore, results indicated a positive relationship between supervisor extraversion and subordinate perceptions of supervisor responsiveness, and a negative relationship between supervisor neuroticism and psychoticism and subordinate perceptions of supervisor responsiveness. Overall, a supervisor's temperament was shown to affect subordinate perceptions of supervisor communicative behavior.

The Role of an Effective Student: Case Studies at the University of Manchester, United Kingdom

PhD programmes in the British education system are not based on formal lectures and credits, the supervision requirements of PhD students in the UK are generally greater than those who study under more formal and structured programmes, as is the case in the US and Europe. Therefore, the role of the PhD supervisor in the British education system is critical to a successful PhD process. Poor supervision can have a significant impact on students, not only limiting the quality of their work, but also their motivation. There are many opinions regarding the responsibilities of supervisors. Past research had shown that only highly unusual graduate students successfully completed their research degree programs if the relationship with their supervisors is poor. There are many factors that could contribute to poor achievement of foreign students and one of the most important critical factors found which contributed to this problem is the weaknesses in supervision they receive. This research studies PhD students' experience in relation to effective supervision by focusing at what PhD students want from their supervisor and what they have. This study is using the case study method where three Malaysian PhD students from three major disciplines of study namely arts, science and social science were involved in this research. As a result, the research had developed the best effective way of one supervisor should react from the students' perspectives.

The Role of an Effective Supervisor: Case Studies at the University of Manchester, United Kingdom

PhD programmes in the British education system are not based on formal lectures and credits, the supervision requirements of PhD students in the UK are generally greater than those who study under more formal and structured programmes, as is the case in the US and Europe. Therefore, the role of the PhD supervisor in the British education system is critical to a successful PhD process. Poor supervision can have a significant impact on students, not only limiting the quality of their work, but also their motivation. There are many opinions regarding the responsibilities of supervisors. Past research had shown that only highly unusual graduate students successfully completed their research degree programs if the relationship with their supervisors is poor. There are many factors that could contribute to poor achievement of foreign students and one of the most important critical factors found which contributed to this problem is the weaknesses in supervision they receive. This research studies PhD students' experience in relation to effective supervision by focusing at what PhD students want from their supervisor and what they have. This study is using the case study method where three Malaysian PhD students from three major disciplines of study namely arts, science and social science were involved in this research. As a result, the research had developed the best effective way of one supervisor should react from the students' perspectives.

Shaping Supervision Practice Through Research: Effects of Supervision for Counselling Practice.

That there are links between effective supervision and effective counselling practice tends to be taken for granted. As a contribution to documenting the professional knowledges and experiences that might stand behind the profession's claims for the benefits of supervision, this study interviewed experienced supervisors, seeking their perspectives on the links between effective supervision and effective counselling practice. Taking a social constructionist approach and showing the processes of knowledge production, researchers then engaged with these supervisors' perspectives, in a series of reflections. These reflections show how the research interviews contribute to shaping the researchers' ongoing supervision practice. Areas of interest include the power relation between supervisor and practitioner; responsibilities for monitoring practice; taping; supervisor responsibility for evaluating the effectiveness of supervision, and generativity of practice through storying a practitioner's values and principles. Questions are offered for readers, too, to engage in a shaping of practice through their own responses to the article. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Influence of the National Performance Review on Supervisors in Government Organizations

Government organizations hold a reputation of performing inefficiently. Multiple levels of management in addition to complex policies and procedures emphasize the importance of having competent supervisors leading workers. In order for government organizations to work productively through the systems’ complex structures, supervisors need to motivate their employees and make ethical decisions. Government officials established the National Performance Review (NPR), now known as the National Partnership for Reinventing Government (NPR), to help improve the efficiency of government workers by increasing the responsibilities of supervisors within organizations. With this increased responsibility, supervisors are exposed to corruption, influenced by having more power and control over their workers. Supervisors need to remain moral and ethical in order to preserve the integrity of government organizations. The NPR stresses the importance of having competent supervisors who act responsibly and ethically so govern...

Cancer survivorship and work: Symptoms, supervisor response, co-worker disclosure and work adjustment

Recent improvements in cancer treatment have not only increased cancer survivorship but also peoples' ability to work during and following treatment. However, the impact that both diagnosis and treatment has on cancer survivors' ability to fully engage in paid work is not yet entirely understood. This study aims to explore the role of symptoms, work adjustments and cancer disclosure to supervisors and co-workers on working during primary cancer treatment and return to work following treatment. 328 cancer survivors responded to a 33 item questionnaire that assessed cancer-specific variables e.g. type and treatment, symptoms experienced during and following treatment, disclosure of cancer and adjustments and supports available at work. Multivariate logistic regressions were run to determine the association of symptoms, disclosure and work adjustments and working during treatment and returning to work following treatment. The findings indicate that opportunities to work flexibly (OR = 2.43, CI 1.21-4.02), disclosure to colleagues (OR = 3.03, CI 1.28-8.19), difficulties managing fatigue (OR = 2.08, CI 1.22-3.85), and paid time off to attend all medical appointments (OR = .4, CI .30-.87) were associated with continuing to work during treatment. Correlates of return to work included difficulties managing fatigue (OR = 1.49, CI 1.42-6.18), managing the stress of cancer (OR = 2.80, 1.05-5.34), managing physical changes associated with cancer (OR = .46, CI .13-.95), received advice from their doctor about work (OR = 1.47, CI 1.09-2.84) and return to work meeting with employer (OR 1.99, 1.2-5.09). This study highlights the importance of symptom management in cancer survivors who work and the potential impact of workplace adjustments on the ability of cancer survivors to navigate in the world of work.

Mastering the dissertation: lecturers’ representations of the purposes and processes of Master’s level dissertation supervision

This article reports on part of a study of dissertation work in taught Master’s courses. It focuses on presenting findings from interviews with 13 supervisors in a faculty of education concerning the normative order that they believed should prevail within the supervisory relationship, and their complex representation of student agency and of student and supervisor responsibilities. The final discussion frames central findings within a sociocultural account of learning and teaching. It highlights the duality of shaping and supporting students’ efforts that framed supervisors’ commitments and actions: i.e. it details how supervisors saw themselves as having a gatekeeping role and a commitment to align students’ work with academic standards, and at the same time a personal commitment which involved a responsibility to assist students to pursue a topic that excited their interest and to support their sense of agency.

Therapeutic boundaries in a prison setting: A dialogue between an intern and her supervisor

A prison setting, with its numerous clinical issues, is a valuable learning experience for the graduate art therapy student. Oftentimes, they see the correctional facility as a dangerous challenge and an intriguing unknown. However, confusion and ambiguity often emerge while providing art therapy services. A graduate art therapy program in a major university in the Southeast instituted an internship/research site in a prison setting for its graduates. Ongoing dialogue between the intern placed at this facility and her faculty supervisor revealed unique boundary issues, specifically those that involve time, space, materials, self-disclosure, and transferential issues. Through supervision, the intern gained further insight into different approaches to addressing these boundary concerns. This essay focuses on the intern's struggles with certain boundary transgressions and the supervisor's responses to her inquiries.

Ethical and Legal Considerations in the Training of Mental Health Professionals

Summary A discussion is provided regarding ethical and legal considerations that relate to the training of mental health professionals. A training program which emphasizes a proactive approach to identifying and resolving potential ethical and legal problems, and their close connection with clinical issues is described, as are the responsibilities of supervisors and supervisees in such a program. For illustrative purposes, a training vignette and a clinical vignette conclude the article.

The development of research supervision: “Turning the light on a private space”

Educational development for research supervisors is still a recent phenomenon. Early optional sessions on research supervision have now been replaced, particularly in the UK, continental Europe, and Australasia, by comprehensive and, in some cases, mandatory programs. Yet some of these programs focus solely on the administrative roles and responsibilities of supervisors, attempting to provide technical “fixes” that deny the genuine difficulties and complexities involved in supervision relationships. Some research supervisors resent the intrusion of educational developers into what many of them have regarded as a private pedagogical space. They interpret such programs as further instances of the quality assurance agendas of governments and university administrators, and are justifiably suspicious of what some describe as the colonial underpinnings of educational development. These reactions create tensions for educational developers. This article explores why educational development can be problematic for research supervisors. It then charts some current supervision educational development programs that seek to go beyond administrative interpretations of supervision. Finally, it examines whether the “Compassionate Rigour” supervision program, developed to address these difficulties, manages to respond respectfully and sensitively to supervisors’ educational development needs. Le développement pédagogique des superviseurs de recherches demeure un phénomène récent. Les séances optionnelles portant sur la supervision de recherches de jadis ont été remplacées, particulièrement au Royaume‐Uni et en Australasie, par des programmes approfondis et, parfois, obligatoires. Pourtant, certains de ces programmes se concentrent seulement sur les rôles et les responsabilité des superviseurs au plan administratif, cherchant de la sorte à fournir des ‘trucs’ qui ne tiennent pas compte des difficultés et complexités réelles sous‐jacentes aux relations de supervision. Certains superviseurs de recherches n’apprécient guère l’intrusion des conseillers pédagogiques au sein de ce que d’aucuns considèrent être un espace pédagogique privé. Ils interprètent de tels programmes comme des composantes additionnelles des programmes de maintien de la qualité mis en place par les gouvernements et les administrations universitaires. Ces superviseurs redoutent, à juste titre, ce que d’aucuns décrivent comme les bases coloniales du développement pédagogique. De telles réactions instaurent créent des tensions pour les conseillers pédagogiques. Cet article explore pourquoi le développement pédagogique peut apparaître problématique aux yeux des superviseurs de recherches. Ensuite, il décrit certains programmes actuels de développement pédagogique reliés à la supervision qui cherchent à dépasser les interprétations strictement administratives de la supervision. Finalement, il examine le programme de supervision ‘Compassionate Rigour’, développé dans le but de palier à ces difficultés, pour voir si celui‐ci répond à la fois respectueusement et sensiblement aux besoins des superviseurs en matière de développement pédagogique.

Responsibility in Counselling Supervision in New Zealand: An Exploratory Study of Supervisor Perspectives.

This study investigated how experienced supervisors understand the matter of supervisor responsibility, and the effects of that understanding for supervision practice. The study was developed as part of the curriculum content of a graduate paper in supervision: one purpose was the professional education of the researchers, while the second was to promote discussion within the local profession about supervision practices, in the absence of a New Zealand literature. Nine experienced supervisors, located throughout New Zealand, were interviewed for the study. Results suggest that while participants were prepared to be accountable and responsible for their own work as supervisors, they differed in respect of their views on supervisors' responsibility for counsellors' practice and for clients. Clear, negotiated agreements were seen to be central to the exercise of responsibility. Ideas about locating responsibility within networks of practice were reflected in supervisors' willingness to supervise new counsellors. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Advanced Doctoral Students' Knowledge and Understanding of Clinical Supervisor Ethical Responsibilities

Ten advanced counseling psychology doctoral students participated in semi-structured telephone interviews designed to investigate their knowledge and understanding of clinical supervisors' ethical responsibilities. They responded to questions about clinical supervisor responsibilities and risks; inclusion of clinical supervision in professional codes of ethics; definition and use of informed consent for clinical supervision; approaches for addressing concerns about supervisee competence; ethical reasons to refuse to supervise an individual; and ethical obligations to different constituencies. Using an inductive analysis process, seven themes were extracted. These themes are described, and training and research recommendations are given.

Concurrent Academic and Pre-Licensure Supervision

Post-graduate supervision is a consistent requirement for those seeking counselor licensure. Supervisees completing licensure supervision requirements may also be enrolled in advanced graduate study requiring supervised placements. Such circumstances introduce the need for concurrent management of academic and pre-licensure supervision. Though concurrent supervision may be problematic in the counseling profession, it is likely that clinical training programs in other disciplines could encounter similar circumstances. This article features an examination of clinical and academic issues affecting concurrent supervision as well as recommendations for proactively structuring and managing supervisor responsibilities to avoid confusion and conflict.

Transitional ethics: Responsibilities of supervisors for supporting employee development

New employees face a variety of life and career transitions in early adulthood. This paper explores these transitions that shape personal and career identity. A supervisor can play a central role in facilitating employee development during these times but may be unwilling or ill-prepared to do so. At other times he/she may provide assistance that is unwanted and inappropriate to the employee's developmental needs. The paper develops a framework for examining the supervisor's ethical responsibility to facilitate employee development and provides guidelines for managing these transitions.

Employer Attitudes, Training, and Return-to-Work Outcomes: A Pilot Study

This work was concerned with investigating and changing employer attitudes and practices that impede return to work and rehabilitation for injured workers. Prior studies have shown that employer responses to workers reporting work-related musculoskeletal discomfort have significant and independent effects on disability outcomes. Based on these findings, a pilot training program was developed by occupational rehabilitation specialists to improve the response of supervisors to employees reporting work-related injuries. The training was delivered to 108 supervisors at seven southeastern New Hampshire companies that volunteered to participate. A survey was developed and pilot-tested, then administered before the training. Survey participants were employees who had work-related injuries in the past year. The survey asked about types and onset of injury, specific supervisor responses, and overall impression of supervisor interaction at the time of injury. Employee responses before the intervention were compared with those collected from workers who reported injuries after the training. The postintervention results demonstrated significant decreases in supervisors (1) blaming employees for the injury, (2) not taking the condition seriously, and (3) discouraging the worker from filing a claim. Positive trends in confidentiality of discussions, access to medical care, and accommodation and work modifications were also noted. Although anecdotal reports from the companies indicated a consistent decrease in work-related lost time after the intervention, actual verification was not possible, and other components of the intervention may have accounted for this outcome. Small numbers of cases and possible lack of comparability of cases before and after the intervention are significant limitations. However, rehabilitation professionals may be able to improve disability management practices and accommodations through employer education, especially when training is directed toward front-line supervisors.