A relational model of supervision for applied psychology practice: professional growth through relating and reflecting

Supervision is a critical component of initial training and continuing professional development for applied psychology practitioners, and effective supervision is significantly related to the quality of the relationship between supervisor and supervisee. The core task of supervision is to engage in a relational process that provides containing and security, thus facilitating professional growth through reflection on experience. Two key arguments are proposed in this paper: (i) models that support theory-to-practice connections are essential for both supervisees and supervisors and (ii) models informed by psychological theory that place relating and reflecting at the heart of the supervisory process promote practitioner development and effective outcomes for clients. One model – the Relational Model of Supervision for Applied Psychology Practice (RMSAPP) – is outlined, and the systemic, psychodynamic and attachment lenses privileged within it are explored. The paper concludes with the strengths and challenges of the model, along with suggestions for future research directions.     

Conceptualizing Organizational Dimensions of Instructional Supervisory Practice: Implications for Professional Learning Environments in Schools

This study explored the organizational nature of the professional learning environments of teachers, administrators, and other peer professionals in schools. A conceptual model of the organizational structure and effects of instructional supervisory practices was developed to guide the empirical investigation. The model is based on an organizational conception of instructional supervision in which the variety of supervisory behaviors, interactions, and decision making engaged in by school personnel contributes to a unique organizational/supervisory (O/S) climate infusing a school's professional learning environment. Six meaningful dimensions of O/S climate were empirically derived. Climate variable linkages to various indices of school effectiveness were posited and explored using quantitative and qualitative methods. The study's qualitative findings revealed additional school-level, organizational context factors which further explicated the O/S climate and professional learning environment constructs and quantitative supervisory climate/effectiveness linkages identified in the study's original conceptual model. This revised version was published online in July 2006 with corrections to the Cover Date.     

A Contextual-Functional Meta-Framework for Counselling Supervision

In this paper, an approach to clinical supervision, entitled the Contextual-Functional Meta-Framework (CFM), is developed and articulated, based on a consideration of current literature and the author??s extensive practice experience. First, the context for the development of the CFM, and its formative influences, are examined, followed by a review of its six main components: the administrative context in which supervision takes place; the culture infused supervisory working alliance; nine supervisory functions; the supervisor??s and supervisee??s theory of change; the service delivery system; and the phase of counsellor development. Finally, future avenues for the model??s ongoing development and evaluation are discussed. As a meta-framework for the development of one??s personal approach to supervision, rather than a model of supervision, the CFM provides a transtheoretical heuristic for clinical supervisors to develop their personal approach the supervision.     

Promoting Affirming School Athletics for LGBTQ Youth Through Professional Development

ABSTRACT

While physical activity provides ample social-emotional, behavioral, and academic benefits, many lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth experience bullying, discomfort, and feelings of exclusion in school athletic settings. Authors conceptualize a professional development model entitled School Athletics for Everyone (SAFE). Within this model, physical education teachers are supported in gaining a more comprehensive understanding about the struggles experienced by LGBTQ youth in athletic settings and, subsequently, the ways in which they can be supported through data-based consultative and professional development efforts to promote more affirming and inclusive practices. The role of the school mental health professional is crucial in facilitating content delivery and consultation. Authors review the empirical foundations for this model, provide a case example, and disseminate relevant resources for practitioners. Future directions for research are also discussed.     

The Intern’s Experience as Supervisor: Managing Resistance,Identification, and Countertransference While Feeling Insecure

This article focuses on the experiences of predoctoral interns supervising the clinical work of less experienced externs in psychology and social work as part of a training program in a large university counseling center. After 4 years of running a relationally based supervision of supervision group, the authors believe that providing supervision during internship year to less advanced trainees and being supervised on the experience is a viable approach to develop supervisory competence and a highly valued aspect of internship training. However, we have also noticed that some well-known hindrances to effective supervision may be significantly exacerbated as intern and extern struggle with their new roles as supervisor and therapist. Several examples of these interns’ supervisory struggles are presented in the context of the concepts of resistance, identification, and countertransference. Naming and working through these obstacles to supervision, including feelings of rivalry that emerge between trainees who are close in professional development, are crucial to the success of these supervisory pairings.     

Women and professional development in higher education: A search for understanding

Abstract

Participation in professional development related to teaching is higher for female academics than for male academics at the University of Canberra. There is some evidence that this trend is widespread although variable across different universities and professional development activities. Various explanations are suggested as to why this occurs, including: that more teaching in universities is done by women than men; that women are naturally more committed to teaching than men; that structural inequities cause women to be more concentrated in the lower academic ranks and, therefore, more involved in teaching‐related activities; that women more than men believe professional development is important to enhance their teaching practice; that they are less confident in their academic role than men; that they feel more alienated and isolated in their work environment; and, that they are seeking role models and mentors. The paper explores these various explanations and suggests that a combination of factors probably causes the observed differential participation by women in professional development activities. What is more important than a search for explanations is an acknowledgment of the need to value and reward such behaviour. The paper concludes with an argument for valuing women's emphasis on teaching and their continued involvement in professional development related to teaching.     

Effects of Supervisors' Sex,Focus, and Experience on Preferences for Interpersonal Power Bases

The authors examined the effects that supervisor's sex, amount of supervisory experience, and supervisory focus had on preferences for the referent, expert, and legitimate power bases. Supervisors from seven counseling center training programs (20 women, 36 men) rated the utility of responses reflecting each power base in enhancing the professional development of a female trainee. Results indicated that men preferred the referent power base to a greater extent than did women and that supervisors with relatively little experience preferred the referent power base to a greater extent than did supervisors with more experience. Supervisors who focused on trainee self-awareness preferred the expert power base to a greater extent than did supervisors who focused on the trainees' conceptualization skills. Significant differences were not found in the preferences for the legitimate power base. Results were discussed in terms of differences between counseling and supervisory-relationships and the characteristics of each power base.     

Relationship dimensions in the professional supervision of psychology graduates: supervisee perceptions of processes and outcome

The professional supervision of new graduates to ensure both their effectiveness with clients and their personal learning and development is a common feature of a range of human services contexts. This study investigated psychology supervisees’ perceptions of relationship processes and outcomes in professional supervision. The relationship constructs of supervisor support, challenge and openness were investigated and related to the outcome variables of supervisee anxiety and perceived effectiveness of supervision. Psychology graduates (n=261) involved in the process of professional supervision for registration responded to a mail survey regarding the quality of their supervisory relationship. Findings established the relationship dimensions of levels of supervisor challenge, supervisor support and supervisor openness as independent but related constructs. Supervisees’ perceptions of supervisor support and openness predicted their perceptions of supervisor effectiveness. Supervisees’ perceptions of level of supervisor challenge predicted their self-reported levels of evaluative anxiety or defensiveness in the supervisory process.     

Faith Development Theory as a Context for Supervision of Spiritual and Religious Issues

Although there is a growing interest in spirituality and religious issues in counseling, little has been written for the supervisor. This article addresses this need by demonstrating how J. Fowler's (1981) model of faith development stages can inform supervisory work with spiritual and religious issues. Faith Development Theory is a growth‐oriented approach to spiritual and religious development that focuses on adaptive rather than pathological qualities and fits well with developmental models of supervision. Fictitious scenarios illustrate the utility of J. Fowler's (1981) theory for working with spiritual and religious issues that surface in supervisory contexts.     

Using Self-Study to Develop a Third Space for Collaborative Supervision of Master's Projects in Teacher Education

Teacher education is constantly being renewed in response to continuous social, economic and technological changes. In 2008, teacher education in Iceland was extended from a three-year to a five-year master's degree program and this significantly increased the number of students at the master's level. To respond to these changes, 3 university-based teacher educators organized collaborative supervisory meetings for 18 master's students during the school years 2012–2014. We used self-study methodology to analyze our progress and inspire our development as supervisors. The goal was to gain a better understanding of how we learn together in collaborative supervision and to develop, adapt, and change our teaching and learning practices. Data included reflective notes and journals, recordings of students' and supervisors' meetings, e-mails, tickets out of class, and material from Moodle. Constant analysis of data was conducted with personal reflection and collective discussion, using theories to scrutinize data. Our findings show that, by working together on supervisory issues, we expanded our resources, strengthened our collaboration and trust, developed our professional identities, and improved our collective supervisory efficacy. We discovered that self-study provided an in-between space for us to explore cultures, roles, and visions as we collaboratively contested, defined and recreated our roles as supervisors.     

不完全信息条件下证券交易所经营与监管协调激励绩效研究

借助委托代理理论,在信息不完全的条件下,分析交易所协调激励专业管理层多任务努力的最优与次优激励问题。研究表明,当专业管理层执行监管任务的难度高于其执行经营任务的难度时,如果交易所要协调激励专业管理层在经营与监管任务上的努力,交易所需要付出比完全信息时更高的协调激励成本。     

Negotiating the "Rackety Bridge" — a Dynamic Model for Aligning Supervisory Style with Research Student Development

Postgraduate research student supervision is examined with the aim of developing a model of the supervisory relationship to improve practice by encouraging a more proactive role for students. The term "competent autonomy" is defined and argued to be a universal objective of the PhD. A tentative "supervisor/student alignment model" based on the development of this objective is proposed. It draws upon some features of earlier models but stresses the need for a dynamic alignment of supervisory style with the student's degree of development. Operationalised as a tool and tested empirically, it was found to encourage students to periodically reflect on and discuss their needs as competent autonomy is developed. Feedback is presented from a group of PhD students with whom the tool has been used at approximately 6 monthly intervals for up to three years to deliver supervision aligned to their dynamic needs.     

The development of personal,intercultural and professional competence in international field experience in initial teacher education

This paper reports a qualitative case study of four preservice student teachers’ professional learning experiences in an international field experience programme situated in the language and cultural immersion component of a PGDE(Primary) Programme in Hong Kong. Two of the student teachers undertook the international field experience in Australia and Canada. The other two had their “non-local” field experience in mainland China1. The findings reveal student teachers' development in personal and intercultural competence in cross-cultural experiences. Their professional learning experiences in the action context, socio-professional context, and supervisory context of the cross-cultural school settings, and their reflection upon these experiences constituted the development of their professional competence. Suggestions for improvement of the international field experience programme and implications for future research are discussed.     

The Character and Quality of Supervisory Discourse: linking the beliefs and actions of supervisors

In a previous study, an outline for a model of supervision in action was presented. This model of action presented four fields of knowledge of which a supervisor must have a conception: theory of teaching, content knowledge of teaching, development of student teachers’ personality and interaction. This model is one of the starting points of the empirical inquiry this paper is dealing with. The supervisors’ model of action is based on the idea that the underlying assumptions modify the action of the supervisor in the supervisory situation. There is a knowledge base and a belief system about the fields of knowledge that operationalize in the supervisory action. The knowledge base and the belief system are connected to the personal theory of education which is dynamic in nature. The purpose of this study is to explain and understand the form and substance of the discourse during the supervisory post‐observation conferences in an elementary student teaching program at the University of Helsinki. Another purpose is to understand what kind of belief systems and thought processes it reflects upon.     

A Behavioral Model for the Practicum Supervision of Counselor Candidates

This article presents a behavioral model of supervisor behavior for the counseling practicum that involves supervisor, counselor, and client. Five identifiable stages in supervision are presented: (a) the initial session, (b) the development of a facilitative relationship, (c) goal identification and determination of supervisory procedures, (d) the use of supervisory techniques and procedures, and (e) termination and follow-up. This supervisory process between supervisor and counselor is related to the counseling process between counselor and client.     

Development of an instrument for exploring preservice technology teachers’ maker-based technological pedagogical content knowledge

With the development of the maker movement, more and more teachers are applying a broad range of technological tools in their pedagogy, instead of only information technology. This study details the development and validation of the Teachers Maker-based TPACK Survey Instrument (TMTSI), a revised model designed to measure technology teachers’ maker-based technological pedagogical content knowledge (TPACK) in utilizing maker-based tools to support their teaching. We recruited 165 preservice secondary technology teachers in Taiwan for this study and confirmatory factor analysis was applied to validate the instrument. Our findings suggest that TMTSI provided a valid and highly reliable research-based instrument that also serves as a professional development model to help scaffold the development of K-12 technology teachers. This paper details the theoretical foundations of TMTSI, reports on its reliability and validity, and discusses the application and implications of TMTSI for teacher education and professional development.     

Supporting presence in teacher education: The connection between the personal and professional aspects of teaching

This study follows one individual student teacher during a period of one single school year in which she was supported in developing ‘presence’ while teaching. The notion of ‘presence’ was formulated by the teacher herself, and coincides with the growing interest in this aspect in psychology, and in theories about becoming a teacher. In her supervision, the so-called core reflection approach was used, which strongly builds on the concept of presence and on positive psychology. Based on analyses of audio taped supervisory sessions, six stages were identified in the teacher's development. These stages are described and related to theories about positive psychology and core reflection. The supervisor's interventions leading to the transitions between the stages were identified, analysed, and related to key principles of core reflection. It appeared that the teacher's growth not only led to experiencing ‘presence’ while teaching, but also to a greater use of her personal qualities. Taken together, it appeared that after the supervision the teacher was much more ‘in flow’, and that she was more effective as a teacher. In this article, both the teacher's growth and the supervisor's interventions are described in detail, and illustrated using quotations from supervisory sessions, logbooks, and interviews. A case is made for connecting professional and personal aspects in supervising student teachers.     

我国独立审计存在的问题、成因及对策

我国独立审计存在审计法律责任的制度缺失、审计职业道德失范、审计风险意识缺乏、审计监督机制失效等问题。产生的原因有:独立审计不独立;审计失信成本低;审计舞弊难起诉;审计违规处罚轻;审计环境比较差;地方政府庇护。解决这些问题,应重构独立审计的法律责任制度,增强审计人员的法律意识;构筑独立审计职业道德体系,加强审计职业道德教育;建立政府监管机制,重塑独立审计的良好形象;完善行业自我监管机制,规范独立审计的执业行为。     

教师发展的内涵、承载与实践价值探析

教师发展的内涵是在教育实践和专业发展的进程中形成的,教师教育的开放、多维与可持续性特征为教师发展的终身性和自主性提供了基础和平台。教学中知识的传承、班主任管理工作以及教育科研体现出教师发展的实践价值取向。