A Comment on “An Empirical Investigation of the Construct Validity of Empathic Understanding Ratings”

The data reported by Avery and his colleagues do not support their challenge to the construct validity of empathic understanding ratings. It is argued here that empathic understanding ratings should demonstrate “correspondence” and independence. Since the results of Avery et al. are indicative of these factors. their conclusion is unwarranted.     

Voices of Care and Justice in Clinical Supervision: Issues and Interventions

The article by Twohey and Volker (1993) provides a useful point of departure for discussing gender bias in supervision and for offering suggestions for supervisors.     

From Administering to Leading a School: challenges in German- speaking countries

Schools in German-speaking countries presently experience transforming changes from a managerial style of administration towards a leadership which meets contemporary challenges. This can be seen in three areas: school development, professional development and the schools' opening up towards their environment. For quite some time the relationship between ‘leaders’ and ‘followers’ could not be dealt with productively because of the negative connotations of the German word ‘Fu¨hrung’. Nonetheless, researchers argue that leadership is an important concept in the ongoing debate. More recently leadership has gained ground in the learning school movement, since the need for reflection on the systemic relationship between actors involved in school improvement has become a constituent element. Teachers are faced with the challenge of reconceptualising their professional personal image integral to the larger whole, which is the school, and so redefining and extending their tasks within this context. As a consequence in everyday work the dimensions of ‘sollen’ and ‘wollen’ (duty and desire) provide a creative space for leadership activities.