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Academic literature on the topic 'Psychologists Supervision of Australia'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Psychologists Supervision of Australia"

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Ding, Nina, and Janene Swalwell. "School Psychology and Supervision in Australia." Educational and Developmental Psychologist 35, no. 1 (April 26, 2018): 1–17. http://dx.doi.org/10.1017/edp.2018.2.

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Clinical supervision is an essential feature of high-quality psychological practice. However, it has been under-investigated within the field of school psychology and particularly in Australia. An overview of the field of school psychology, its clinical supervision, and its use by school psychologists is provided. Past literature has suggested inadequate engagement with supervision among these practitioners. In order to examine current work contexts and supervision experiences, 77 school psychologists were surveyed. Engagement in supervision appears to have markedly increased since the Australian Health Practitioner Regulation Agency (AHPRA) Continuing Professional Development mandates in 2010. However, the data indicated that further organisational and policy support of school psychologists is warranted.
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Gilmore, Linda, Janet Fletcher, and Alan Hudson. "A Commentary on the Current and Future Status of Educational and Developmental Psychology in Australia." Australian Educational and Developmental Psychologist 30, no. 1 (May 28, 2013): 1–12. http://dx.doi.org/10.1017/edp.2013.6.

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Educational and developmental psychology faces a number of current and future challenges and opportunities in Australia. In this commentary we consider the identity of educational and developmental psychology in terms of the features that distinguish it from other specialisations, and address issues related to training, specialist endorsement, supervision and rebating under the Australian government's Medicare system. The current status of training in Australia is considered through a review of the four university programs in educational and developmental psychology currently offered, and the employment destinations of their graduates. Although the need for traditional services in settings such as schools, hospitals, disability and community organisations will undoubtedly continue, the role of educational and developmental psychologists is being influenced and to some extent redefined by advances in technology, medicine, genetics, and neuroscience. We review some of these advances and conclude with recommendations for training and professional development that will enable Australian educational and developmental psychologists to meet the challenges ahead.
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Watt, Helen M. G., John Ehrich, Sandra E. Stewart, Tristan Snell, Micaela Bucich, Nicky Jacobs, Brett Furlonger, and Derek English. "Development of the Psychologist and Counsellor Self-Efficacy Scale." Higher Education, Skills and Work-Based Learning 9, no. 3 (August 12, 2019): 485–509. http://dx.doi.org/10.1108/heswbl-07-2018-0069.

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Purpose The purpose of this paper is to develop a professional self-efficacy scale for counsellors and psychologists encompassing identified competencies within professional standards from national and related international frameworks for psychologists and counsellors. Design/methodology/approach An initial opportune sample of postgraduate psychology and counselling students (n=199) completed a ten-minute self-report survey. A subsequent independent sample (n=213) was recruited for cross-validation. Findings A series of exploratory analyses, consolidated through confirmatory factor analyses and Rasch analysis, identified a well-functioning scale composed of 31 items and five factors (research, ethics, legal matters, assessment and measurement, intervention). Originality/value The Psychologist and Counsellor Self-Efficacy Scale (PCES) appears a promising measure, with potential applications for reflective learning and practice, clinical supervision and professional development, and research studies involving psychologists’ and counsellors’ self-perceived competencies. It is unique in being ecologically grounded in national competency frameworks, and extending previous work on self-efficacy for particular competencies to the set of specified attributes outlined in Australian national competency documents. The PCES has potential utility in a variety of applications, including research about training efficacy and clinical supervision, and could be used as one component of a multi-method approach to formative and summative competence assessment for psychologists and counsellors. The scale may be used to assess students’ perceived competencies relative to actual competency growth against national standards, and to identify trainees’ and practitioners’ self-perceived knowledge deficits and target areas for additional training.
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Mak, Anita S., and Tamara L. Shaw. "Perceptions of Intercultural Social Challenges: Towards Culturally Competent Counselling Practice." Journal of Psychologists and Counsellors in Schools 25, no. 2 (July 2, 2015): 183–99. http://dx.doi.org/10.1017/jgc.2015.13.

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Increasing ethnic and cultural diversity worldwide and especially in Australia requires that psychologists and counsellors cultivate the knowhow to interact and work effectively with clients and stakeholders in cross-cultural contexts. This study aimed to identify and compare themes regarding challenging intercultural social scenarios experienced by supervising, practising and intern psychologists. Transcripts from five focus groups were open-coded on four occasions and the final themes compared with the EXCELL (Excellence in Cultural Experiential Learning and Leadership) program's six key sociocultural competencies (Mak, Westwood, Barker, & Ishiyama, 1998). We found that many challenges reported by psychologists (regardless of their qualifications) were related to difficulties — for psychologists and clients — in executing one or more of key sociocultural competencies: seeking help or information, participating in a group, making social contact, giving feedback, refusing a request, and expressing disagreement. We also identified barriers to cultural competence in therapeutic relationships, including cultural identity issues, needing to address difficulties in intimate relationships, cultural variation in values/beliefs/social norms, mismatched expectations, psychologists’ perceived deficit in intercultural training, and challenges in self-reflection. Based on our findings, we propose a model of culturally competent counselling practice and discuss implications for counsellor and psychologist training, and for future research.
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Murray-Harvey, Rosalind, and Phillip T. Slee. "EDITORIAL." Australian Journal of Guidance and Counselling 23, no. 2 (September 20, 2013): iii—v. http://dx.doi.org/10.1017/jgc.2013.25.

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Welcome to the special edition on wellbeing and the prevention of violence in young people. This edition is special in two ways. It is the first edition since the name change of the Australian Guidance and Counselling Association (AGCA) to the new name of Australian Psychologists and Counsellors in Schools (APAC). Second, this edition has been supported by the Flinders Centre for Student Wellbeing & the Prevention of Violence (SWAPv; http://www.flinders.edu.au/ehl/swapv/), which draws together a number of major streams of research being undertaken within Flinders University, situated in Adelaide, South Australia. The Centre also calls upon the expertise of staff members in other parts of the faculty and across the university, in collaboration with national and international researchers and colleagues. The work of the Centre focuses on research that spans the fields of mental health and wellbeing, and violence prevention, primarily in education settings. The Centre is dedicated to making a difference to the wellbeing of young people's lives, focusing on promoting mental health and preventing violence in educational settings. The Centre represents the multiple research, consultancy, professional learning and higher degree research supervision interests of its members, and is broadly inclusive of a rich and varied mix of approaches to undertaking research in the particular fields that provide the foci of the Centre.
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Nolan, Anna. "Supervision for Educational Psychologists." Educational Psychology in Practice 15, no. 2 (June 1999): 98–107. http://dx.doi.org/10.1080/0266736990150205.

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Pomerantz, Michael. "Educational psychologists and supervision." DECP Debate 1, no. 104 (November 2002): 9–10. http://dx.doi.org/10.53841/bpsdeb.2002.1.104.9.

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HARPER, DAVID. "Assistant Psychologists and Supervision*." Clinical Psychology Forum 1, no. 26 (April 1990): 33–36. http://dx.doi.org/10.53841/bpscpf.1990.1.26.33.

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Crespi, Tony D., and Barbara A. Fischetti. "Clinical Supervision for School Psychologists." School Psychology International 18, no. 1 (February 1997): 41–48. http://dx.doi.org/10.1177/0143034397181004.

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Fischetti, Barbara A., and Tony D. Crespi. "Clinical Supervision for School Psychologists." School Psychology International 20, no. 3 (August 1999): 278–88. http://dx.doi.org/10.1177/0143034399203003.

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Dissertations / Theses on the topic "Psychologists Supervision of Australia"

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Bell, Francesca A. "The requirement to be fit and proper: What does it mean to Australian psychologists?" Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/2072.

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The phrase fit and proper is used in the Health Practitioners Regulation National Law Act (Qld), 2009, which came into effect nationally in 2010 and governs psychologists. As with previous legislation that used the phrase, the legislator does not define fit and proper, leaving it up to each profession to determine its exact meaning and inform the courts accordingly. A review of the literature established that to date no Australian psychologist has attempted to define the construct. This means that Australian lawyers do not get any guidance from psychologists regarding how they should interpret the phrase fit and proper in relation to psychologists. Ideally, however, the beliefs of psychologists as a group should inform any definition of what constitutes a fit and proper psychologist. In the absence of such research, the purpose of this study was to determine Australian psychologists’ understanding of the construct. During Stage One, semi-structured interviews with 16 Western Australian psychologists explored what they considered constituted a fit and proper psychologist. Using a grounded theory approach, the data analysis revealed 2 superordinate components to fitness and propriety. Participants believed that a fit and proper psychologist had 11 person features. These person features could be split into 3 categories, namely capability, character, and conduct. The second component, termed system issues contained the categories of selection and screening, monitoring, regulation, and prevention and remediation. The aim with Stage Two was to determine whether other Australian psychologists agreed that the 11 person features described a fit and proper psychologist, and if they did, how they ranked them. A cognitive interviewing strategy was employed to add rigour to the design of a questionnaire and to provide confirmation of the person features constructed from the Stage One interviews. The cognitive interview process established that 2 of the original 11 person features were too broad. As a result, both of these features were split into two, giving a total of thirteen person features that were included in the questionnaire. A representative sample of 226 Australian psychologists completed the questionnaire that collected both qualitative and quantitative data. Participants classified 8 features as critically important and 5 as important features of a fit and proper psychologist, with self-awareness ranked as the most important feature. An analysis of the qualitative data revealed a third superordinate component, termed moderators. Moderators, such as impact on practice, alter each person feature from a black and white concept to a nuanced and more complex one. Moderators build flexibility into the person features and allow for the role of each in fitness and propriety to alter according to a psychologist’s life stage and circumstance. Australian psychologists believe that a fit and proper psychologist exists in a professional system comprising psychologists themselves and bodies that perform a variety of functions related to the establishment, development, and regulation of standards in the profession. A fit and proper psychologist possesses 13 key person features that can be maintained because of moderating factors. This understanding has implications for psychologists, service users, regulators, and the judiciary.
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Cheasley-Rau, Veronika. "Supervision experiences of qualified clinical psychologists." Thesis, Bangor University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311385.

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Lovell, Colleen. "Supervisee experiences of poor and harmful clinical supervision." Swinburne Research Bank, 2007. http://hdl.handle.net/1959.3/22376.

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Thesis (DPsych (Counselling Psychology)) - Swinburne University of Technology, 2007.
Submitted to Swinburne University of Technology, in partial fulfilment of the requirements for the Professional Doctorate of Psychology (Counselling) - 2007. Typescript. Includes bibliographical references (p. 210-218).
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Goodwin, Catherine. "Trainee clinical psychologists' perceptions of their supervision needs." Thesis, Cardiff University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430198.

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Roberts, Brenda. "Clinical psychologists on clinical supervision : a Delphi survey." Thesis, Open University, 2000. http://oro.open.ac.uk/58077/.

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Background and aims In the context of historical tensions from different epistemologies and traditions, and contemporary needs for guidance and clarity, the DCP has noted `an emerging consensus' on the desirability for career long engagement in clinical supervision for clinical psychologists. The study attempts to measure this consensus and investigate current practices and beliefs. Design and participants A three-round Delphi survey was used, initially gathering semi-structured accounts of panelists' views and subsequently inviting more precise responses to a questionnaire derived from those accounts. The participants were 53 clinical psychologists, selected on the basis of their presumed interest or expertise in supervision. Measures Materials were developed for the study: - PPI collected personal and professional information, - DQI collected semi-structured accounts of opinions concerning various aspects of supervision, - DQ2 was a 62-item questionnaire derived from DQI material. Results Most panelists were both giving and receiving supervision. There was broad agreement on most issues, including the desirability of universal engagement in supervision for clinicians, the primacy of the supervisory relationship, the need for preparation for the roles of both supervisor and supervisee, and the necessity to identify supervision as an activity distinct from both management and therapy. In contrast there was little agreement on how supervision is most appropriately related to either management or therapy, nor on the relative importance of personal therapy and supervision in the training of competent therapists. Implications Most panelists were deeply engaged in both the provision and the receipt of supervision, which supports current DCP policies, but the culture is not yet strong enough to guarantee that all clinicians will he offered it routinely. More theoretical research is needed to develop models of supervision which will not assume that psychotherapy is its only legitimate focus, but will pay due heed to the wide range of tasks undertaken by both clinical psychologists and their supervisees.
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Kucer, Priscilla Naomi. "Effect of Clinical Supervision on Job Satisfaction and Burnout among School Psychologists." Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10742692.

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This study examined the effect of clinical supervision on job satisfaction and burnout among school psychologists in large urban school districts in Florida. The theory of work adjustment, Maslach and Jackson’s three-dimensional model of burnout, and Atkinson and Woods’s triadic model of supervision were the theoretical foundations and/or conceptual frameworks used in this study. The two research questions that guided this study addressed the effect of the receipt of clinical supervision on job satisfaction and burnout among school psychologists in large urban school districts. The study was conducted with a convenient sample of 75 school psychologists from a target population of 330 who were primarily working as practitioners within the school districts. An online survey was created with demographic questions, the short-form Minnesota Satisfaction Questionnaire (MSQ-sf), and the Maslach Burnout Inventory–Educators Survey (MBI-ES). The MSQ-sf has an overall scale of job satisfaction that was computed. The MBI-ES is comprised of three subscales: emotional exhaustion, depersonalization, and personal accomplishment. The subscale total scores were calculated for each MBI-ES dimension. The Mann-Whitney U test revealed no statistically significant difference in job satisfaction between the two groups (U = 736, z = 1.783, p = .075). The MANOVA did not reflect a significant difference in burnout between the two groups, F(3,71) = .657, p = .581; Pillai’s Trace = .027; partial η2 = .027.

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Hawley, Gael. "An interpretative phenomenological study exploring Educational Psychologists' experiences of facilitating group supervision." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/22042/.

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Rawlings, Emma. "Educational psychologists' experience of taking part in group supervision : a phenomenological study." Thesis, University of East London, 2013. http://roar.uel.ac.uk/3977/.

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This study offers an insight into eight educational psychologists’ (EPs) experiences of being supervised in a group. Two males, six females (aged between 29 and 64), working as EPs in one of two local authorities in England took part in semi-structured interviews. Their experience as EPs ranged from one year to 36 however they all had a minimum of one year of experience of group supervision. Transcripts of the interviews were analysed using Interpretative Phenomenological Analysis (IPA), a qualitative methodology. Researchers using IPA are interested in the individual and see those individuals as experts in their own experience. In a model by Hawkins and Shohet (2006) commonly known as the ‘Seven Eyed Model of Supervision’, a multi layered approach to supervision is suggested. This dovetails with Adair’s (1986) Functional Management Approach of effective groups which talks of groups needing to attend to the individual, group and task needs in unison. These models are at the heart of this study which found that the experience of EPs in group supervision can also be considered as a three layered experience where the PURPOSE, PROCESS and PERSONAL NEEDS, the three Ps of group supervision, are simultaneously interacting. This thesis was produced at a time where, once again, educational psychologists were faced with huge changes in the education system. I anticipate that group supervision across the children’s workforce will become an area of rapid growth and educational psychologists are well placed to be at the heart of this growth. However for this to happen we need to ensure that group supervision is not misunderstood and, therefore, the findings of this study offer a unique opportunity in understanding what it feels like to be supervised in a group.
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Lindberg, Tara. "Peer Support Among School Psychologists in Urban School Districts." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468793217.

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Malins, Samuel. "Clinical psychologists' experiences of addressing spiritual issues in supervision : an interpretative phenomenological analysis." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12215/.

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Background: Psychological therapists have found spirituality a complex and confusing subject to work with in therapy and research (e.g. Jackson & Coyle, 2009). However, little is known about the role supervision may play in maintaining or resolving this situation (Miller, Korinek & Ivey, 2006). Aim: To explore how clinical psychologists address spiritual issues in supervision, using the qualitative methodology of Interpretative Phenomenological Analysis (IPA, Smith, 1996). Method: Semi-structured interviews were conducted with a purposive sample of seven clinical psychologists who had addressed or attempted to address spiritual issues in supervision. Results: Three superordinate themes emerged from data analysis: The Ineffable Nature of Spirituality: How and why spirituality is difficult to put into words; Struggles with Spirituality: Consequent interpersonal and intrapersonal tensions; Negotiating Struggles: How participants managed the difficulties faced. Conclusions Whereas previous literature has implied that spirituality itself can be the “elephant in the room”, this study suggests the “elephant” is the inherent struggle involved when addressing spirituality in therapy and supervision. Engaging with spirituality in supervision requires ongoing management of tensions related to spirituality. Making implicit processes in supervision explicit may facilitate this process.
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Books on the topic "Psychologists Supervision of Australia"

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Nolan, Anna. Supervision for educational psychologists. London: University of East London, 1996.

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Saville, James. Supervision in Australia. 2nd ed. South Melbourne: Macmillan Co. of Australia, 1990.

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Clinical supervision: A competency-based approach. Washington, DC: American Psychological Association, 2005.

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Strengths-based supervision in clinical practice. Thousand Oaks: SAGE, 2013.

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1947-, Clarkson Petrūska, ed. Supervision: Psychoanalytic and jungian perspectives. London: Whurr Publishers, 1998.

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Fall, Marijane. Clinical supervision: A handbook for practicioners. Boston: Pearson A & B, 2004.

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Okobiah, Otete C. Practicum in counselling: Training and supervision. Nsukka: Hallman Publishers, 1992.

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A, Falender Carol, Shafranske Edward P, Falender Carol A, and American Psychological Association, eds. Casebook for clinical supervision: A competency-based approach. Washington, DC: American Psychological Association, 2008.

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Harvey, Virginia Smith. Professional development and supervision of school psychologists: From intern to expert. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2008.

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Bernard, Janine M. Fundamentals of clinical supervision. 4th ed. Upper Saddle River, N.J: Merrill, 2009.

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Book chapters on the topic "Psychologists Supervision of Australia"

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Swalwell, Janene, and Virginia Smith Harvey. "Provision of Supervision and School Psychologists’ Self-Care." In Handbook of Australian School Psychology, 737–55. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45166-4_39.

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Knapp, Samuel J., and Leon D. VandeCreek. "Clinical supervision." In Practical ethics for psychologists: A positive approach., 217–29. Washington: American Psychological Association, 2006. http://dx.doi.org/10.1037/11331-015.

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Janeck, Amy S., and Steven Taylor. "Training and Supervision of Clinical Psychologists." In Thinking Like a Policy Analyst, 109–24. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403980939_6.

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Morrissey, Jean. "Training supervision." In The Handbook of Professional, Ethical and Research Practice for Psychologists, Counsellors, Psychotherapists and Psychiatrists, 232–45. 3rd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429428838-19.

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Newman, Daniel S. "DEP Applied to Supervision of Credentialed Psychologists and Psychological Services." In Supervision in School Psychology, 429–56. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003242222-20.

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Bornstein, Jackie, and Margot Prior. "A History of ‘Psychologists for Peace’ in Australia." In Peace Psychology in Australia, 71–86. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-1-4614-1403-2_5.

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Tipping, Susannah, and Siew-Fang Law. "Australian Peace Psychologists at Work: From Theory to Practice." In Peace Psychology in Australia, 243–60. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-1-4614-1403-2_14.

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Lopez-Williams, Andy. "RxP Training Informs the Practice of Supervision of Nonpharmacologically Trained Mental Health Practitioners." In Pediatricians and Pharmacologically Trained Psychologists, 285–300. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7780-9_16.

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Shaw, Elisabeth. "Working with trauma – implications for supervision and professional ethics." In Humanising Mental Health Care in Australia, 292–304. Abingdon, Oxon; New York, NY: Routledge, 2018.: Routledge, 2019. http://dx.doi.org/10.4324/9780429021923-22.

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Bernard, Michael E., Maurice Elias, Perry Bell, Joseph Ferrito, and Kristina Langione. "Social and Emotional Learning: Role of School Psychologists in Australia." In Handbook of Australian School Psychology, 503–19. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45166-4_25.

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Conference papers on the topic "Psychologists Supervision of Australia"

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Spitsyna, Larysa. "System supervision tasks for practicing psychologists at the initial stage of professional activity." In III INTERNATIONAL CONFERENCE ON MENTAL HEALTH CARE “Mental Health: Global challenges of XXI century”. NDSAN (MFC - coordinator of the NDSAN), 2019. http://dx.doi.org/10.32437/pscproceedings.issue-2019.ls.28.

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Telmanova, Elena V. "Educational supervision as a factor in increasing novice psychologists’ awareness of their future profession." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2021. http://dx.doi.org/10.33910/herzenpsyconf-2021-4-80.

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Peden, Amy E., and Richard C. Franklin. "PW 1060 Understanding lapses in supervision of children 0–4 years who drowned in australia." In Safety 2018 abstracts. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/injuryprevention-2018-safety.418.

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Wu, Linlin, Binan Shou, Tiejun Xie, Zhaohui Chen, and Ping Xu. "Classification Method in Chinese Supervision Regulation on Safety Technology for Stationary Pressure Vessel." In ASME 2010 Pressure Vessels and Piping Division/K-PVP Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/pvp2010-25906.

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Pressure vessels, which are widely used in various industries, have different levels of hazards. In order to provide different technical requirements for vessels with different levels of hazards, classification of pressure vessels is necessary and supervision and administration should be carried out by category. The aim of this paper is to introduce a simple and rational classification method presented in the new version of Chinese Supervision Regulation on Safety Technology for Stationary Pressure Vessel, which specifies that the stationary pressure vessels should be classified according to the design pressure, volume, and fluid type. The classification methods of European Union and Australia are also described in this paper.
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Kulinchenko, Alina V., and Valentin A. Shapoval. "Comparative analysis of the subject-professional identity of future psychologists of the Ministry of Internal Affairs in different years of training in an educational institution under the ministerial supervision." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-49.

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Penman, Joy, and Glenna C Lear. "Over Mountain Tops and Through the Valleys of Postgraduate Study and Research: A Transformative Learning Experience from Two Supervisees’ Perspectives [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4547.

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Aim/Purpose: [This Proceedings paper was revised and published in the journal "Issues in Informing Science and Information Technology,"16, 21-40.] The purpose of this paper is to illuminate the learning that happens in assuming a supervisee’s role during the postgraduate study. Background: The facilitators and barriers students encountered while pursuing postgraduate studies, strategies to achieve success in postgraduate studies, and how to decrease attrition rates of students, have been sufficiently explored in literature. However, there is little written about the personal and professional impact on students when they are being supervised to complete their postgraduate studies. Methodology: Autoethnographic method of deep reflection was used to examine the learning that transpired from the supervisee’s perspective. Two lecturers (a Senior Lecturer in Nursing and an Aboriginal Tutor) focused on their postgraduate journeys as supervisees, respectively, with over 30 years of study experience between them, in Australia and abroad. Contribution: Future postgraduate students, researchers, would-be supervisors and experienced supervisors could learn from the reflections of the authors’ postgraduate experiences. Findings: Four themes surfaced, and these were Eureka moments, Critical friend(s), Supervisory relationship, and Transformative learning. The authors highlighted the significance of a supervisory relationship which is key to negotiating the journey with the supervisor. Essential for these students also were insights on finding the path as well as the destination and the transformative aspects that happened as a necessary part of the journey. Conclusion. The postgraduate journey has taught them many lessons, the most profound of which was the change in perspective and attitude in the process of being and becoming. Personal and professional transformative learning did occur. At its deepest level, the authors’ reflections resulted in self-actualization and a rediscovery of their more authentic selves. Recommendations for Practitioners: This article highlights the importance of the supervisory relationship that must be negotiated to ensure the success of the candidate. Reflections of the transformation are recommended to support the students further. Recommendation for Researchers: Quality supervision can make a significant influence on the progress of students. Further research on the supervisory relationship is recommended. Impact on Society: The support in terms of supervision to ensure postgraduate students’ success is essential. Postgraduate students contribute to the human, social, professional, intellectual, and economic capital of universities and nations globally. Future Research: Further reflections of the transformative learning will advance the understanding of the personal and professional changes that occur with postgraduate supervision.
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Clayton, Luke Michael, Ming Hwa Lee, and Alireza Salmachi. "Alleviating Directional Well Trajectory Problems via Data Analytics." In SPE Asia Pacific Oil & Gas Conference and Exhibition. SPE, 2022. http://dx.doi.org/10.2118/210766-ms.

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Abstract A consistent leading cause of drilling non-productive time (NPT) is the inability to steer the planned well trajectory trouble-free. Separate from downhole tool and drill bit failures, an unplanned trip to change the Bottom Hole Assembly (BHA) is required for up to one in every seven drilling runs. Root cause analyses indicate potentially a quarter of all drilling NPT has poor planning or field execution as the failure mechanism, signifying scope for improvement. This paper aims to help guide optimal selection of RSS/motor and bit, to ensure challenging wellpaths will be achieved with minimal NPT associated with BHA trips. Directional drilling analysis typically compares dogleg severity (DLS) for planned and actual trajectory. This metric is fundamentally direction-blind; absolute tortuosity is represented whether planned or unintentional. Without full context, DLS analysis can mask many steering issues. Typically, industry software does not measure how closely the steering inputs match their anticipated responses during a run. Strategic management and identification of zones with erratic toolface control, or strong formation/BHA tendencies is critical. The proposed ‘derived steering’ analytics method was applied to plan demanding 3D trajectories for an Extended Reach offshore campaign in Australia. Existing minimum curvature equations were repurposed to plot previous runs steering inputs and then infer efficiencies for each formation. Supervision was essential to counteract strong consistent right-hand BHA walk tendency for all the variety of wells studied. Multiple NPT events on previous campaigns had resulted from poor steering response in the shallow interbedded geology. In view of quantifiable field-specific risks, wellplans were refined to minimize tortuosity and maximize the design safety factor. The combination of highest anticipated dogleg response rotary steerable technology and bit selection was selected for steering assurance. Modelled tendencies per lithology were shared with wellsite supervisors, and recent drilling results essentially mimicked data analytics. Others operating in this field in the 21st century had drilled total meterage of 36,740m MD from 83 runs. Bit Gradings showed two ‘Lost in Holes’, one ‘Drill String Failure’, six trips for ‘Downhole Tool Failures’, seven for ‘Penetration Rate’, six to ‘Change BHA’, two for ‘Hole Problems’ and one for ‘Downhole Motor Failure’. The current campaign's improved directional drilling offset analysis contributed towards significant avoidance of well delivery NPT to drill 28,061m in 34 runs. No trips were required to change BHA or bit because of inability to follow the trajectory, and field teams were able to pre-empt lithology-specific challenges.
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