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Journal articles on the topic 'Supervision course'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Victor, Shelley. "Supervision: Developing a Course in Supervision at the Graduate Level." Perspectives on Administration and Supervision 11, no. 1 (March 2001): 4–5. http://dx.doi.org/10.1044/aas11.1.4.

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2

Koçyiğit, Melike. "An Investigation of Group Supervision Process of “Individual Counseling Practice Course”." Journal of Qualitative Research in Education 8, no. 4 (September 30, 2020): 1–31. http://dx.doi.org/10.14689/issn.2148-2624.8c.4s.3m.

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3

Ozdemir, Tuncay Yavuz. "Assigning Course Supervision to School Principals from Educational Supervisors: Effects on Teachers." ÜNİVERSİTEPARK Bülten 4, no. 1-2 (December 30, 2015): 52–63. http://dx.doi.org/10.12973/unibulletin.412.5.

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4

KÖSE, AKİF. "Problematic Course Supervision within Turkish Education System." Cukurova University Faculty of Education Journal 46, no. 2 (October 15, 2017): 298–367. http://dx.doi.org/10.14812/cuefd.304234.

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5

Andersen, Mark B., and Brian T. Williams-Rice. "Supervision in the Education and Training of Sport Psychology Service Providers." Sport Psychologist 10, no. 3 (September 1996): 278–90. http://dx.doi.org/10.1123/tsp.10.3.278.

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Supervision plays a central role in the training of sport psychologists, but little discussion of what constitutes adequate supervision of trainees and practitioners is available in the applied sport psychology literature. Broader issues of supervision, such as the training of students to become supervisors, metasupervision, and career-long collegial supervision are rarely discussed. This paper will present models of general supervision processes from training the neophyte to collegial supervision, derived primarily from clinical and counseling psychology. Included are supervising the delivery of performance-enhancement services, identifying trainee and client needs, helping the student understand transference and countertransference phenomena, and suggestions for examining the relationship between the supervisor and the supervisee. Suggestions for improving supervision include course work and/or practica in supervision processes for applied sport psychology graduate programs along with continuing education workshops at sport psychology conferences.
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Koşar, Serkan, and Köksal Buran. "An Analysis of School Principals’ Course Supervision Activities in Regard of Instructional Leadership." Journal of Qualitative Research in Education 7, no. 3 (August 10, 2019): 1–34. http://dx.doi.org/10.14689/issn.2148-624.1.7c.3s.14m.

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7

Almeatani, Mashael, Haya Alotaibi, Eman Alasmari, Maram Meccawy, and Banan Alghamdi. "Thesis Supervision Mobile System for Enhancing ‎Student-supervisor Communication." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 06 (June 20, 2019): 4. http://dx.doi.org/10.3991/ijim.v13i06.9533.

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This paper investigates the problems facing masters’ students with their thesis writing phases and completion. This research seeks to provide a smart solution that is beneficial, both to the advisor and student(s). Survey and interviews were conducted among masters’ students to determine the challenges facing masters students in the course of their thesis writing phases and completion process. Based on the results of the survey and interviews, a concept model for thesis supervision system (TSS) was developed Providing an automated supervision system might encourage students and ‎advisors to communicate in an efficient way resulting in more quality of thesis outcomes and ‎reducing the delay in thesis process. Moreover, the user interface mimics the TSS process in an interactive way that illustrates how the application would be depicted when designed.
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8

Baltrinic, Eric R., Ryan M. Cook, and Heather J. Fye. "A Q Methodology Study of Supervisee Roles Within a Counseling Practicum Course." Professional Counselor 11, no. 1 (March 2021): 1–15. http://dx.doi.org/10.15241/erb.11.1.1.

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Counseling students often experience clinical supervision for the first time during their participation in practicum courses. Counseling practicum supervisees new to supervision rely on their supervisors to provide direction and structure in supervision experiences to help them grow professionally and personally. Yet little is known about how students view their roles as new supervisees. Supervisors can benefit from structuring and delivering their courses informed by new supervisees’ perspectives on their roles. Accordingly, the authors conducted a Q methodology study with a purposeful sample of seven counseling practicum students, a doctoral co-instructor, and a counseling practicum instructor engaged in a first-semester counseling practicum course. Principal components analysis with varimax rotation of Q-sort data revealed three factors depicting supervisee roles (i.e., Dutiful, Discerning, and Expressive Learners). Implications for applying findings to improve supervision instruction and student learning are discussed, including limitations and future research suggestions.
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Vlasov, Konstantin Aleksandrovich. "Risk-oriented banking supervision: understanding change of course." Interactive science, no. 11 (21) (November 21, 2017): 107–10. http://dx.doi.org/10.21661/r-465204.

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10

WILLIAMS, ANTONY. "Parallel Process in a Course on Counseling Supervision." Counselor Education and Supervision 26, no. 4 (June 1987): 245–54. http://dx.doi.org/10.1002/j.1556-6978.1987.tb00725.x.

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11

Childers, John H. "Group leadership training and supervision: A graduate course." Journal for Specialists in Group Work 11, no. 1 (March 1986): 48–52. http://dx.doi.org/10.1080/01933928608411835.

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12

Cabaniss, D. L., and M. R. Arbuckle. "Course and Lab: A New Model for Supervision." Academic Psychiatry 35, no. 4 (July 1, 2011): 220–25. http://dx.doi.org/10.1176/appi.ap.35.4.220.

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13

Majcher, Jo-Ann, and Judith C. Daniluk. "The process of becoming a supervisor for students in a doctoral supervision training course." Training and Education in Professional Psychology 3, no. 2 (May 2009): 63–71. http://dx.doi.org/10.1037/a0014470.

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14

Pebdani, Roxanna N., Terri K. Ferguson-Lucas, Shengli Dong, and Spalatin N. Oire. "Examining the Status of Supervision Education in Rehabilitation Counsellor Training." Australian Journal of Rehabilitation Counselling 22, no. 1 (March 18, 2016): 51–56. http://dx.doi.org/10.1017/jrc.2016.2.

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Supervision is a widely recognised component of counsellor training, yet little is known about the clinical supervision training of rehabilitation counsellor educators during their doctoral education. Using syllabi from doctoral rehabilitation counselling programmes, this article discusses the state of clinical supervision in doctoral-level training, and its teaching and clinical implications. 16 of the 25 Ph.D. programmes in rehabilitation responded to contact, and 11 programmes reported offering a course in supervision. Eight of these programmes shared the syllabus for their doctoral-level supervision course(s). The syllabi were analysed to find common themes related to content, learning objectives, assignments and readings. These themes are discussed, and are followed by five recommendations on the manner in which clinical supervision should be provided in rehabilitation doctoral programmes.
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15

Reese, Robert J., Federico Aldarondo, Charlotte R. Anderson, Seong-Jik Lee, Thomas W. Miller, and Deborah Burton. "Telehealth in clinical supervision: a comparison of supervision formats." Journal of Telemedicine and Telecare 15, no. 7 (October 2009): 356–61. http://dx.doi.org/10.1258/jtt.2009.090401.

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Nine counselling psychology students were enrolled in a 12-week pilot practicum (i.e. a work placement) for either one hour of course credit (six students) or three hours (three students). Group supervision was provided both in-person and by videoconferencing. Each trainee completed a measure evaluating their satisfaction with supervision (Supervisory Satisfaction Questionnaire, SSQ) and the supervisory relationship (Supervisory Working Alliance Inventory – Trainee Version, SWAI-T). The student's self-efficacy was also tracked during the semester (Counselling Self-Estimate Inventory, COSE). Trainees rated their satisfaction with videoconferencing similarly to the in-person format. The supervisory relationship also did not appear to be affected by the videoconferencing format. The COSE scores indicated that the students increased in counsellor self-efficacy by the end of the semester. Trainees reported that their supervisory needs were met and believed that videoconferencing was a viable format for supervision, although such a format still needed to be augmented by in-person contact. Providing better access to supervision and professional support using technology is one step towards improving health care in rural areas.
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Fisher, Amy Killen, Chris Simmons, and Susan C. Allen. "Introducing BSW Students to Social Work Supervision Prior to Field." Advances in Social Work 18, no. 4 (January 2, 2019): 1085–102. http://dx.doi.org/10.18060/21556.

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Little empirical information exists about how social work students are prepared to utilize supervision in practice. This study describes an experiential exercise designed to introduce BSW students to social work supervision prior to their field experience. MSW students enrolled in a supervision practice course provided mentored supervision to 42 BSW students in an introductory skills course. The skills course involved a progressive role-play that spanned the whole semester. Mixed methods were used to investigate BSW student perceptions of the exercise. According to survey data, BSW students reported a strong working alliance with MSW students and high satisfaction with the supervision they received. Qualitative data revealed two overarching categories of students: 1) students who reported benefiting from the exercise, and 2) students who reported mixed benefits or no benefits. Students who understood the role of the supervisor were also more likely to reported that they benefited from the exercise. Students who were unclear about the role of the supervisor reported mixed or no benefits of the exercise. Recommendations for social work educators relate to the need for educators to provide information on the use of supervision for BSW students, the necessity for guiding student reflections as part of the supervision exercises, and considering the developmental levels of students when crafting educational interventions.
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17

Queiroz, Elisangela Martins de, Mónica Cecilia De-La-Torre-Ugarte-Guanilo, Kuitéria Ribeiro Ferreira, and Maria Rita Bertolozzi. "Tuberculosis: limitations and strengths of Directly Observed Treatment Short-Course." Revista Latino-Americana de Enfermagem 20, no. 2 (April 2012): 369–77. http://dx.doi.org/10.1590/s0104-11692012000200021.

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This study analyzed the limitations and strengths of the Directly Observed Treatment Short-Course (DOTS) for tuberculosis from the perspective of patients and healthcare providers in a Technical Health Supervision unit in the city of São Paulo, SP, Brazil. Four patients and 17 healthcare providers from nine Primary Care Units were interviewed from April to June 2006, after signing free and informed consent forms. The reports were decoded according to the speech analysis technique. The Theory of the Social Determination of the Health-Disease Process was adopted as the theoretical framework. The strengths were: establishment of bonds between healthcare providers and patients and the introduction of incentives, which promotes treatment adherence. Limitations included: restricted involvement of DOTS' healthcare providers and reconciling patients' working hours with supervision. Treatment adherence goes beyond the biological sphere and healthcare providers should acknowledge patients' needs that go beyond the supervision of medication taken.
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18

Grobler, Herman. "A SUPERVISION TOOL TO GUIDE POSTGRADUATE STUDENTS DURING RESEARCH SUPERVISION." Southern African Journal of Social Work and Social Development 27, no. 2 (August 1, 2015): 246–63. http://dx.doi.org/10.25159/2415-5829/366.

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It is not uncommon for postgraduate students to postpone or terminate their studies due to emotional and/or academic reasons. The purpose of this research-based article is to propose a specific supervision tool within supervision that may enable the supervisor to meet both academic and emotional needs of students. A qualitative approach was followed with a case study design. A combination of creative drawing and a personality profile was used as a method to guide twelve students towards a better understanding of themselves in order for them to be able to complete the course successfully. The results showed that specific selves are prominent during the supervision process that either motivate the students or act as barriers. Most students had an external locus of control, but also a need to complete their studies. Students became empowered in realising who they are and where their power lies in order to make the best possible decisions regarding their studies.
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19

Young, Kenneth J. "Research mentoring: Suggestions and encouragement from a reflection exercise." Journal of Chiropractic Education 28, no. 2 (October 1, 2014): 168–72. http://dx.doi.org/10.7899/jce-14-7.

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Supervisors direct people, but mentors are valued and trusted advisors. Recently, the author took a course in supervising postgraduate research, which included surveying the literature as well as discussions with colleagues who have various levels of experience in research supervision. Through this exercise, some basic ideas for best practices in research mentoring became clear, particularly for those in professions without a strong history of research and therefore lacking in trained research supervisors. The concept of mentoring, rather than just supervision, gained focus. Three main categories can be identified within the realm of research mentorship: choose your candidate wisely, be diligent, and be nurturing. The purpose of this commentary is to identify methods of supervision of graduate research degree (masters/doctorate level) candidates that may enhance the process, as well as improve the chances of completion, and to encourage academics to learn the techniques of high-quality supervision with a goal of becoming mentors. Additionally, it is hoped that this commentary may encourage students and colleagues without advanced degrees to consider pursuing them; this, in turn would likely lead to more opportunities for supervision, as well as help to create links with other academic and clinical institutions.
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20

Bige, Esra Firinciogullari, and Pinar Yengin Sarpkaya. "Teachers’ Views about the Course Supervision of Primary School Principals." Anthropologist 19, no. 1 (January 2015): 193–204. http://dx.doi.org/10.1080/09720073.2015.11891654.

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21

Bayram, Arslan. "Teachers' Views on Course Supervision Competencies of Secondary School Managers." Universal Journal of Educational Research 4, no. 12A (December 2016): 119–24. http://dx.doi.org/10.13189/ujer.2016.041315.

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22

BORDERS, L. DIANNE, LESLIE M. RAINEY, LORI B. CRUTCHFIELD, and DEBRA W. MARTIN. "Impact of a Counseling Supervision Course on Doctoral Students' Cognitions." Counselor Education and Supervision 35, no. 3 (March 1996): 204–17. http://dx.doi.org/10.1002/j.1556-6978.1996.tb00224.x.

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23

Niclasen, Janni, and Pernille Strøbæk. "Group versus individual supervision of university students: a qualitative study." Dansk Universitetspædagogisk Tidsskrift 14, no. 27 (October 4, 2019): 118–35. http://dx.doi.org/10.7146/dut.v14i27.109618.

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Background: Studies investigating strengths and limitations of group and individual supervision of university students are sparse. The aims of the present study were to investigate advantages and disadvantages of group and individual supervision, and to identify specific situations under which these two forms of supervision are particularly suitable. Method: A qualitative study comparing a combined group/individual supervision model with a complete group supervision model among third-year Bachelor psychology students. Results: Group and individual supervision contribute differently to the supervision process. Group supervision is preferred in the beginning of the supervision process when close ties between the group members are yet to be established and there is a process-oriented focus in the actual supervision. Individual supervision is more profitable at the end of the supervision course when content-focused supervision is needed. Discussion: Each supervisory model contributes differently to supervision. Based on the data from present study, a combined group/ individual supervision model is recommended.
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Moorey, Stirling, Ruth Williams, and John Cobb. "The Institute of Psychiatry cognitive behaviour therapy course." Psychiatric Bulletin 14, no. 4 (April 1990): 219–21. http://dx.doi.org/10.1192/pb.14.4.219.

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Cognitive behaviour therapy is now widely accepted clinically as a treatment for depression and anxiety, and there is increasing research evidence to confirm its efficacy (Rush et al, 1977; Blackburn et al, 1981; Murphy et al, 1984; Butler et al, 1987; Beck, 1988). Of the various short term psychotherapies currently available, it is probably the most widely known and best researched. Despite this, and the recommendation of the Royal College of Psychiatrists (1986) that trainees receive training in cognitive therapy, there is little opportunity to gain a formal training in this psychotherapy. Short workshops are often available through the British Association for Behavioural Psychotherapy and from other sources, and ad hoc supervision from interested psychologists and psychiatrists may be available in some centres. Scott et al (1985) described a workshop and peer supervision training scheme in Newcastle. Macaskill (1986) reported a course for psychiatrists in training in Sheffield which extended over 20 weeks and combined Beck's cognitive therapy and Ellis' Rational Emotive Therapy.
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Tahir, Izah Mohd, Norizan Abdul Ghani, Engku Suhaimi Engku Atek, and Zulkifli A. Manaf. "Effective Supervision from Research Students’ Perspective." International Journal of Education 4, no. 2 (June 24, 2012): 211. http://dx.doi.org/10.5296/ije.v4i2.1531.

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There are many factors that determine the success of research students in doing their postgraduate programs. Of these are the supervisors and effective supervision. The aim of this paper is to identify the attributes of supervisors and examine elements of effective supervision from the graduate research students’ perspective. In addition, the study also examines whether the means of the students’ opinions on their supervisors and effective supervision differ by demographic factors (program, faculty, course structure, gender and semester). Descriptive statistics will be used to describe the sample and Pearson chi-square test will be employed to test students’ opinions on their supervisors and effective supervision and their relationships with demographic factors. Our results suggest that the three most important attributes of supervisors are: supervisors should be friendly, approachable and flexible; knowledgeable and resourceful; and encourage students to work and plan independently. In addition, the results indicate that effective supervision means that supervisors are able to establish good and professional relationships with students; give support and guidance; and provide continuous motivation and inspiration. Using Pearson chi-square test, the results suggest that there are no significant differences in means between attributes of supervisors and effective supervision based on program, faculty, course structure, gender and semester.
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Guin, Sayantani. "Field work supervision through open and distance learning: an Indian perspective." Asian Association of Open Universities Journal 14, no. 2 (December 2, 2019): 107–21. http://dx.doi.org/10.1108/aaouj-08-2019-0031.

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Purpose The purpose of this paper is to highlight the method of field work supervision in BSW and MSW programmes offered through open and distance learning (ODL) at the Indira Gandhi National Open University (IGNOU). The key argument of the paper will focus on the fact that despite various challenges, field work supervision through ODL provides lot of scope and flexibility to students, generating a cadre of trained social work professionals. Design/methodology/approach The paper adopts a case study approach in presenting the various methods employed for field work supervision by the University. This section will highlight the achievements in terms of developing indigenous theory course and the best practices adopted by IGNOU to train social work professionals through adequate and timely supervision in the ODL mode. Findings Field work supervision in the ODL mode poses many challenges, especially when compared to that in the conventional universities. Some of these include irregular meeting of supervisor and student, inability of students to meet supervisor due to several reasons like remote location, poor economic background, lack of leave for working professionals, etc. Research limitations/implications There is a need for developing a mechanism to regularly orient field work supervisors in supervising students in the ODL mode. It is recommended that regular field work practicum workshops be conducted for supervisors and students. Viva for field work could be made mandatory at different regional centres. Field work supervision could be enhanced through the use of technology, namely, Skype, e-mail, WhatsApp, etc. Originality/value The paper describes the various nuances of field work supervision through ODL system. It is an original work and is of great value in understanding the challenges and difficulties encountered by learners and academic counsellors throughout the process of supervision. The paper highlights important recommendations by the stakeholders themselves in mitigating the challenges faced during field work supervision through ODL.
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Emm, Mary J., and Christine P. Cecconi. "Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice." Perspectives on Issues in Higher Education 14, no. 1 (June 2011): 21–28. http://dx.doi.org/10.1044/ihe14.1.21.

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Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.
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28

Jack, Barbara. "Staying the course: the supervisee’s personal experience of the supervision relationship." Nurse Researcher 6, no. 4 (July 1999): 19–27. http://dx.doi.org/10.7748/nr1999.07.6.4.19.c6093.

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29

Stakhov, A. I., and D. M. Mustafina-Bredikhina. "Analytical Review of Court Practice in Cases of Challenging Individual Administrative Acts of State Control and Supervision Bodies." Rossijskoe pravosudie 3 (February 21, 2020): 39–54. http://dx.doi.org/10.37399/issn2072-909x.2020.3.39-54.

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The review examines the procedure of courts' actions in administrative cases arising in the course of challenging individual administrative acts of state control and supervision bodies; the practice of courts of different regions of the Russian Federation is analyzed. The paper investigates various types of court proceedings in this category of cases, examines the competence of both courts of General jurisdiction and arbitration courts, focuses on administrative cases arising in the course of challenging individual administrative acts issued in the course of state control and supervision over the activities of legal entities and individual entrepreneurs in the field of health, consumer protection and human welfare.
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Feng, Yongqin, Le Liu, and Wenzhao Li. "Research on Construction of Regulatory Sandbox for Safety Supervision on Intelligent Connected Products." E3S Web of Conferences 235 (2021): 03043. http://dx.doi.org/10.1051/e3sconf/202123503043.

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In the context of the explosive development of the global intelligent connected industry, the implementation of inclusive and prudential supervision on intelligent connected products may help to maximize the dividends of innovation-driven development strategies. As an innovation of the supervision system by government departments in the process of balancing innovation and risk, regulatory sandbox provides a forward-looking supervision mode. This paper studies and proposes the ideas for construction of China’s regulatory sandbox for safety supervision on intelligent connected products by analyzing the rise, creation and role of regulatory sandbox as well as the challenges faced in the course of safety supervision on intelligent connected products.
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31

Ashworth, Polly, Christopher Williams, and Ivy Marie Blackburn. "WHAT BECOMES OF COGNITIVE THERAPY TRAINEES? A SURVEY OF TRAINEES’ OPINIONS AND CURRENT CLINICAL PRACTICE AFTER POSTGRADUATE COGNITIVE THERAPY TRAINING." Behavioural and Cognitive Psychotherapy 27, no. 3 (July 1999): 267–77. http://dx.doi.org/10.1017/s1352465899273080.

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Training in cognitive therapy includes a grounding in relevant empirical research, and the development of a range of clinical skills. It is recognized that this training will need to be continually updated in line with new developments. Several postgraduate training courses in cognitive therapy or cognitive behaviour therapy exist in the United Kingdom. Such courses are expensive in terms of both direct and indirect costs. A postal survey was employed to investigate the effects of the one-year post-qualification course in cognitive therapy at the Newcastle Cognitive Therapy Centre on trainees who had attended the course. The questionnaire examined trainees’ views about the course, of their current clinical skills in cognitive therapy and their use of cognitive therapy since leaving the course. Finally, continuing professional development, on-going supervision and further training in cognitive therapy were examined.
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Törnquist, Anna, Sarah Rakovshik, Jan Carlsson, and Joakim Norberg. "How Supervisees on a Foundation Course in CBT Perceive a Supervision Session and what they Bring Forward to the Next Therapy Session." Behavioural and Cognitive Psychotherapy 46, no. 3 (September 14, 2017): 302–17. http://dx.doi.org/10.1017/s1352465817000558.

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Background: There is limited research into the effect of supervision in cognitive behavioural therapy (CBT) from the supervisees’ perspective. Aims: The aim of the study was to acquire knowledge from the supervisees’ perspective as to what in particular in the supervision process contributes to the therapy process. Method: Fourteen supervisees on a foundation course participated in the study. A qualitative approach was used with thematic analysis of the participants’ written diaries after supervision and therapy sessions. Results: Analyses of supervisees’ experiences suggested that a variety of therapeutic interventions were easier to implement if one had the supervisor's support and felt free to decide if and when the suggested interventions could best be implemented. Evaluation in the form of positive feedback from the supervisor indicating that the supervisee was ‘doing the right thing’ was perceived to be important. A unifying theme when supervisees felt they were not getting anything out of the supervision was that the supervisees did not have a supervision question. Conclusions: The results of this research suggest that the supervisor's support during training is perceived to be important for the supervisee. Receiving positive feedback from one's supervisor in an evaluation is perceived to have a great impact on whether the therapist implements the suggested therapeutic interventions discussed in the previous supervision.
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Baltrinic, Eric R., and Eric G. Suddeath. "A Q Methodology Study of a Doctoral Counselor Education Teaching Instruction Course." Professional Counselor 10, no. 4 (December 2020): 472–87. http://dx.doi.org/10.15241/erb.10.4.472.

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Many counselor education and supervision (CES) doctoral programs offer doctoral-level teaching instruction courses as part of their curriculum to help prepare students for future teaching roles, yet little is known about the essential design, delivery, and evaluation components of these courses. Accordingly, the authors investigated instructor and student views on the essential design, delivery, and evaluation components of a doctoral counselor education teaching instruction (CETI) course using Q methodology. Eight first-year CES doctoral students and the course instructor from a large Midwestern university completed Q-sorts, which were factor analyzed. Three factors were revealed, which were named The Course Designer, The Future Educator, and The Empathic Instructor. The authors gathered post–Q-sort qualitative data from participants using a semi-structured questionnaire, and the results from the questionnaires were incorporated into the factor interpretations. Implications for incorporating the findings into CES pedagogy and for designing, delivering, and evaluating CETI courses are presented. Limitations and future research suggestions for CETI course design and delivery are discussed.
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Bukhari, Nurliyana, Jamilah Jamal, Adibah Ismail, and Jauriyah Shamsuddin. "ASSESSMENT RUBRIC FOR RESEARCH REPORT WRITING: A TOOL FOR SUPERVISION." Malaysian Journal of Learning and Instruction 18, No.2 (July 30, 2021): 1–43. http://dx.doi.org/10.32890/mjli2021.18.2.1.

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Purpose – Assessment rubric often lacks rigor and is underutilized. This article reports the effectiveness of the use of several assessment rubrics for a research writing course. Specifically, we examined students’ perceived changes and observed changes in their Chapter 1 thesis writing as assessed by supervisors using an existing departmental rubric and a new task-specific rubric. Methodology – Using action research methodology, two of the authors played active roles as the course supervisors, i.e., the practitioners. Two final year undergraduate students from a communication department (one from each supervisor) participated by writing three drafts of the first chapter of their research: (1) without a rubric, (2) with an existing departmental rubric, and (3) with a revised rubric. We collected artefacts of students’ writing drafts; students’ interviews; and supervisors’ reflections over the course of four months. We employed content analysis to evaluate students’ writing, while thematic analysis to analyze the students’ semi-structured interview and supervisors’ reflections. Findings – The findings suggest substantial improvements between the three drafts of students’ writing. Each student-supervisor pair acknowledged the improvements in the student’s writing after the introduction of the departmental rubric. With the newly revised rubric, they noted additional and more specific improvements especially in the scope of literature searches, problem statements, formulation of research questions, and operational definitions of variables; more generally, they also indicated improvements in the clarity of writing by using examples and providing relevant explanations tailored to the research topics. Significance – With effective scaffolding in supervision, students will regulate their learning and assess the quality of their own research report writing. We demonstrated the importance and benefits of a properly designed and validated rubric tailored to the program and course objectives to help students improve their writing drafts. Collective collaboration and input-sharing from faculty and instructors in developing and improving a rubric specific to the course and program objectives will produce quality assignments, provide constructive learning experiences for students, and achieve better grading for the program and department.
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Istikaroh, Astuti. "Qualification and Competence of Headmaster as A Supervisor According to Regulation of The Minister of National Education Number 13 of 2007 to Face Industry 4.0." International Conference of Moslem Society 3 (April 12, 2019): 348–60. http://dx.doi.org/10.24090/icms.2019.2437.

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The principal is the key person in achieving the school's vision, mission and goals. Based on Minister of National Education Regulation Number 13 of 2007 concerning Standards for Principals / Madrasas that the qualifications of principals / madrasas consist of general qualifications and special qualifications. In addition to having to meet the qualifications, a school principal must fulfill personal, managerial, entrepreneurial, supervision and social competencies. Supervision competence is the competence of principals who need to get serious attention including, 1) Planning academic supervision programs, 2) Carrying out academic supervision of teachers by using appropriate supervision approaches and techniques, 3) Following up on academic supervision results. The principal must prepare an academic supervision plan starting from the academic supervision schedule, the techniques to be used in academic supervision and the instruments that will be used in implementing academic supervision. The implementation of supervision can be in the form of performance evaluation by checking various administrative features that have been prepared by the teachers and conducting class visits to observe the course of the learning process. Follow-up results of the implementation of academic supervision carried out by the principal are done through the delivery of the results of the implementation of supervision both related to the advantages and disadvantages.
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Kaneko-Marques, Sandra Mari. "Reflective Teacher Supervision Through Videos of Classroom Teaching." PROFILE Issues in Teachers' Professional Development 17, no. 2 (July 1, 2015): 63–79. http://dx.doi.org/10.15446/profile.v17n2.44393.

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<p>The main objective of this paper is to briefly present roles of different teacher supervisors according to distinct models, highlighting the importance of collaborative dialogues supported by video recordings. This paper will present results from a qualitative study of an English as a foreign language teacher education course in Brazil. The results indicated that collaborative supervision was an efficient tool to address adversities within educational contexts and that student teachers who observed their pedagogical actions through videos became more reflective and self-evaluative, as they provided a deeper analysis regarding their practice. With collaborative supervision, teacher candidates can be encouraged to recognize and understand the complexities of language learning and teaching both locally and globally.</p><p>El objetivo de este trabajo es presentar diferentes roles de profesor supervisor según modelos distintos y destacar la importancia de diálogos colaborativos con apoyo de grabaciones de video. Para lograrlo, se muestran resultados de un estudio cualitativo desarrollado en un curso de formación de profesores de inglés como lengua extranjera en Brasil. Los resultados indicaron que la supervisión colaborativa fue eficiente frente a la adversidad de contextos educativos. Se concluyó que los estudiantes-profesores que observaron sus acciones pedagógicas a través de videos se volvieron más reflexivos y lograron autoevaluarse, ya que hacían un profundo análisis de su práctica. Con supervisión colaborativa, se alienta a futuros profesores a reconocer y comprender las complejidades de la enseñanza y aprendizaje local y globalmente.</p>
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Yarrow, A., and Jan Millwater. "Evaluating the effectiveness of a professional development course in supervision and mentoring." Journal of In-Service Education 23, no. 3 (September 1997): 349–61. http://dx.doi.org/10.1080/13674589700200027.

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Ward, Jo. "‘I once knew a team where all the workers called the manager ‘mother’ Some reflections on supervision within an integrated leadership and management programme." Social Work and Social Sciences Review 16, no. 3 (August 21, 2013): 65–80. http://dx.doi.org/10.1921/swssr.v16i3.535.

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In 2010, an integrated Leadership, Management and Safeguarding training programme for adult and children’s services managers was created by a group of local authorities and a local university. Following Lord Laming (Department of Health, 2003 and Laming, 2009), the emerging reports of Munro (2010) and the Social Work Task Force (Department for Children, Schools and Families, 2009) called for increased emphasis on supervision as a key mechanism for safeguarding children, and by implication, adults. Therefore on this course two different means for candidates to address issues of supervision and explore their practice were included: a discussion board, and a critical friend exercise using video. A feature of the programme was the learning and understanding which developed from adults and children’s sectors learning together. The work on supervision provided a shared space in which all could participate. Feedback indicates that the two methods were both valued in different ways for the opportunity they provided for exploring supervision and enhancing reflective practice. This article is a reflection by one of the course tutors on the methods used and the value of both adult and children’s services managers participating together.
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Magliano, Lorenza, Andrea Fiorillo, Claudio Malangone, Corrado De Rosa, Grazia Favata, Annarita Sasso, Monica Prezioso, et al. "Benefits and difficulties in implementing family psychoeducational interventions for schizophrenia in mental health services: results from a multicentre Italian study." Epidemiology and Psychiatric Sciences 14, no. 4 (December 2005): 235–42. http://dx.doi.org/10.1017/s1121189x00007983.

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SUMMARYAims – This study aims to explore: a) the feasibility of psycho-educational interventions for families of users with schizophrenia in clinical practice by trained staff; b) the benefits and problems encountered by professionals in the use of these interventions. Methods – 46 professionals from 23 Italian Mental Health Sen'ices (MHS) attended at a three-module training course in psycho-educational interventions and four supervisions in the subsequent year. Following the course, participants provided the intervention to families of users with schizophrenia. The difficulties and benefits encountered by trainees to use the intervention were registered on the Family Intervention Schedule.Results – 83% of the participants completed the training course. Following the course, the intervention started in 71 families from 17 MHS. 76% of trainees provided the intervention to 2-5 families, while 13% of them only held informative sessions on schizophrenia. During the supervision period, the organisational difficulties experienced by the professionals were stable, while the benefits increased. Differences in benefits and difficulties were detected in relation to the trainees’ experience and professional roles. Conclusions – It is possible to introduce psycho-educational interventions in MHS after a relatively brief period of training and supervision of the staff. Organisational difficulties need to be addressed to increase the dissemination of these interventions on a large scale.Declaration of Interest: None of the authors has had any interest or he/she has received any form of support, including that from drug companies and honoraria for lectures and consultancies, potentially in conflict with this scientific work. None of the authors has received any form of fee for his/her participation in this study. This study was supported by grants received from the “M. Lugli” Foundation (grant n. 2/18/8) and from the National Institute of Health, Italy (grant no. 1AL/F3).
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Bailey, Sarah F., Larissa K. Barber, and Videl L. Nelson. "Undergraduate Internship Supervision in Psychology Departments: Use of Experiential Learning Best Practices." Psychology Learning & Teaching 16, no. 1 (October 5, 2016): 74–83. http://dx.doi.org/10.1177/1475725716671234.

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This study examined trends in how psychology internships are supervised compared to current experiential learning best practices in the literature. We sent a brief online survey to relevant contact persons for colleges/universities with psychology departments throughout the United States ( n = 149 responded). Overall, the majority of institutions offered academic credit for internships through letter grading and had one faculty member supervising all psychology interns. The top three academic requirements for internship courses included: completing a reflection paper; completing a work diary; and individual meetings with the faculty supervisor. Although these practices promote experiential learning, one opportunity for improvement is promoting students’ professional development. Psychology departments can use these findings to inform their institution’s internship course design.
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Saleem, Tooba, and Nasir Mahmood. "Assessing the Quality of Supervision Experiences in the Different Research Stages at Postgraduate Level." Journal of Education and Educational Development 5, no. 2 (December 13, 2018): 8. http://dx.doi.org/10.22555/joeed.v5i2.1851.

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<p><em>The nature of supervisory relationship is dynamic that changes over the course of candidacy. Subsequently, the supervision demands of supervisees also change to help them in performing certain tasks at specific research stages. In this context, this research is proposed to investigate the supervision experiences of supervisees in four different research stages (i.e. Stage 1: developing synopsis, Stage 2: collecting data, Stage 3: writing thesis and Stage 4: submitted thesis). In the light of six supervision aspects (i.e. Project management, Intellectual support, pertinent research skills, Inter-personal communication skills, Workload management and Supportive skills) the quality of supervision was assessed from supervisees’ perspective. Cross-sectional survey design was used to assess the supervision experiences of (N=422) supervisees in four distinct stages of research supervision. The data were collected from 12 public and private universities of the Punjab. For this study, a multi-sectioned, self-constructed Supervisor-Supervisee Relationship Questionnaire (Saleem, 2014) was used. The findings of the study highlighted the need to train the supervisors to manage their time not just in terms of teaching and supervision of research students, but also keeping the stages of their research in mind. By addressing the stage specific needs of supervisees the quality of supervision could be improved.</em></p><p><strong>Keywords</strong>: quality of supervision, research stages, supervision dynamics, supervision experiences</p>
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Newman, Cory F. "Training Cognitive Behavioral Therapy Supervisors: Didactics, Simulated Practice, and “Meta-Supervision”." Journal of Cognitive Psychotherapy 27, no. 1 (2013): 5–18. http://dx.doi.org/10.1891/0889-8391.27.1.5.

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The delivery of competent clinical supervision is vital to the successful training of new cognitive behavioral therapists, and—in the case of peer supervision and consultation—a boon to the maintenance of therapists’ high professional standards throughout their careers. However, it is only recently that the field of psychotherapy in general and cognitive behavioral therapy (CBT) in particular has implemented formal methods of training clinicians to be competent supervisors. Drawing on recent findings from evidence-based programs of CBT supervision, this article highlights the contents and processes of a graduate training course in CBT supervision involving didactics, readings, and experiential exercises. The 6 major modules of this seminar are explicated, including such topics as the supervisory relationship, enhancing CBT competencies in supervisors and supervisees alike, promulgating ethical practices, and successfully managing the administrative aspects of supervision. In addition, the concept of “meta-supervision” is described and illustrated in the form of a transcript from a long-distance, computer-assisted meeting between a senior consulting supervisor and his junior “supervisor-evaluee.” The transcript highlights the key features of meta-supervision, including the cross-cultural considerations that must be addressed when doing international training.
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Stakhov, A. I. "About Categories of Judicial Cases Arising in the Course of State Control (Supervision's) and Municipal Control." Rossijskoe pravosudie 9 (August 21, 2020): 14–24. http://dx.doi.org/10.37399/issn2072-909x.2020.1.14-24.

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Оn the basis of a comprehensive analysis of legal norms that induce (display) independent categories of administrative cases assigned to the competence of courts, significant shortcomings in the categorization of cases of administrative offenses assigned to the competence of arbitration courts are revealed. The author substantiates the allocation of a system of typed categories of administrative and tort court cases arising in the course of state control (supervision) and municipal control. The proposed proposals on the separation and categorization of administrative and tort cases arising in the course of state control (supervision) and municipal control are proposed to be used as a scientifically based reference point in optimizing judicial practice, as well as administrative proceedings in cases of administrative offenses.
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Macpherson, Rob, and Isam Babiker. "Who works with adult victims of childhood sexual abuse?" Psychiatric Bulletin 18, no. 2 (February 1994): 70–72. http://dx.doi.org/10.1192/pb.18.2.70.

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A survey of mental health professionals in a Bristol NHS trust found that most had experience of therapeutic work with sexually abused patients and over half were currently engaged in such work. Supervision was variable and often considered inadequate. Few responders routinely enquired about historical abuse in the course of psychiatric assessment. The findings indicate a need for agreed strategy involving training, supervision and inter-agency co-operation to deal with this increasingly common problem.
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Trezise, Kate. "Changes in practice of ECT: a follow-on study." Psychiatric Bulletin 22, no. 11 (November 1998): 687–90. http://dx.doi.org/10.1192/pb.22.11.687.

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Aims and methodA retrospective case note study examining the effects of increased supervision on practice of electroconvulsive therapy (ECT).ResultsIncreasing the level of supervision of ECT sessions was associated with patients receiving on average almost two fewer treatment applications per course of ECT.Clinical implicationsThe risk of treatment is reduced because patients receive fewer anaesthetics, and they may be discharged home sooner. Such improvements in ECT practice should be relatively easily achievable in many ECT clinics.
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Loutfi, A., APH McLean, and J. Pickering. "Training General Practitioners in Surgical and Obstetrical Emergencies in Ethiopia." Tropical Doctor 25, no. 1_suppl (January 1995): 22–26. http://dx.doi.org/10.1177/00494755950250s110.

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A 6-month course for training general practitioners (GPs) in surgical emergencies was developed and piloted in Ethiopia. The course was designed after an assessment of the surgical manpower needs in Ethiopia. Seven GPs were selected by the Ministry of Health (MOH) from rural hospitals that had no surgical specialists but had operating facilities. The course consisted of 1 week of lectures followed by 11 weeks each in obstetrics/gynaecology and general surgery. The GPs trained in district hospitals under the supervision of surgical specialists. Emphasis was placed on practical experience in managing a limited number of previously identified surgical emergencies. Follow up 9 months after completion of the course showed that five of the seven GPs had completed significant numbers of life saving procedures. Complications occurred largely in advanced disease. Difficulties remain with the recognition of the GPs' training and their supervision. We conclude that GPs can be trained to provide life saving surgery in a short training programme at a modest cost, but mechanisms for ensuring ongoing support need to be established.
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Barrett, Courtenay A., Cynthia E. Hazel, and Daniel S. Newman. "Training confident school-based consultants: The role of course content, process, and supervision." Training and Education in Professional Psychology 11, no. 1 (February 2017): 41–48. http://dx.doi.org/10.1037/tep0000128.

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Yerushalmi, Hanoch. "On the concealment of the interpersonal therapeutic reality in the course of supervision." Psychotherapy: Theory, Research, Practice, Training 29, no. 3 (1992): 438–46. http://dx.doi.org/10.1037/h0088548.

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Compernolle, T. "In Europe, being a psychiatric patient is like being the passenger of a pilot who learned to fly by reading about it." European Psychiatry 13, no. 6 (September 1998): 323–26. http://dx.doi.org/10.1016/s0924-9338(98)80054-0.

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SummaryAn inquiry among the 150 participating trainees and trainers from 24 European countries (mainly from Western European countries), at the Annual EFPT Symposium revealed that in most countries live supervision and observation are not used in training. To make matters even worse, psychiatry trainees hardly get any supervision at all. About one third of the participants never observed a senior psychiatrist in interaction with a patient during the course of their training. Half of the participants were never observed while interacting with a patient during the course of their training. The author elaborates on five of the reasons why live supervision and observation are indispensable tools for training psychiatrists. He concludes that it is unethical to permit trainees to become psychiatrists without this kind of training. For psychiatry to become a profession earning more respect from the other medical professionals and the general public, it is necessary that senior psychiatrists pay more respect to their own profession by giving trainees an adequate training in the craftsmanship of psychiatry.
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Riyantini, Riyantini. "PENDEKATAN PDCA DALAM KEGIATAN PEMANTAUAN PENGENDALIAN MUTU DI LEMBAGA KURSUS DAN PELATIHAN." JIV-Jurnal Ilmiah Visi 12, no. 2 (December 21, 2017): 143–53. http://dx.doi.org/10.21009/jiv.1202.7.

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By having a challenge to escalate quality at course and training institutions (LKP) which is appropriate to 8 National Education Standards, it is necessary to have an approach related to managementfunctions; planning, implementation, evaluation and improvement on institution management related to quality. Due to that reason, Plan Do Check and Act (PDCA) approach is implemented toward courseand training institutions. Problem statement proposed is in what ways Plan Do Check and Act (PDCA) approach can escalate effectiveness in supervising the quality control at course and training institutions.The objective is to describe the implementation of PDCA approach at the institutions. The method used is a qualitative descriptive approach by conducting data observation to collect the data, interviews, andsome related literature. PDCA approach which is useful for supervisors, can be used as work patterns, to implement quality changes, measure them, and improve the quality sustainably. Activities run by supervisors as quality controllers are making a commitment together with managers, planning, implementing, and assessing. This PDCA approach can escalate supervision effectiveness in controlling quality of course and training institutions.Keywords: PDCA approach, overseer, monitoring, LKP quality control
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