Journal articles: 'Supervision students'

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McKinley, Mary Temitope. "Supervising the sojourner: Multicultural supervision of international students." Training and Education in Professional Psychology 13, no. 3 (August 2019): 174–79. http://dx.doi.org/10.1037/tep0000269.

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Ekanoye, Adekemi. "Multicultural Issues in Supervision - Supervising International Counseling Students." Psychology and Behavioral Sciences 9, no. 2 (2020): 12. http://dx.doi.org/10.11648/j.pbs.20200902.12.

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Kosta, Joan C., and Alejandro Brice. "Supervision: The Sensitivity Awareness Supervision Model." Perspectives on Administration and Supervision 9, no. 3 (October 1999): 18–20. http://dx.doi.org/10.1044/aas9.3.18.

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Abstract Clinical supervisors are faced with supervising students who represent differences from “traditional” students that include spoken language, dialect, interpersonal communication styles, and attitudes. The training of culturally and linguistically diverse (CLD) speech-language pathologists is therefore a priority in order to serve the growing CLD population. The issues of cultural and linguistic diversity present major challenges for the clinical training of student clinicians. The need to develop specific styles and guidelines relating to supervision of CLD students is critical. This paper highlights concepts used in a supervision model designed for use with CLD student clinicians.

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Mori, Yoko, Arpana G. Inman, and Grace I. L. Caskie. "Supervising international students: Relationship between acculturation, supervisor multicultural competence, cultural discussions, and supervision satisfaction." Training and Education in Professional Psychology 3, no. 1 (February 2009): 10–18. http://dx.doi.org/10.1037/a0013072.

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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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Adams, Trevor. "Clinical supervision: psychiatric students." Nursing Standard 5, no. 26 (March 20, 1991): 29–31. http://dx.doi.org/10.7748/ns.5.26.29.s36.

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Nilsson, Johanna E. "International Students in Supervision." Clinical Supervisor 26, no. 1-2 (September 20, 2007): 35–47. http://dx.doi.org/10.1300/j001v26n01_04.

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Holdaway, Edward, Claude Deblois, and Ian Winchester. "Supervision of Graduate Students." Canadian Journal of Higher Education 25, no. 3 (December 31, 1995): 1–29. http://dx.doi.org/10.47678/cjhe.v25i3.183220.

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Graduate education is an essential component of universities; it also contributes substantially to national economies. However, problems in graduate education, especially with respect to completion and quality, have emerged in many countries, including Canada. To address these problems and related issues and practices, a comprehensive three-year research project has been conducted involving questionnaires and interviews in Canada, Australia, Great Britain, and other countries. This paper presents information from questionnaires completed in 1993 by 736 supervisors of graduate students in 37 universities across Canada. Many substantial differences were obtained between the means for items when respondents were classified into eight discipline areas. The responses related to master's and doctoral programs were generally similar.

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Ossai, Peter Agbadobi Uloku. "Examining Relationship and Differences between Student Teachers' First Supervision and Second Supervision Scores." Journal of Educational and Social Research 10, no. 4 (July 10, 2020): 105. http://dx.doi.org/10.36941/jesr-2020-0069.

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This study examined the relationship and differences between students’ teaching practice scores in the first and second supervisions. The aim of the study was to find out whether students’ performances in the first supervision could predict performance in the second supervision. To direct the study, two research questions and two null hypotheses were used. An ex-post facto design was employed in the study. The population for the study consisted of 95 300 students from the department of Guidance and Counselling, Delta State University, Abraka for 2016/17 session. A sample of 82 students was drawn from 300 level through purposive sampling technique. The two sets of teaching practice scores for 2016/17 session were used in the study. The research questions were answered through the use of co-efficient of determination and mean while the null hypotheses were tested at .05 level of significance using Pearson’s r and independent samples t-test. The data analysis revealed that the two sets of teaching practice scores were positively related; however there was no significant relationship between the scores from the first and second supervisions. It was also found that the two sets of scores did not differ significantly. The weak relationship or difference between the two sets scores from the two supervisions were attributed to students not heeding the supervisors’ instructions in the first supervision. Further studies on relationship and differences between students’ teaching practice scores should be done with larger samples from other departments and other institutions in the country.

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Li, Dan, Yanhong Liu, and Injung Lee. "Supervising Asian International Counseling Students: Using the Integrative Developmental Model." Journal of International Students 8, no. 2 (April 1, 2018): 1129–51. http://dx.doi.org/10.32674/jis.v8i2.137.

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This conceptual article presents an application of the integrative Asian international counseling students developmental model (IDM) as a framework for supervising Asian international counseling students in the United States. Asian international supervisees’ characteristics and needs on four developmental levels and corresponding supervision interventions are discussed. Implications for clinical supervision, counselor education, and research are provided.

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Mothiba, T. M., M. S. Maputle, and D. T. Goon. "Understanding the Practices and Experiences of Supervising Nursing Doctoral Students: A Qualitative Survey of Two South African Universities." Global Journal of Health Science 11, no. 6 (May 10, 2019): 123. http://dx.doi.org/10.5539/gjhs.v11n6p123.

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Doctoral supervision involves an intensive, interpersonal one-to-one relationship between the supervisor and the student. Supervisors have a responsibility to guide students when choosing their research topics and throughout the research process until completion of their research projects. The purpose of this study is to explore the practices and experiences of faculty members supervising doctoral nursing students in two selected universities in South Africa. This qualitative and explorative study involves all faculty members supervising doctorate nursing students at four South African Universities in Limpopo Province. A purposive sampling was used to select 15 participants who met the inclusion criteria. Data collection was through a telephonic in-depth unstructured interview. Probing was used to elicit more information from participants. Data were analysed through Tesch’s open coding method. Findings reveal three themes as practices and experiences of supervision, namely: research supervisory role, knowledge of models of supervision, and guiding principles towards doctorate supervision. There is a need for orientation of research supervisors and doctoral students before they commence with their supervisory role. Policies and procedures for doctorate supervision need to be communicated to all supervisors. There should be continuous support for both supervisors and students during the process of supervision.

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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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Rahmi Fhonna. "THE LECTURERS’ EXPERIENCES ON STUDENTS’ THESIS SUPERVISION." Getsempena English Education Journal 7, no. 1 (May 29, 2020): 113–22. http://dx.doi.org/10.46244/geej.v7i1.992.

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Many articles regarding thesis assessment and its problems have been published for years. The dynamic of the relationship between the lecturers and their students are highly concerned. This paper, in addition, aims at investigating the lecturers’ experiences while supervising the thesis of students. 5 (five) lecturers from English Department of UIN Ar-Raniry were chosen randomly as the participants for this study. To collect the data, an open-ended interview was designed as an instrument to offer 6 (six) questions to be answered by the participants. The result of the interview showed that different strategies were applied by the participants during the supervision process. Arranging specific time of supervising was employed by each participant in order to discuss more details the thesis written. Students’ writing skill, in this case, was one of the issues highlighted that required specific handling. The result also identified the way of the participants deal with the problems arose; for instance, providing extra time of supervision for the students, asking the students to have peer-reviewed session to proof-read the thesis, and many other strategies. During the consultation period of the thesis, the lecturers believed that they built good communication and relationship with their students, which is very important as the encouragement for the students in completing their theses.

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Hammick, Marilyn. "Research supervision guidelines for students." British Journal of Therapy and Rehabilitation 1, no. 1 (September 2, 1994): 48. http://dx.doi.org/10.12968/bjtr.1994.1.1.48.

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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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Daly, Gayle. "Supervision: Formative Assessment as a Clinical Supervision Tool." Perspectives on Administration and Supervision 20, no. 3 (October 2010): 113–16. http://dx.doi.org/10.1044/aas20.3.113.

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Formative assessment is a critical component to effective supervision for graduate students in both on-campus clinical assignments as well as in external placements. This article focuses on the role of student participation and self-reflection in effective formative assessments. A number of self-reflection formative assessment tools will be discussed along with a survey of students' perception of the value of each.

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Engelbrecht, Lambert. "Cultural friendliness as a foundation for the support function in the supervision of social work students in South Africa." International Social Work 49, no. 2 (March 2006): 256–66. http://dx.doi.org/10.1177/0020872806061240.

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English In South Africa it is essential that the cultural diversity of the social work student population be accommodated in supervision. This is possible if cultural friendliness forms the foundation of support in supervision. Cultural friendliness is a disposition that forms part of the supervisor's identity. French En Afrique du sud, il est essentiel que la fonction de supervision s'assure d'accommoder la diversité culturelle de la population étudiante en travail social. Cela est possible si une amitié culturelle forme la base des activités de soutien et de supervision. L'amitié culturelle est une attitude ou disposition faisant partie intégrante de l'identité du superviseur. Spanish En Sudáfrica es esencial que en la supervisión del trabajo social se tenga en cuenta la cultura del estudiante. Esto es posible si la amabilidad cultural es la base de la función de apoyo de la supervisión. La amabilidad cultural es una disposición que forma parte de la identidad del supervisor.

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Taliancich-Klinger, Casey, and Solaman Cooperson. "Clinical Supervision in a Medical Setting: A Preliminary Study About the Practices and Beliefs of Expert and Novice Clinician Supervisors." Perspectives of the ASHA Special Interest Groups 2, no. 11 (January 2017): 7–16. http://dx.doi.org/10.1044/persp2.sig11.7.

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This project explores perceptions of the clinical supervision practices from the perspective of expert and novice speech-language pathologists (SLPs) in a medical setting. Expert and novices may have different philosophies and beliefs about supervision that could impact a young clinician's learning (Peña & Kiran, 2008). An expert was defined as having more than five years of clinical experience in the medical setting with supervision experience of at least 10 students. Novice clinicians had worked for less than five years and had supervised a minimum of one student. An interview adapted from counseling literature (Okech & Rubel, 2009), was used to collect data on beliefs about supervision practices of two expert and two novice SLPs supervising graduate students at a hospital in Texas. Results indicated that novices were more likely to experience stress related to supervision and did not provide regular feedback to their supervisees in comparison to their expert peers. Experts were more likely to have a positive view of supervision and provide feedback more consistently. These reported differences in perceptions have implications for clinical teaching as novices and experts may have different ways of supervising potentially impacting learning for beginning speech-language pathology clinicians.

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Rønn, Kira Vrist, and Karen Lund Petersen. "Collective supervision of Master's thesis students." Dansk Universitetspædagogisk Tidsskrift 13, no. 25 (September 28, 2018): 179–93. http://dx.doi.org/10.7146/dut.v13i25.104440.

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Collective supervision has become a common way to provide supervision at schools of higher education. This is also true for the supervision of master’s thesis students on the Master’s Programme, Security Risk Management at the University of Copenhagen. Based on experiences with collective supervision of master thesis students, this paper engages with the many understandings of feedback and learning in play in the teaching situation. In the scholarly literature, features such as multivoicedness, dialogue, process- and student-orientation are empha-sized when addressing collective supervision. Yet, our findings show a clash of expectations between a majority of the students (and supervisors) and these ide-als of collective supervision. Indeed, many students still believe feedback should be troubleshooting and product-oriented. In the final part of the paper we out-line a handful of ideas on how to improve future collective supervision to explicit-ly address the gap between expectations and conceptions of good feedback.

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Alzamil, Jwahir. "Principals’ Difficulties at Female Saudi Secondary Schools." Journal of Education and Learning 10, no. 2 (March 10, 2021): 124. http://dx.doi.org/10.5539/jel.v10n2p124.

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Teaching supervision is carried out by principals, and its purpose is to evaluate teachers’ teaching practices in the classroom. This study addresses a gap in the teaching supervision literature, which relates to the fact that studies in the teaching supervision literature have overlooked the obstacles principals face when supervising teachers in Saudi Arabia. The study was conducted over 10 days. Using semi-structured interviews, the data was collected from seven female principals in secondary schools. The results showed that the obstacles faced by principals fall into the following two categories: (a) obstacles to supervision caused by some teachers’ unhappiness about being observed in the classroom; and because some of them fail to admit to having faults; and (b) obstacles that centre on the classroom environment itself, including noisy students, boring classes, a large number of students, small classrooms, the large number of teachers in a single school, and having to supervise all the subjects. These findings indicate that: (a) principals encounter certain obstacles to supervising teachers which affect the quality of the supervision itself; and (b) supervision planners may be motivated to consider the obstacles faced by principals in their supervision of teachers, so having this information can be crucial for improving principals’ performance of supervision in Saudi Arabia.

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Richmond, Samara G., Amber M. Samuels, and A. Elizabeth Crunk. "Vicarious Grief in Supervision: Considerations for Doctoral Students Supervising Counselors-in-Training." Professional Counselor 11, no. 2 (June 2021): 161–72. http://dx.doi.org/10.15241/sgr.11.2.161.

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The COVID-19 pandemic has brought about collective experiences of grief; thus, counselors-in-training (CITs) and their doctoral student supervisors may encounter increases in grief-oriented clinical work. In considering how to support CITs’ work with grieving clients, doctoral supervisors should be prepared to help CITs manage experiences of vicarious grief (VG). Given the ubiquity of loss and the limited amount of grief-specific coursework in counselor training, CITs could benefit from exploring their experiences of VG with their doctoral supervisors in clinical supervision—a core area of training for doctoral students enrolled in counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs. In this manuscript, we (a) provide an overview of the literature on VG, (b) discuss the potential impact of VG on CITs, (c) present a case study illustrating attention to VG in supervision, and (d) provide practical strategies doctoral supervisors can employ when addressing VG in supervision, drawing on Bernard and Goodyear’s discrimination model.

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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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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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González-Ocampo, Gabriela, and Montserrat Castelló. "How do doctoral students experience supervision?" Studies in Continuing Education 41, no. 3 (September 15, 2018): 293–307. http://dx.doi.org/10.1080/0158037x.2018.1520208.

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Sidhu, Gurnam Kaur, Sarjit Kaur, Chan Yuen Fook, and Farhana Wan Yunus. "Postgraduate Supervision: Exploring Malaysian Students’ Experiences." Procedia - Social and Behavioral Sciences 90 (October 2013): 133–41. http://dx.doi.org/10.1016/j.sbspro.2013.07.074.

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Marsh, Herbert W., Kenneth J. Rowe, and Andrew Martin. "PhD Students' Evaluations of Research Supervision." Journal of Higher Education 73, no. 3 (May 2002): 313–48. http://dx.doi.org/10.1080/00221546.2002.11777151.

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Siemsen, Dennis W., and Richard Foley. "CLINICAL SUPERVISION AND FEEDBACK TO STUDENTS." Optometry and Vision Science 72, SUPPLEMENT (December 1995): 102. http://dx.doi.org/10.1097/00006324-199512001-00162.

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Helfer, Fernanda, and Steve Drew. "Students’ Perceptions of Doctoral Supervision: A Study in an Engineering Program in Australia." International Journal of Doctoral Studies 14 (2019): 499–524. http://dx.doi.org/10.28945/4368.

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Aim/Purpose: The overall aim of this study was to improve our understanding of engineering student satisfaction and expectations with PhD supervision and their perceptions of the roles in a supervisory relationship. Background: Studies on PhD supervision quality are highly valuable, mainly when they provide information on supervision experiences from students’ perspectives, rather than from supervisors’ perspectives. Understanding how PhD students think, their preferences and their perceptions of roles in a supervision process can help enhance the quality of supervision, and consequently, form better researchers and produce better research outcomes. Methodology: The method employed in this investigation was based on a student survey with scaled and open-ended questions of 30 full-time engineering PhD students from a research institution in Australia. Contribution: Studies that provide a better understanding of how engineering PhD students think and how they expect a supervisory relationship to be are limited. This study can be used to derive recommendations for improving supervisory relationships, particularly in engineering schools and institutions. Findings: The majority of the students perceived most of the supervisor and student roles in close agreement with the roles described in the literature and existing codes of practice for the supervision of higher degree research students. The main reasons for dissatisfaction with supervision were identified as being the lack of involvement of supervisors in the research projects, particularly in the writing process, and the lack of supervisor’s knowledge in the field being supervised. Recommendations for Practitioners: It is recommended that the roles of each party in a supervision process be discussed and clarified at the beginning of any PhD candidature to avoid false student expectations. The right supervisory fit should be ensured early in the candidature, and additional supervisors should be added to the team if the expertise of supervisors is deemed insufficient. The use of supervisory panels as opposed to individual supervisions to ensure that responsibilities are shared and to increase the range of advice and support available to each student is highly recommended. Recommendation for Researchers: It is recommended that this type of research be expanded to other disciplines. It is also recommended that specific actions be taken to improve supervision and these be correlated to satisfaction rates and/or student performance.

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Livingston, Amy, and Melanie Hudson. "Supervision: Supervision to Mentoring: Practical Considerations." Perspectives on Administration and Supervision 20, no. 2 (June 2010): 71–75. http://dx.doi.org/10.1044/aas20.2.71.

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As students transition from graduate programs to their Clinical Fellowship Experience, there is a corresponding shift in their autonomy and level of supervision. Supervisors of student clinicians and mentors of Clinical Fellows share many of the same roles and responsibilities as key figures in the professional development of the new clinician. Mentors are appropriately less directive than supervisors as part of a collaborative process with the Clinical Fellow. The mentor is charged with facilitating and promoting reflective practice techniques while giving consideration to influence and power; interpersonal skills; issues of race, culture, gender, and age; and professional ethics.

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Watson, Jack C., Samuel J. Zizzi, Edward F. Etzel, and John R. Lubker. "Applied Sport Psychology Supervision: A Survey of Students and Professionals." Sport Psychologist 18, no. 4 (December 2004): 415–29. http://dx.doi.org/10.1123/tsp.18.4.415.

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The applied sport psychology supervision experiences of student and professional members of AAASP (N = 313) were surveyed. The results revealed that of those who provide applied sport psychology consultation, students were more likely than professionals to receive supervision and to receive weekly supervision. However, both groups received equal amounts of supervision and had case management as the primary component of their supervision. AAASP professional members providing supervision were more likely to hold certified consultant and licensure status than those who did not provide supervision. Only 22.4% of professionals reported providing applied sport psychology supervision, 75.9% of whom had little or no training in supervision. No differences were found in the amount, type, and quality of supervision provided to students from physical education/sport science programs and those in psychology programs.

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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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Vonk, M. Elizabeth, Ellen Zucrow, and Bruce A. Thyer. "Female MSW Students' Satisfaction with Practicum Supervision: The Effect of Supervisor Gender." Journal of Social Work Education 32, no. 3 (October 1996): 415–19. http://dx.doi.org/10.1080/10437797.1996.10778471.

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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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Martin, Marion. "How Reflective is Student Supervision? A Study of Supervision in Action." British Journal of Occupational Therapy 59, no. 5 (May 1996): 229–32. http://dx.doi.org/10.1177/030802269605900511.

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Reflective practice has been advocated by authors such as Schön, and Mattingly and Fleming, as a method by which professionals can become more effective. It could also be used during supervision sessions with students on placement as a way of teaching them the skills of occupational therapy. One of the basic assumptions of reflective practice is that there should be an equal and open relationship between supervisor and student. A small study was carried out to investigate the supervision of occupational therapy students on fieldwork. Three pairs of student and supervisor were studied using observation, interviews and analysis of tape recordings of supervision sessions. The results reflect those of similar studies of supervision by Schön and by Fish, namely, that the subjects' espoused theories did not always match their theories-in-use. Supervisors and students alike were not aware that, although they believed in active, student-centred learning, the supervisors were largely in control of the sessions. Students could have been encouraged more to express their feelings and ideas, and could have taken more opportunities to do so. These and similar findings imply that, as practitioners, we need to monitor our own professional performance through action research.

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Thaba-Nkadimene, Kgomotlokoa Linda. "A reflective essay on experiences and practices of postgraduate supervision in the University of Limpopo : a life history approach." Journal of African Education 1, no. 3 (December 1, 2020): 5–25. http://dx.doi.org/10.31920/2633-2930/2020/s1n3a1.

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This study investigated the problem of postgraduate supervision that results with students' delayed graduation, low postgraduate students' output and lack of capacity. The purpose of this essay is to reflect on my postgraduate supervision experiences and practices of working in one disadvantaged rural university in South Africa. The study is embedded within interpretivism paradigm, and was informed by Personal Construct Theory and Life History Approach. My autobiography of the period January 2004 and June 2020 was used as primary data. The findings point to the prevalence of delayed graduation and output; adoption of single-handed supervision as an impediment towards attainment of required post-graduate students' skills required to progress in their studies and serve as future independent researchers; mono-supervision created supervision backlog that adds up to pipeline students. I used various models, such as student group supervision, mentoring supervision, and collaborative supervision. Collaborative supervision enhanced student development. This study concludes that supervision of postgraduate students is a crucial aspect for improved learning spaces and the choice of a solid supervision model improves research output. This study recommends that collaborative cohort supervision model be adopted by deprived universities to improve supervision capacity and students through-put.

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Borders, L. DiAnne, Jennifer B. Brown, and Lucy L. Purgason. "Triadic Supervision with Practicum and Internship Counseling Students: A Peer Supervision Approach." Clinical Supervisor 34, no. 2 (July 3, 2015): 232–48. http://dx.doi.org/10.1080/07325223.2015.1027024.

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Daud, Yaakob, Puteri Darishah Dali, Rozalina Khalid, and Mohd Sofian Omar Fauzee. "Teaching and Learning Supervision, Teachers’ Attitude towards Classroom Supervision and Students’ Participation." International Journal of Instruction 11, no. 4 (October 3, 2018): 513–26. http://dx.doi.org/10.12973/iji.2018.11432a.

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Denis, Constance, Nicole Rege Colet, and Christelle Lison. "Doctoral Supervision in North America: Perception and Challenges of Supervisor and Supervisee." Higher Education Studies 9, no. 1 (November 30, 2018): 30. http://dx.doi.org/10.5539/hes.v9n1p30.

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The completion rate for graduate studies is around 50% in some programs, and several authors suggest that doctoral supervision in a key factor in explaining this. Existing research on doctoral education reveals an uneven international landscape made up of the perceptions of both doctoral students and their supervisors. In the French-speaking North American context, exploration of doctoral supervision practices still remains unchartered. As a part of the first author’s doctoral thesis, interviews were conducted with 20 supervisors and 20 doctoral students from 8 different faculties. The purpose of these interviews was to capture their perceptions and experiences around doctoral supervision, and to explore with them the main issues related to doctoral supervision. Four dimensions for framing doctoral supervision have emerged from these interviews: a) scientific, b) personal, c) administrative and d) professional. Three main issues stretch along a timeline: 1) admission into a doctoral program, 2) mastering of scientific writing, and 3) employability. This study is an attempt to unpack the complexity of doctoral supervision and, in doing so, to construct a shared language for all concerned parties. The overall purpose of the doctoral research is to identify practices that support effective doctoral supervision and reduce the dropout rate.

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Paul, Pauline, Joanne K. Olson, and Raisa B. Gul. "Co-supervision of Doctoral Students: Enhancing the Learning Experience." International Journal of Nursing Education Scholarship 11, no. 1 (January 1, 2014): 31–38. http://dx.doi.org/10.1515/ijnes-2012-0004.

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AbstractThe purpose of this paper is to examine the advantages and challenges of co-supervision of doctoral students, as found in the literature and from our experiences. We define co-supervision and then discuss the process in detail. Examples are based on experiences of co-supervision from faculty perspectives as well as from the point of view of a former doctoral student. We propose that the advantages of co-supervision far outweigh the challenges and should be regularly considered by seasoned academics to enhance student learning. In addition, we suggest that co-supervision is intellectually stimulating for academics.

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Et.al, Norazani Ahmad. "A Needs Analysis Study on the Development of a Mobile Counselling Supervision System (MoCoSS) For Counselling Internship." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 390–97. http://dx.doi.org/10.17762/turcomat.v12i3.743.

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This needs analysis study focused on acquiring feedback from trainee counselors for developing the Mobile Counseling Supervision System (MoCoss).This system was developed based on the Client Server framework. Based on this framework, MoCoSS would be developed in three phases; the Client phase, the Server phase and the integration phase. The questionnaire regarding the needs analysis was administered using Google form to acquire feebdack about the need for mobile Counseling Supervision while undergoing the counselling internship. The needs analysis study was conducted on 57 respondents who comprised the unedrgraduates and the Masters degree students who were having their counselling internship in schools and other organisations. The findings showed that 67.3 percent of the respondents agreed that the counselling internship should be conducted on-line to support the trainees‘ counselling tasks. The majority of the respondents also showed a positive attitude towards the usage of a mobile counselling supervision system in fulfilling the tasks of counselling internship. The needs analysis provided a basic framework for the development of a mobile counselling system for supervisors and the trainee counselors to support supervision in a conventional manner as well as to reinforce the management of filing and records system continuously during the counselling internship. As such, the development of a mobile Counselling Internship Supervision system could assist the academic supervisors, the supervising counsellors and trainee counsellors in becoming more systematic while fulfilling the maximum 5 supervisions as stated by the Malaysian Counselling Board.

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Pearson, Quinn M. "Psychotherapy-Driven Supervision: Integrating Counseling Theories into Role-Based Supervision." Journal of Mental Health Counseling 28, no. 3 (June 21, 2006): 241–52. http://dx.doi.org/10.17744/mehc.28.3.be1106w7yg3wvt1w.

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Mental health counselors often play an integral part in the training and supervision of students and new practitioners. Whether they are teaching clinical skills in academic settings, providing on-site supervision for practicum and internship students, or serving as clinical supervisors for unlicensed or less experienced counselors, supervision is a relevant component of mental health practice. Designed as a practical approach that builds on the clinical strengths of mental health counselors, psychotherapy-driven supervision advocates blending psychotherapy-based approaches to supervision with role-based models of supervision. Strengths and weaknesses of psychotherapy-based approaches are discussed. Detailed descriptions of the teacher, counselor, and consultant roles of supervisors are presented. Psychotherapy-driven supervision is illustrated for three theoretical approaches: humanistic-relationship oriented, cognitive-behavioral, and solution-focused.

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Spedding, Trish. "Stories of Supervision." Education Sciences 10, no. 4 (March 31, 2020): 93. http://dx.doi.org/10.3390/educsci10040093.

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This article centres upon experiences of supervising practitioner-researchers engaged in the first year of a Customised Master of Philosophy (MPhil) programme of study. This pathway resides within a larger collaboration between the University of Sunderland’s Centre for Excellence in Teacher Training (SUNCETT) and the Education and Training Foundation (ETF) delivering a National Practitioner Research Programme (PRP) in England. It takes as its starting point how non-traditional research students from the further adult and vocational education (FAVE) sector experience entry into the programme and their subsequent development of scholarship and research skills as they pursue their studies at research degree level in higher education (HE). Using six guiding principles underpinning the PRP as a framework for analysis, illustrative stories of the experiences of supervisors and research students provide insights into ways in which supervision is enacted. Some key characteristics of supervision practice are described. These often bring to light differences between supervision on the Customised MPhil with that of conventional MPhil programmes. The most striking finding supports how the development of collaborative and cooperative practice helps to shift the customary dynamic of research degree study away from isolation towards a shared experience as members of an inclusive and active research community.

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Reuven Even Zahav, Ronit, Tehila Refaeli, Shahar Shemesh, Shelly Gottlieb, and Anat Ben-Porat. "Supervision Satisfaction Among Social Work Students in Israel: Supervision Components, Peer Support, and Trauma-Related Factors." Research on Social Work Practice 30, no. 8 (June 30, 2020): 884–94. http://dx.doi.org/10.1177/1049731520936755.

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Purpose: Supervision is an essential part of social work education. Accordingly, supervision satisfaction plays an important role in the development of the students’ professional identity. However, the factors contributing to supervision satisfaction among social work students have rarely been examined. This study examined the contribution of supervision components, peer support, secondary traumatization, and vicarious post-traumatic growth (VPTG) to supervision satisfaction. Method: Self-report questionnaires were distributed to 259 undergraduate social work students. Correlation and hierarchical linear regression analyses were performed. Results: Higher supervision satisfaction was predicted by the educational and supportive components of supervision, peer support, and VPTG, whereas the administrative component of supervision satisfaction and secondary traumatization predicted lower supervision satisfaction. Discussion: The findings highlight the negative ramifications of secondary traumatization and the positive contribution that supportive and educational supervision, peer support, and VPTG can have on social work students’ supervision satisfaction. Practical implications for practice and policy are discussed.

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Syuhaimi A, Mohammad, Shahrom Md. Zain, Afiq Hipni, Mohd Jailani Mo, Ahmad Kamal Arif, Nur Farah Liza, Muhamad Fadhil Che, Nor Shaadah Ro, and Nurul Huda Abdul. "High Quality Students by Improving Research Supervision." Social Sciences 6, no. 5 (May 1, 2011): 344–49. http://dx.doi.org/10.3923/sscience.2011.344.349.

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Kangasniemi, Mari, Sanna-Mari Ahonen, Eeva Liikanen, and Kati Utriainen. "Health science students' conceptions of group supervision." Nurse Education Today 31, no. 2 (February 2011): 179–83. http://dx.doi.org/10.1016/j.nedt.2010.05.015.

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Jaldemark, Jimmy, and J. Ola Lindberg. "Technology-mediated supervision of undergraduate students' dissertations." Studies in Higher Education 38, no. 9 (November 2013): 1382–92. http://dx.doi.org/10.1080/03075079.2011.626851.

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Sutcliffe, Nick. "Helping Doctoral Students Write – pedagogies for supervision." Enhancing the Learner Experience in Higher Education 4, no. 1 (November 22, 2012): 75. http://dx.doi.org/10.14234/elehe.v4i1.53.

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Vivekananda, Umesh, and Lorraine Corfield. "Medical students and consent: does supervision help?" Medical Education 42, no. 3 (March 2008): 322. http://dx.doi.org/10.1111/j.1365-2923.2007.03002.x.

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Glickauf-Hughes, Cheryl. "Teaching Students About Primitive Defenses in Supervision." Clinical Supervisor 15, no. 2 (August 19, 1997): 105–13. http://dx.doi.org/10.1300/j001v15n02_08.

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Laws, Elinor, and Georgina Phillips. "Physician under supervision: UK medical students’ perspectives." Medical Teacher 40, no. 7 (February 16, 2018): 756–57. http://dx.doi.org/10.1080/0142159x.2018.1440078.

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Journal articles on the topic 'Supervision students'

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