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Journal articles on the topic 'Supervision'

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Published: 4 June 2021

Last updated: 1 August 2024

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1

Fine, Marshall, and David Fenell. "Study Group 2: Supervising the Supervisor-of-Supervision: A Supervision-of-Supervision Technique or an Hierarchical Blurring?" Journal of Strategic and Systemic Therapies 4, no. 3 (September 1985): 55–59. http://dx.doi.org/10.1521/jsst.1985.4.3.55.

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2

Kusumawati, Erna. "Implementation of Kindergarten Supervisor Academic Supervision." International Journal of Social Service and Research 3, no. 9 (September 26, 2023): 2251–58. http://dx.doi.org/10.46799/ijssr.v3i9.524.

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Study This aim For analyse the implementation of supervision academic done by supervisor Kindergarten in East Jakarta. Method which is used in this research is a descriptive qualitative approach. Research design using studies case Which will conducted in one of the Kindergartens in East Jakarta. Results study shows that: (1) Implementation of supervision academic by the supervisor school has fulfil principle supervision implementation academic done with technique supervision individual And group; (2) Act carry on supervision academic by supervisor Kindergarten by providing reinforcement to teachers who have fulfil competency standards and coaching to Teacher which has not been fulfil competency standards.

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3

Izatin, Dewi Nasru', and Suko Susilo. "Praktik Kepemimpinan Kepala Sekolah dalam Menyupervisi Pendidikan Agama Islam di Sekolah Menengah Pertama." Jurnal Intelektual: Jurnal Pendidikan dan Studi Keislaman 12, no. 1 (April 24, 2022): 76–87. http://dx.doi.org/10.33367/ji.v12i1.2342.

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The study was on the back of an accelerating at the SMP Al-Ikhlas Tarokan, with the headteacher's leadership who carried out the supervision of Islamic Religious Education. In this case, researchers observe the headmaster's supervised Islamic Religious Education supervision. The problem with this research includes 1) how does the principal practice leadership in carrying out Islamic Religious Education supervision at the SMP Al-Ikhlas Tarokan? 2) how does the principal's leadership practice implication in supervising Islamic Religious Education at the SMP Al-Ikhlas Tarokan? The research method of this study is a qualitative approach. This study's results were: 1) the headteacher's leadership practice of producing Islamic Religious Education supervisions on the Islamic Religious Education at the SMP Al-Ikhlas Tarokan effective. The principal affects his subordinates with a power referent power that uses leadership with a charismatic leadership style. 2) the implication of the principal leadership practice in performing Islamic Religious Education supervision at the SMP Al-Ikhlas Tarokan is quite good.

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4

Ellis, Michael V. "Critical incidents in clinical supervision and in supervisor supervision: Assessing supervisory issues." Journal of Counseling Psychology 38, no. 3 (1991): 342–49. http://dx.doi.org/10.1037/0022-0167.38.3.342.

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5

Ellis, Michael V. "Critical incidents in clinical supervision and in supervisor supervision: Assessing supervisory issues." Training and Education in Professional Psychology S, no. 2 (November 2006): 122–32. http://dx.doi.org/10.1037/1931-3918.s.2.122.

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6

Guli, Mulyadi, Paisal Halim, Syamsiah Badruddin, Hartono ., Hasim A. Abdullah, Muhammad Ikhsan Setiawan, and A. Saleh A. "Impact of Supervision and Supervisor Capability on the Construction Supervision in Enrekang." International Journal of Engineering & Technology 7, no. 3.6 (July 4, 2018): 441. http://dx.doi.org/10.14419/ijet.v7i3.6.17490.

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The aim of this study is to determine the influence of supervisory mechanism and supervisor capabilities, either in group or individually on the effectiveness of physical development supervision in Enrekang District. The results showed scores for supervisory mechanism and supervisor capability were good. The result of statistical analysis shows that there is a significant influence on the supervisory mechanism and the ability of the supervisor on the effectiveness of the supervision of physical development in Enrekang District, either partially (individually) or simultaneously (together).

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7

Bambling, Matthew, and Robert King. "Supervisor social skill and supervision outcome." Counselling and Psychotherapy Research 14, no. 4 (October 2013): 256–62. http://dx.doi.org/10.1080/14733145.2013.835849.

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8

Watkins, C. Edward. "The Supervision of Psychotherapy Supervisor Trainees." American Journal of Psychotherapy 48, no. 3 (July 1994): 417–31. http://dx.doi.org/10.1176/appi.psychotherapy.1994.48.3.417.

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9

Wilson, J. "Clinical supervision: Practicalities for the supervisor." Accident and Emergency Nursing 7, no. 1 (January 1999): 58–64. http://dx.doi.org/10.1016/s0965-2302(99)80104-0.

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10

Caire, Jill Bond, Kristen Valus, and Ellie Dwyer. "Supervisor and intern perspectives on supervision." Cognitive and Behavioral Practice 7, no. 2 (March 2000): 187–93. http://dx.doi.org/10.1016/s1077-7229(00)80030-9.

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11

Goodliffe, Delilah, Sofia Janjua, Laura Scoles, Kate Partridge, Alexandros Bardis, and Amy Beesley. "Adapting to online group clinical supervision in a CAMHS during Covid-19: Reflecting on experiences and lessons learnt." PsyPag Quarterly 1, no. 119 (June 2021): 29–33. http://dx.doi.org/10.53841/bpspag.2021.1.119.29.

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Clinical supervision is a professional activity, facilitated through a collaborative process between supervisor and supervisee. Our supervision group, of one supervising clinical psychologist, a co-supervising trainee clinical psychologist, and five assistant psychologists, kept reflective journals on weekly online supervision sessions during the first Covid-19 lockdown. Group members’ reflections were combined, and several themes identified through an iterative process: Significance and Purpose of Supervision, Managing Online Distractions, Negotiating Communication, The Impact on Connection and Advantages of Technology. We aimed to capture the transition to online supervision and discuss themes and learning points from the reflections, which can be applied when adapting to online supervision.

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12

MacKinnon, Laurie. "Supervision and Supervision of Supervision, One Perspective." Australian and New Zealand Journal of Family Therapy 7, no. 3 (September 1986): 133–39. http://dx.doi.org/10.1002/j.1467-8438.1986.tb01276.x.

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13

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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14

Medina, Justin C. "Making the Decision to Extend Probation Supervision at a Local Agency." Crime & Delinquency 63, no. 13 (October 24, 2016): 1712–30. http://dx.doi.org/10.1177/0011128716674702.

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The response to a probation violation is often a shared decision between the probation officer and the supervising judge. The result of this decision is a range of possible outcomes. One violation outcome examined here was extended supervision lengths in lieu of incarceration. This decision has been overlooked by prior research but is important to ensure equitable treatment of probationers. This study examined behavioral and organizational factors that resulted in extended supervisions for 6,034 probationers within a large county agency. On average, supervision extensions for these probationers lasted approximately 2 months (62.08 days). The decision-making framework partially explains these extensions because officers had access to poor client behavior indicators. The practical and policy implications of these findings are discussed.

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15

Brees, Jeremy, Mark Martinko, and Paul Harvey. "Abusive supervision: subordinate personality or supervisor behavior?" Journal of Managerial Psychology 31, no. 2 (March 14, 2016): 405–19. http://dx.doi.org/10.1108/jmp-04-2014-0129.

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Purpose – The purpose of this paper is to investigate whether employees’ personalities are associated with their perceptions of abusive supervision. Design/methodology/approach – In total, 756 working adults provided data. Subjects’ began by taking personality assessments and then received a performance evaluation via a video role-play. Subjects then provided their perceptions of how abusive the supervisor was. The data were analyzed with regression analysis. Findings – The results illustrated that respondents’ hostile attribution styles, negative affectivity, trait anger, and entitlement were positively and significantly associated with perceptions of abusive supervision. Research limitations/implications – The results imply that judgments of supervisory abuse and interventions to ameliorate the negative consequences associated with abusive supervision should consider subordinates’ characteristics. Originality/value – This study controlled supervisor behavior via a video vignette to assess how multiple subordinates’ perceive the same supervisor behavior. This study contributes to a more complete understanding of how personality is associated with perceptions of abusive supervision.

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16

Galouzis, Jennifer J., Denny Meyer, and Andrew Day. "Associations Between Parole Outcomes and Characteristics of People Under Supervision, Supervising Officer, and Supervising Office." Criminal Justice and Behavior 47, no. 10 (August 4, 2020): 1228–43. http://dx.doi.org/10.1177/0093854820946418.

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Community-based supervision is a key feature of contemporary correctional practice, and while it is often assumed that the supervising officer is the agent of change, few previous studies have considered the relative importance of the characteristics of either those under supervision or the supervising office. Hence, this study employed a three-level hierarchical linear model to determine how much of the variation in parole outcomes can be explained by the supervising officer, the organizational context in which supervision takes place, and the characteristics of those being supervised. The results showed that the context of supervision and the supervising officer is only associated with differences in parole outcomes for non-Indigenous people. Further research and consultation are required to understand the reasons the officer may be less influential in supervision outcomes for Indigenous people and to identify the ways in which service delivery may be adapted to improve the outcomes for this group.

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17

Sloan, Graham. "Clinical supervision: characteristics of a good supervisor." Nursing Standard 12, no. 40 (June 24, 1998): 42–46. http://dx.doi.org/10.7748/ns.12.40.42.s44.

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18

Moss, Pamela. "Positioning a Feminist Supervisor in Graduate Supervision." Journal of Geography in Higher Education 33, no. 1 (January 2009): 67–80. http://dx.doi.org/10.1080/03098260802276573.

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19

Haggard, Dana L., and Hee Man Park. "Perceived supervisor remorse, abusive supervision, and LMX." Journal of Organizational Behavior 39, no. 10 (April 10, 2018): 1252–67. http://dx.doi.org/10.1002/job.2285.

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20

Strandler, Ola, Thomas Johansson, Gina Wisker, and Silwa Claesson. "Supervisor or counsellor? – Emotional boundary work in supervision." International Journal for Researcher Development 5, no. 2 (November 4, 2014): 70–82. http://dx.doi.org/10.1108/ijrd-03-2014-0002.

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Purpose – The aim of this article was to focus on how supervisors relate to and handle the emotional work involved in the supervision process. These emotional issues are related to changes in the academic system, such as an increasing emphasis on efficacy and quality assurance. Design/methodology/approach – Interviews with supervisors are discussed using a theoretical framework built on the concepts of emotional boundary work and feeling rules. A narrative approach was used to make connections between individual stories and the institutional level of the academic system. Findings – The findings show how emotions challenge and condition supervision, and how the micro-processes of supervision and the wider university systems are tightly connected. A paradox is illuminated where emotional aspects are both recognized as an important feature of supervision and as a threat, which could affect it in the context of regulation and increasing demands on efficiency. Practical implications – The findings suggest that a mediating role of supervisors and emotional boundary work needs to be considered in supervision, which demands certain amount of flexibility in regulations. Also, the risks of associating supervision with private issues are acknowledged. Originality/value – The findings suggest that supervision is a highly emotional process, and that supervisors, on the one hand, tend to downplay the emotional side of this process, but on the other hand, are well aware of the complexity of the supervision process and its demands on them. Although supervisor–student interactions have become more regulated, they also include more attention to human interactions, feelings and emotional boundary work.

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21

Depri, Deprizon. "Supervisi Pendidikan Islam (Supervision of Islamic Education)." JURNAL ISLAMIKA 4, no. 1 (July 9, 2021): 39–48. http://dx.doi.org/10.37859/jsi.v4i1.2494.

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Abstrak: Lembaga pendidikan di Indonesia bernaung dan dikendalikan oleh dua kementrian dimana sekolah umum dikontrol oleh Kemendikbud sementra sekolah agama dalam hal ini madrasah dikontrol oleh Kemenag. Namun lembaga pendidikan ini akan selalu mendapat pengawasan dimana sekolah umum pengawasnya dari Kemendikbud kecuali guru PAI nya dan Madrasah pengawasnya dari Kemenag. Berjalan secara efektifnya suatu lembaga pendidikan baik itu pendidikan umum maupun pendidikan agama atau Madrasah tidak terlepas dari peran aktifnya seoorang pengawas, karena sesungguhnya pengawas akan selalu mengontrol jalannya pendidikan di lembaga sekolah atau madrasah dengan sacara seksama. Segala bentuk kepengawasan yang dilakukan bertujuan agar suatu pendidikan yang berlangsung di lembaga pendidiikak berjalan sesuai dengan arah dan tujuan kurikulum pendidikan baik secara local maupun secara kurikulum nasional. Segala aktivitas supervisi yang dilakukan oleh seorang pengawas Sekolah diharapkan semuanya menuju pada peningkatan mutu Sekolah dan pendidikan secara umum, dan secara spesifik supervisi yang ditujukan bagi peningkatan mutu Sekolah. Kata kunci: Supervisi, Pendidikan Islam, Melatih dan Membimbing.

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22

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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23

ABBAS, ABBAS. "IMPLEMENTASI TEKNIK SUPERVISI AKADEMIK DALAM MENINGKATKAN KUALITAS PEMBELAJARAN." DIDAKTIKA 12, no. 1 (June 20, 2019): 15. http://dx.doi.org/10.30863/didaktika.v12i1.173.

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Supervision is a professional supervision, because it is also more specific in addition to observing academic activities that are based on scientific ability, and the approach is no longer the usual management supervision, but more demanding democratic and humanistic professional abilities by education supervisions. Supervision carried out by supervisors using group techniques, namely through activities such as: orientation meetings, teacher meetings, group studies between teachers, discussions as an exchange of thoughts or opinions, workshops, sharing of experiences, panel discussions, seminars and symposiums. In addition to group supervision techniques used also use individual techniques. Individual supervision techniques used by supervisors in carrying out teaching supervision programs such as class visits, classroom observations, intervisitation, self-assessment, teaching demonstrations, and supervision bulletins. Based on the implementation of various academic supervision techniques, the teacher is expected to have competence so that the learning process is conducive.

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24

ZUBAEDY, M. "KONSEP PENDIDIKAN ANAK MENURUT AL-QUR�AN SURAT LUQMAN AYAT 13-19." DIDAKTIKA : Jurnal Kependidikan 12, no. 2 (June 20, 2019): 135–50. http://dx.doi.org/10.30863/didaktika.v12i2.182.

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Supervision is a professional supervision, because it is also more specific in addition to observing academic activities that are based on scientific ability, and the approach is no longer the usual management supervision, but more demanding democratic and humanistic professional abilities by education supervisions. Supervision carried out by supervisors using group techniques, namely through activities such as: orientation meetings, teacher meetings, group studies between teachers, discussions as an exchange of thoughts or opinions, workshops, sharing of experiences, panel discussions, seminars and symposiums. In addition to group supervision techniques used also use individual techniques. Individual supervision techniques used by supervisors in carrying out teaching supervision programs such as class visits, classroom observations, intervisitation, self-assessment, teaching demonstrations, and supervision bulletins. Based on the implementation of various academic supervision techniques, the teacher is expected to have competence so that the learning process is conducive.

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25

Oktaviani, Maria Hariyati, and Muhamad Rofii. "Gambaran Pelaksanaan Supervisi Kepala Ruang Terhadap Perawat Pelaksana Dalam Keselamatan Pasien." Jurnal Kepemimpinan dan Manajemen Keperawatan 2, no. 1 (May 18, 2019): 23. http://dx.doi.org/10.32584/jkmk.v2i1.165.

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The implementation of supervising the head of a room in one hospital in Semarang has not been optimal due to the absence of a schedule, assessment instruments, guidance, documentation of supervision results, and standard operating procedures (SOP) supervision. Supervision activities are incidental in accordance with needs and have not been implemented in a structured and well-documented manner. The writing of this article aims to find out the description of the implementation of head supervision in a hospital in Semarang. This study uses descriptive research design. The subjects in this study were all heads of inpatient rooms. The object of this research is the implementation of the supervision of the head of the room according to the SOP and the results of documentation of the implementation of supervision. The instrument in this study used a draft sheet for evaluation of the superficial room leader evaluation. Shows that there is a change in the implementation of supervision based on the SOP before and after the dissemination of supervision is carried out to the head of the room. Documented supervision results can help the head of the room to see the extent of the ability of staff and can jointly improve capabilities, correct errors in improving the quality of nursing care services. The implementation of supervising the head of a room in one of the Semarang hospitals needs to be improved, especially in terms of post-supervision documentation, development of thematic supervision themes, and structured supervision scheduling.

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26

Zhao, Chen, Zhonghua Gao, and Yonghong Liu. "Worse-off than others? Abusive supervision’s effects in teams." Journal of Managerial Psychology 33, no. 6 (August 13, 2018): 418–36. http://dx.doi.org/10.1108/jmp-12-2017-0476.

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Purpose The purpose of this paper is to examine how relative abusive supervision (i.e. team member’s perceived abusive supervision as compared with the team mean) influences team member’s job attitudes through the mediating role of relative leader–member exchange. This study also explores the cross-level moderating roles of team-level abusive supervision and team-level leader–member exchange (LMX) in the process. Design/methodology/approach This study used two-wave data from 1,479 employees in 145 work teams, and tested a cross-level moderated mediation model using multilevel structural equation modeling. Findings Results demonstrate that the negative indirect effects of relative abusive supervision on job satisfaction and team affective commitment through relative LMX are stronger when team-level abusive supervision is low rather than high. Originality/value Integrating LMX theory with a relative deprivation perspective, this study conceptualizes and operationalizes relative abusive supervision, develops an individual-within-group model of abusive supervision’s consequences in teams and demonstrates a cross-level moderating effect of team-level abusive supervision in buffering relative abusive supervision’s negative consequences.

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Burceva, Rita. "SUPERVISION FOR PEDAGOGUES – CAREER COUNSELLORS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 21, 2019): 53. http://dx.doi.org/10.17770/sie2019vol5.3981.

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Pedagogues-career counsellors perform diverse tasks at schools, and supervision is a new tool for educating and supporting these specialists. The purpose of the article is to carry out a quantitative study on the use of supervision in the professional development of pedagogues-career counsellors and to analyse the results. Study method — structured written questionnaire. The study's results show that pedagogues-career counsellors are satisfied with supervision. They think it is an appropriate form of professional development. Respondents are positive about the methods used in supervision. The main benefits of supervisions (in pedagogues – career counsellors opinion) are following: supervisions helps to become aware of strengths and weaknesses, promotes motivation at work, educates on various aspects of professional activity, promotes professional development, helps to more clearly define goals, helps to achieve the goals set, helps to prioritize, increases self-confidence, affects behavior, changes attitude, helps to understand the causal relationships, helps to become aware of personal resources, develops thinking etc.

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28

Almaajid, Rizqi, Nurjannah Siregar, Aidelia Novaliza, Ridwansyah Arifandi, Aisyah Oktafiana, Malika Ayumi, and Inom Nasution. "Supervisi Pendidikan dalam Peningkatan Profesionalisme Guru." ANWARUL 3, no. 2 (April 1, 2023): 312–24. http://dx.doi.org/10.58578/anwarul.v3i2.997.

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The low level of education in Indonesia can be caused by the low human resources in Indonesian education, namely educators or teachers who do not have professionalism in carrying out their duties. Educational supervision is one way that can be taken in improving the quality of education through career development or the professionalism of a teacher. Educational supervision leads to improvement of educational problems through guiding, supervising, guiding and directing teachers to be professional in their field to improve education and fix problems in education. Educational Supervision assists teachers in making plans in the learning process so as to produce the desired output in learning. The purpose of writing this article is to examines educational supervision in increasing teacher professionalism. The type of method for writing this article uses the literature study method, namely in the form of a series of library activities that relating to methods of gathering information, reading and taking notes, as well as managing research materials. Based on research studies, it was obtained several results that educational supervision consists of two parts, namely managerial supervision and academic supervision. Managerial supervision is in the form of educational supervision with monitoring activities carried out by high school supervisors the performance of school principals in school management, while academic supervision focuses on supervising and monitoring teacher performance in carrying out their duties. The two sections of educational supervision are interrelated, so that in order to obtain quality education through teachers who have professionalism, these two sections of educational supervision must done together.

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Sirait, Ruminta, Bustami Syam, and Setiawan Setiawan. "Studi Fenomenologi: Pengalaman Kepala Ruangan dalam Melakukan Supervisi pada Perawat di Ruang Rawat Inap COVID-19." Journal of Telenursing (JOTING) 4, no. 1 (May 13, 2022): 262–78. http://dx.doi.org/10.31539/joting.v4i1.3628.

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This study aims to explore the experience of the head of the room in supervising nurses in the COVID-19 inpatient room. The method used is a qualitative method by determining the sample by purposive sampling. Data was collected through in-depth interviews with several government and private hospitals in Medan City. The results showed that there were five themes regarding the experience of the head of the room in supervising nurses, namely: 1) implementing several approaches to the implementation of the supervisory function of nurses in the COVID-19 inpatient ward; 2) try various efforts to strengthen follow-up supervision; 3) feel the benefits of carrying out supervision of nurses in the COVID-19 inpatient ward; 4) experiencing psychological pressure when supervising nurses in the COVID-19 inpatient room; 5) experiencing problems when carrying out supervision of nurses in the COVID-19 inpatient room. In conclusion, supervision activities can improve the competence, skills, knowledge and manage the performance of nurses in the COVID-19 inpatient room. Keywords: COVID-19, Head of Room, Nurse, Nurse Manager, Supervision, Supervisor

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30

Sari, Wulan, Reni Dwi Puspitasari, and Zulaiha Zulaiha. "Head of Madrasah’s Strategy in Improving Teacher Performance at MAN 1 Bandar Lampung." Journal Corner of Education, Linguistics, and Literature 3, no. 1 (July 8, 2023): 66–74. http://dx.doi.org/10.54012/jcell.v3i1.185.

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This research aims to determine the increase in teacher performance by the head of the madrasah as the manager of educational institutions at MAN 1 Bandar Lampung, to find out the implementation of conducting an academic supervision program, to find out monitoring and evaluation in supervising the implementation of teaching, follow-up academic supervision. This type of research uses descriptive qualitative research, which will be explained narratively. Observation, interviews, and documentation were carried out for data collection. The research sample was teachers of all subjects at MAN 1 Bandar Lampung. The results of this study indicate that: Improving teacher performance by the madrasah head uses three aspects of the stages starting from planning, implementing and supervising the strategy carried out by the madrasa head in improving MAN 1 Bandar Lampung and fostering teacher performance, providing motivation, providing supervision, and fostering discipline, implementation in carrying out academic supervision programs, and monitoring teacher performance, and monitoring and evaluation in supervising the implementation of teaching, follow-up academic supervision with increased results seen from the results of questionnaires and direct interviews with informants.

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31

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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32

Sun, Haonan, Gaoyang Chen, Yutong Su, Wenbo Hu, and Weidong Wang. "Building of a standard system for supervision over financial technology enterprises from the perspective of governmental regulation." Journal of Sociology and Ethnology 4, no. 2 (2022): 101–6. http://dx.doi.org/10.23977/jsoce.2022.040220.

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In recent years, financial technology (FinTech) enterprises have thrived in China. However, the flourishing FinTech field is accompanied by the lagging of financial supervision. Regardless of innovations, FinTech is in essence related to the finance and therefore still needs to be correctly guided and supervised, so as to balance risks while guaranteeing efficiency, thus maintaining financial stability. From the perspective of governmental supervision, the research analyzes the status quo of governmental supervision over FinTech enterprises from four aspects, i.e. supervising subjects, supervision contents, supervisory measures, and supervision effects. Meanwhile, existing main problems in governmental supervision are summarized, based on which targeted countermeasures and suggestions are proposed for how to improve the supervision system of FinTech enterprises.

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33

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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34

Levy, Linda S., and Lynn V. Johnson. "Supervising PETE Candidates Using the Situational Supervision Model." Journal of Physical Education, Recreation & Dance 83, no. 4 (April 2012): 44–48. http://dx.doi.org/10.1080/07303084.2012.10598762.

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35

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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36

Duffy, Francis M. "Supervising Knowledge Work: A Different Kind of Supervision." NASSP Bulletin 79, no. 573 (October 1995): 56–66. http://dx.doi.org/10.1177/019263659507957310.

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Davies, Jason. "Supervision in forensic psychology practice: Issues for supervisor development." Forensic Update 1, no. 95 (2008): 42–45. http://dx.doi.org/10.53841/bpsfu.2008.1.95.42.

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Abstract:

Supervision is generally considered to be an important part of practice in psychology and is one activity that is recognised by the British Psychological Soceity as a source of continued professional development. Despite the range of material available to guide and support supervisory practice, there has been little formal focus on supervision skills and practice within forensic psychology. This paper considers supervision in forensic psychology practice with attention to delivery, training and evaluation issues.

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Ellis, Peter, and Jane Abbott. "Supervision, part four: group supervision." Journal of Kidney Care 7, no. 1 (January 2, 2022): 42–44. http://dx.doi.org/10.12968/jokc.2022.7.1.42.

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Bui, Hong Thi Minh, and Fiona Lettice. "Student-Supervisor Expectations in the Doctoral Supervision Process." Academy of Management Proceedings 2013, no. 1 (January 2013): 13610. http://dx.doi.org/10.5465/ambpp.2013.13610abstract.

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Park, Joon Hyung, and Lili Zhong. "Witnessing abusive supervision and supervisor-directed helping behavior." Academy of Management Proceedings 2017, no. 1 (August 2017): 10303. http://dx.doi.org/10.5465/ambpp.2017.10303abstract.

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Skjerve, Jan, Geir Høstmark Nielsen, Claus Haugaard Jacobsen, Siri Erika Gullestad, Bjørg Røed Hansen, Sissel Reichelt, Michael Helge Rønnestad, and Anne Mari Torgersen. "Nondisclosure in psychotherapy group supervision: The supervisor perspective." Nordic Psychology 61, no. 4 (January 2009): 28–48. http://dx.doi.org/10.1027/1901-2276.61.4.28.

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Kim, Myong-Hwa and 홍혜영. "Exploring the Narrative of Novice Supervisor Supervision Experience." Journal of Anthropology of Education 20, no. 1 (March 2017): 135–72. http://dx.doi.org/10.17318/jae.2017.20.1.005.

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Binnie, James. "Cognitive Behavioural Therapy Supervision: Supervisee and Supervisor Development." Issues in Mental Health Nursing 32, no. 3 (February 22, 2011): 158–62. http://dx.doi.org/10.3109/01612840.2010.536612.

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Stoltenberg, Cal D., Gary S. Solomon, and Lane Ogden. "Comparing Supervisee and Supervisor Initial Perceptions of Supervision." Clinical Supervisor 4, no. 3 (August 25, 1986): 53–62. http://dx.doi.org/10.1300/j001v04n03_05.

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Falke, Stephanie I., Lindsey Lawson, Mayuri L. Pandit, and Elizabeth A. Patrick. "Participant Supervision: Supervisor and Supervisee Experiences of Cotherapy." Journal of Marital and Family Therapy 41, no. 2 (July 30, 2013): 150–62. http://dx.doi.org/10.1111/jmft.12039.

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Lee, Nancy-Jane. "Professional doctorate supervision: Exploring student and supervisor experiences." Nurse Education Today 29, no. 6 (August 2009): 641–48. http://dx.doi.org/10.1016/j.nedt.2009.02.004.

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Gonzalez, Laura M., Nathaniel N. Ivers, M. Cristina Noyola, Ana C. Murillo-Herrera, and Keith M. Davis. "Supervision in Spanish: Reflections From Supervisor-Trainee Dyads." Clinical Supervisor 34, no. 2 (July 3, 2015): 184–203. http://dx.doi.org/10.1080/07325223.2015.1058208.

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Kelly, F. "Supervision Satirized: Fictional narratives of student--supervisor relationships." Arts and Humanities in Higher Education 8, no. 3 (September 23, 2009): 368–84. http://dx.doi.org/10.1177/1474022209339957.

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Ellis, Michael V., and Don M. Dell. "Dimensionality of supervisor roles: Supervisors' perceptions of supervision." Journal of Counseling Psychology 33, no. 3 (1986): 282–91. http://dx.doi.org/10.1037/0022-0167.33.3.282.

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Johnson, W. Brad, Cessily J. Skinner, and Nadine J. Kaslow. "Relational Mentoring in Clinical Supervision: The Transformational Supervisor." Journal of Clinical Psychology 70, no. 11 (September 14, 2014): 1073–81. http://dx.doi.org/10.1002/jclp.22128.

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