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Dissertations / Theses on the topic 'Supervisor'

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Author: Grafiati

Published: 4 June 2021

Last updated: 21 February 2023

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1

Smith, Justin. "Training supervisors and supervisor factors associated with positive supervision outcomes." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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2

Clingerman, Tamara L. "The relationship between counseling supervisor focus of supervision and personality characteristics matching between supervisor and supervisee." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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3

Carroll, Michael Francis. "The generic tasks of supervision : an analysis of supervisee expectations, supervisor interviews and supervisory audio-taped sessions." Thesis, University of Surrey, 1994. http://epubs.surrey.ac.uk/2985/.

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4

Stewart-Hopkins, Patricia F. "Correlations Between Supervisory Relationships and Effectiveness: Self-Perceptions of Supervisor and Supervisee." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353342949.

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5

Vieceli, Ada E. "A comparison of supervisor development and supervision emphasis of academic and on-site supervisors /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1212791611&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph.D.)--Southern Illinois University Carbondale, 2006.
"Department of Educational Psychology and Special Education." Includes bibliographical references (leaves 73-80). Also available online.

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6

Klink, Charles Jay. "The effects of supervisor self-disclosure on supervisee perception of supervisor characteristics and attributes /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848078450227.

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7

Doyle, Kevin Anthony. "Modeled Wellness: Using Perceived Supervisor Wellness and the Supervisory Relationship to Predict Supervisee Personal Wellness." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/80963.

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Wellness has become an increasingly important paradigm for counseling and clinical supervision. A heightened focus on counselor wellness in supervision has emerged as an intervention to improve quality of care to clients and prevent counselor impairment. Although researchers have examined the benefits of wellness interventions in supervision, we have little understanding of the supervisor's ability to model wellness to their supervisees. Nor have researchers shown how a supervisor's wellness influences supervisee wellness—and if and how the strength of the supervision relationship changes this influence. Thus, the purpose of this quantitative investigation was to (a) analyze the role of modeled wellness as a way for supervisors to influence the multifaceted aspects of supervisee wellness, and (b) identify if the factoring in the supervisory relationship changes this influence. This quantitative study included a sample of 105 counselor education students enrolled in practicum or internship courses who were receiving supervision from a site-based supervisor. Results indicated that supervisee personal wellness was influenced by the supervisee's perception of supervisor wellness. Certain second-order factors of perceived supervisor wellness (Creative and Coping Selves) were more predictive of the corresponding factor of supervisee personal wellness. When the strength of the supervisory relationship was considered, the model became more predictive despite the lack of correlation between the strength of the supervisory relationship and supervisee personal wellness. Results from this investigation suggest that the supervisory relationship can act as a suppressor variable, controlling for error in the equation and making the perception of supervisor wellness a more valid predictor. A subsequent correlational analysis suggests that the error in prediction was primarily in supervisory relationships of moderate strength. The combination of the supervisee's perception of their supervisor's wellness and the strength of the supervisory relationship predicted 9% of the variance in supervisee wellness. Implications for counselors, supervisors, educators, and policy are discussed. Limitations and recommendations for future inquiry are highlighted based on the findings from this investigation.
Ph. D.

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8

Lassiter, Wanda Lynn. "Supervisor behaviors and their relationship to satisfaction with supervision, supervisor competence, and improved counselor ability /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260531957191.

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9

Hilton, Doreen Bowen. "Effects of level of supervisory support and race of supervisor on perceptions of counseling and supervision /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267024995774.

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10

Santos, Catarina Sofia Oliveira. "Supervisão clínica: levantamento de opiniões." Bachelor's thesis, [s.n.], 2016. http://hdl.handle.net/10284/5729.

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Projeto de Graduação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Licenciada em Terapêutica da Fala
O presente estudo tem como objetivo geral o estudo das características associadas à supervisão clínica, na perspetiva dos alunos e dos docentes da Clínica Pedagógica de Terapia da Fala da Universidade Fernando Pessoa. Assim, pretende-se determinar as características valorizadas pelos alunos versus docentes no que respeita à prática de supervisão clínica; identificar fatores que possam melhorar a relação de supervisão clínica; identificar características que os alunos/ docentes associam a um bom supervisor; identificar características que os alunos/ docentes associam a um mau supervisor e identificar os benefícios associados à supervisão clínica na perspetiva de alunos/docentes. Para isso, foram recolhidas informações relativas à supervisão clínica em áreas de saúde e da educação. Este trabalho terá uma metodologia qualitativa baseado em entrevistas individuais a alunos e docentes da Clínica Pedagógica de Terapia da Fala da Universidade Fernando Pessoa. A amostra é constituída por nove supervisionados a frequentar o Estágio Profissionalizante II na Clínica, e cinco supervisores na Clínica, todos do sexo feminino. Após a recolha dos dados, procedeu-se à transcrição das entrevistas e posterior análise de conteúdo e elaboração dos quadros com as diversas categorias. Os resultados obtidos na presente investigação são coerentes com os estudos descritos na literatura, e pode-se observar que os resultados quanto aos benefícios e sugestões de supervisão clínica superam os que a literatura refere.
The present study has as main objective the study of the characteristics associated with clinical supervision, in the perspective of students and the Teaching of Speech at the University Fernando Pessoa Therapy Clinic teachers. Thus, it is intended to determine the valued characteristics versus the teaching students regarding the practice of clinical supervision; identify factors that can improve clinical supervision relationship; identify characteristics that students / faculty associate with a good supervisor; identify characteristics that students / faculty associate with a bad supervisor and identify the benefits associated with clinical supervision from the perspective of students / teachers. For this, information on the clinical supervision in health and education areas were collected. This work will have a qualitative methodology based on individual interviews with students and teachers of the Pedagogical Clinic of Speech Therapy at the University Fernando Pessoa. The sample consists of nine supervised attending the Professional Training II at the Clinic, and five supervisors in the clinic, all female. After collecting the data, it proceeded to the transcription of the interviews and subsequent analysis of content and preparation of the tables with the different categories. The results obtained in this study are consistent with studies described in the literature, and can be seen that the results on the benefits and clinical supervision of suggestions surpass the literature reports.
N/A

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Vanderman, Aysha. "How can the supervisory relationship facilitate perceptions of effective supervision for trainee educational psychologists." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/34528.

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The supervisory relationship is reported to be fundamental in determining whether the goals of supervision are met. Its role is said to surpass any methods or approaches used (Kilminster and Jolly, 2000). In educational psychology the supervisory relationship with trainees has not been explored in any depth. This study aims to explore how both trainees and supervisors experience the relationship. An onus is placed on exploring the effective features of the relationship, with a view to enhance practice. In phase 1, interpretative methodology was applied to identify newly qualified educational psychologists’ experiences of their practicum based supervision when they were in year three of their training. Main themes described are participants needing to feel accepted by their supervisor, the supervisor acting from within professional, personal and nurturing based roles, feeling connected with the supervisor, being open and disclosing with the supervisor and how service culture impacts supervision. The power dynamic between trainee and supervisor appeared to significantly impact on key features of the relationship The themes from phase 1 were presented to supervisor participants in phase 2. Interpretative methodology was used to explore supervisors’ perceptions of these themes. Overall, supervisors appeared to like relationships which were mutual and reciprocal. Implications for practice are explored e.g. the need to facilitate authenticity and open dialogue in the relationship. Limitations of the study include 1) piloting the interview process with a non-educational psychology professional who does not have experience of the context of trainee educational psychology supervision 2) possible disadvantages of knowing some of my participants 3) accessing supervisory experiences related to just year 3 of training and 4) inconsistency in criteria for participation, i.e. not all participants had been working with the same supervisor or trainee for year both years 2 and 3 of the training programme.

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Ramasami, Jennifer. "How do the Students Become the Supervisors? Student Training Experiences in Supervision and Supervisor Self-efficacy in Clinical Psychology." OpenSIUC, 2021. https://opensiuc.lib.siu.edu/dissertations/1963.

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Supervision in clinical psychology is a vital component of graduate training, enhancing the professional and clinical skills of trainees. The current literature indicates that in order to be a competent supervisor, one must obtain training in supervision. One highly recommended method of supervision training is through graduate coursework. Available literature indicates that approximately 40% of licensed clinical psychologists have received formal training in supervision (e.g., formal course or practicum) in their graduate training program. However, these prevalence rates were obtained over a decade ago and may not be an accurate representation of current supervisory training practices in clinical graduate programs. Therefore, this study aimed to examine current supervision training experiences obtained by trainees in their graduate doctoral training programs for clinical psychology and how their training experiences relate to their own supervisory style or theoretical approach.Comprehensive training in providing supervision improves trainees’ beliefs in their ability to competently provide supervision, or rather, their self-efficacy in supervision. Self-efficacy is an integral part of supervision, as supervisors who have sufficient self-efficacy are likely to supervise more effectively compared to those who do not feel as efficacious. While supervisor self-efficacy has been researched in other areas of psychology, there is less research exploring supervisor self-efficacy within clinical psychology relative to other areas of ii professional psychology and counselor education. Thus, this study also endeavored to explore the relationship among supervision training, supervision knowledge and self-efficacy. For the current study 106 clinical psychology interns participated in completing questionnaires assessing supervisory training experiences, supervision knowledge, and supervisor self-efficacy. Results were that 81% of participants reported receiving formal training in supervision in graduate school, a significantly larger amount than prior reported rates. Additionally, amount of training and certain components of supervision training (i.e., organization and documentation of supervision training) significantly predicted supervision knowledge. Components of supervision knowledge (e.g., theories and models, ethical issues) and supervision self-efficacy (e.g., ethical and legal issues, theories and techniques) were highly correlated. Finally, supervision knowledge overall predicted supervision self-efficacy. This study provided an updated view into the type of training graduate students commonly receive in graduate programs in clinical psychology and supported the connection among supervision training, supervision knowledge, and supervisor self-efficacy. Clinical implications and future directions for training and related factors are discussed.

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Naranjo, Fanny Valencia de. "Educational supervision in Colombia : the role of the supervisor." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61057.

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The expanding Colombian education system has seen the emergence of new state managerial styles. The system was designed originally for a country with one-half of the present population, one-third of the human resources and less than one-fifth of the required financial resources.
For this reason, it was necessary to extend and diversify services to include preschool, postgraduate education, nonformal education and services. Cultural activities, recreational activities of all types, and the development of scientific and technological research have also been included. At present this process is coming to an end and there is a tendency toward decentralization at the Ministry of National Education.
The general recommendation is to define the role of the state at each administrative level. The ministry should be director, planner, coordinator and evaluator of all education. The regions should be administrators and executors in their specific level in relation to the personnel and the relocation of the personnel. (Abstract shortened by UMI.)

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14

Dixon, Ella. "Multicultural Training in Relation to Supervisor's Perceived Multicultural Competency: An Examination of White Supervisor-White Supervisee Dyads." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1311776027.

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15

Breaux, III Walter Walter. "The Relationship between the Cultural Competence of Counselor Supervisors and the Satisfaction with Supervision of their Supervisees." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/255.

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This study is an investigation of the relationship between the cultural competency of counselor supervisors and the satisfaction with supervision of their supervisees. This study is a quantitative analysis of the correlations between the variables of cultural competency, satisfaction with supervision, and supervisee ethnicity and supervisee gender. The chapters of this dissertation present an introduction to the study, a review of the relevant and related literature, and the research methodology that was utilized to conduct the study, together with results and discussions.

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16

Johnson, Mary B. "Supervisor race, trainee gender, racial identity, and perception of supervision." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036815.

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Counselor supervision has been examined in many ways; from the angle of the supervisor, the supervisee, and the supervisory dyad. An area that has not been researched as solidly is that of the effect of supervisor race and gender on White trainees' perceptions of supervision. The present study was designed to examine those variables. The independent variables included supervisor race (Black female or White female), trainee gender, and trainees' levels of White racial identity. Dependent variables included perceptions of supervisor expertness, attractiveness, and trustworthiness, and supportive supervisory behavior and evaluative supervisory behavior scores on the Expectations for Supervisor Behaviors Questionnaire. The expectation was that supervisor race, trainee gender, and trainee's level of White racial identity would serve as predictors of perceptions of supervisors and their behaviors.Participants were 50 Caucasian masters level counseling and counselor education students at two Midwestern universities who volunteered for the study. Caucasian female research assistants were utilized to collect the data. Trainees were provided with one of two biographical sketches describing a hypothetical female supervisor; the information in each sketch was identical except for race (Black female or White female). Trainees then listened to a short audiotape of a simulatedsupervision session. Finally, they completed the following surveys: the Supervisor Rating Form (short version), Expectations of Supervisor Behaviors questionnaire, the White Racial Identity Scale, and an author-generated demographic sheet.A canonical correlation was performed to answer the major hypotheses of this study. The results indicated that supervisor race and two subscales of White racial identity, Disintegration and Autonomy, were significant predictors of perceptions of supervisor attractiveness and evaluative supervisory behaviors. Of five canonical roots calculated, this was the only one that was significant.A oneway MANOVA was also computed to test the significance of the supervisor race. The results indicated that the Black supervisor received higher scores on both the supportive and evaluative supervisory behavior subscales than did the White supervisor. Finally, only two other trends were noted. First, female trainees scored both supervisors significantly higher than did male trainees on perceived expertness, attractiveness, and trustworthiness. Second, male trainees scored the Black supervisor significantly lower than the White supervisor on perceived expertness, attractiveness, and trustworthiness.The significance of these findings for research and practice, and the limitations of the present study are discussed in the last chapter of this dissertation.60
Department of Counseling Psychology and Guidance Services

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Krause, Jennifer M., Scott Douglas, and Kason M. O'Neil. "University Supervisor Perceptions of Live Remote Supervision in Pete Training." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4027.

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Tonietto, Lucy Terezinha. "Ser supervisor." Florianópolis, SC, 2005. http://repositorio.ufsc.br/handle/123456789/101766.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Engenharia de Produção
Made available in DSpace on 2013-07-15T23:09:39Z (GMT). No. of bitstreams: 1 212256.pdf: 1080107 bytes, checksum: faba2d194be76dd88819f830a61fee36 (MD5)
A Psicologia Analítica adota um programa de formação para seus analistas que contempla três dimensões: conhecimentos ou o saber; habilidades ou o saber fazer; e atitudes, com a conotação do ser. Os conhecimentos são ministrados sob a forma de seminários; as habilidades são ampliadas através da análise de pacientes supervisionadas por analistas experientes; e as atitudes desenvolvidas através do autoconhecimento, na forma da análise pessoal didática. No entanto, os supervisores - apesar de fazerem parte essencial no processo de formação dos analistas - não dispõem de quaisquer recursos oficialmente elaborados para sua própria formação como supervisores. Esta pesquisa se propôs a investigar se haveria ou não necessidade de tal formação. O resultado obtido foi que a formação do supervisor ocorre paralelamente à formação do analista. A interação do supervisor com o supervisionando, assim como no caso do analista com o paciente, inclui a relação da consciência e do inconsciente. Por isso, o essencial é o trabalho com o inconsciente, portanto não há necessidade de um programa formal para formação de supervisores, porém se faz necessário um espaço para discutir temas relacionados ao exercício da função. Essa discussão poderia ocorrer entre supervisores, principalmente aqueles vinculados a Instituições.

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Lundblad, Frans. "Handledning : Handledarnas upplevelse av handledning under VFU för specialistsjuksköterskor i psykiatri." Thesis, Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap, HV, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-18292.

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Det saknas studier hur handledarna upplever handledning på avancerad nivå inom psykiatrisk omvårdnad. Rollen handledarna har är komplex, de ska både fungera som en mentor och som den som bedömer studenternas prestationer samt ge god vård åt patienten. Syftet med denna studie är att belysa hur handledning upplevs av den handledande sjuksköterskan under Verksamhetsförlagd utbildning (VFU) för specialistsjuksköterskor i psykiatri. Att få kunskapen studien genererar skapar förutsättningar för organisationen och universitetet att anpassa utbildning och återkoppling som gynnar handledarna och studenternas utveckling samt höjer vårdkvaliteten för patienterna. En explorativ kvalitativ ansats enligt fokusgruppsintervjuer har ansetts lämplig för studien då målet är att fånga vidden och komplexiteten i handledning. När deltagarna dras med i diskussionen skapas ett reflekterade klimat som på ett omfattande sätt belyser individens upplevelser, tankar och känslor. Studien kommer att utföras inom psykiatriska kliniken på Länssjukhuset Ryhov efter tillstånd från etisk kommitté.

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Besenhofer, Richard K. "The supervisor referral process : characteristics of supervisors, workers, and employee assistance programs." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720142.

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Based on Bayer and Gerstein's (1988a) Bystander-Equity Model of Supervisory Helping Behavior, this study examined the relationship between characteristics of Employee Assistance Programs (EAPs), supervisors, workers, and the EAP referral process. These theorists suggest that individual and environmental variables interact in a dynamic fashion and that one result of this process is a management-initiated EAP referral. Specifically, it was hypothesized that managerial status, type of troubled worker, and EAP location would affect supervisors' likelihood to refer hypothetical impaired employees to an EAP.Graduate students (N = 222) were asked to imagine themselves as supervisors (upper, middle, or front-line) employed by a fictitious manufacturing firm. They were also asked to imagine that they were responsible for some hypothetical workers described in a set of scenarios. Each participant received one of three sets of scenarios (cocaine abuser, alcohol abuser, or job-impaired worker). Additionally, half of the participants were told that their EAP was corporately owned and company-based, and that the personnel were employees of the firm. The other half were told that their EAP was contracted-out to independent practitioners (i.e., not employees of the company), and that the program was community-based. Upon review of each scenario, respondents were asked to indicate their likelihood (OZ-100%) of referring a particular hypothetical employee to their fictitious EAP.Results of an ANOVA revealed no significant interactions. As expected, however, two main effects for type of substance abuse and managerial level were found. Participants were more likely to refer cocaine abusers to an EAP than alcohol or non-substance abusing hypothetical employees. Referral rates were also found to be higher for alcohol abusing workers as compared to non-substance abusers. Additionally, it was discovered that front-line managers were more likely to make referrals as contrasted with upper-level managers. There was no effect found for the location of the EAP.Based on these findings a number of theoretical explanations were offered as were empirical and programmitic implications. Limitations of this project were discussed in terms of the analogue methodology, the single dependent measure (i.e., likelihood to refer), the stimulus materials, and the sample population used.
Department of Counseling Psychology and Guidance Services

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Santos, Elise Cordeiro. "As dimensões da ação supervisora do supervisor de ensino do município de Santos: limites e perspectivas." Universidade Católica de Santos, 2016. http://biblioteca.unisantos.br:8181/handle/tede/3181.

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Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2016-12-01T17:28:40Z No. of bitstreams: 1 Elise C. dos Santos.pdf: 3928182 bytes, checksum: bf98d37b76d6fddbb45fb637bea0df8a (MD5)
Made available in DSpace on 2016-12-01T17:28:40Z (GMT). No. of bitstreams: 1 Elise C. dos Santos.pdf: 3928182 bytes, checksum: bf98d37b76d6fddbb45fb637bea0df8a (MD5) Previous issue date: 2016-08-24
This study focuses on the supervisory actions of tenured School Supervisors, at the Municipal School System in Santos, SP, with the purpose of establishing meaning to effectively developed actions in their working context. Technical and supervisory identity, suggested by historical analysis of the job position, shows influences on the career path that, from the political and social variants of the contemporary educational context, enables the perception of a renewed attitude of the supervisory action, aligned with the training, normative and pedagogical dimensions. The guiding research questions depict the profile and career path of Santos School Supervisors and problematize the supervisory action, in its possibilities, challenges and perspectives. The theoretical framework has been based on the following authors: Saviani (2002); Silva Jr (1986); Gadotti (1989); Martha Nogueira (1989); Paulo Freire (1997); Naura S. Ferreira (2002) Nilda Alves (2011); Mary Rangel (2011), among others. As regards to research methods, apart from a documentary search, we supplemented data of historical nature with accounts from retired, tenured Supervisors from the Municipal School System. In the current group of supervisors, we applied a questionnaire in order to set a profile of this group as well as identifying priorities and challenges of the supervisory action. A number of supervisors contributed to form a discussion group, in order to explore issues that emerged from the questionnaire and thus, extracting indicators that show improvement in the supervisory action. Data was analyzed from the perspective of content analysis. In the results, positive characteristics have identified systemic vision, leadership and the performance of this group in the educational process. Challenges for the job were reported as flaws in the training program and in communication, and the difficulty in political positioning in the face of educational policies. We also identified indicators of productivity from the perspective of normative, training and teaching dimensions, with emphasis on professional growth of School Supervisors in Santos, before the needs that were diagnosed during the mediation of the educational process of this city.
O trabalho tem como foco a ação supervisora do Supervisor de Ensino no sistema municipal de Santos e busca estabelecer o significado atribuído às ações efetivamente desenvolvidas em seu contexto de trabalho. A identidade técnica e fiscalizadora apontada pela análise histórica do cargo demonstra influências no percurso profissional que, a partir das variantes políticas e sociais do contexto educacional contemporâneo, permite observar uma postura renovada da ação supervisora, alinhada com as dimensões formativa, normativa e pedagógica. Norteiam a pesquisa questões de identificação, perfil e a trajetória dos Supervisores de Ensino de Santos e problematizam a ação supervisora, em suas possibilidades, desafios e perspectivas. O aporte teórico concentra-se em autores que estudam a supervisão escolar do ponto de vista teórico, histórico e político no cenário educacional. O caminho metodológico, de abordagem qualitativa, envolve análise documental complementada por depoimentos de Supervisoras aposentadas que tiveram carreiras históricas na rede de Ensino de Santos. No grupo atual, foi aplicado questionário com a finalidade de retratar o perfil e formação, bem como de identificar as prioridades e desafios da ação supervisora. Para aprofundar os dados foi realizado um grupo de discussão das questões que emergiram no questionário e extrair indicadores de melhoria da ação supervisora. Os dados foram analisados em termos de conteúdo, destacando as dimensões de análise: o profissional Supervisor de Ensino do Município, a ação supervisora e aprimoramento da ação supervisora, com as respectivas categorias de análise e unidades de sentido. Nos resultados, as características positivas identificaram a visão sistêmica, a liderança e a atuação do grupo no processo educacional. Os desafios foram traduzidos pelas falhas de formação e comunicação e a dificuldade no posicionamento frente à definição de políticas educacionais. Foram extraídos ainda, alguns indicadores de produtividade na perspectiva das dimensões normativa, formativa e pedagógica, com ênfase no crescimento profissional dos Supervisores de Ensino de Santos, frente às necessidades diagnosticadas na mediação do processo educacional do Município.

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Higdon, Alex. "The effects of supervisor self-disclosure on perceptions of supervisor effectiveness." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1283170496.

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White, Karen. "Becoming a supervisor, an intensive study of the early development of clinical supervisors." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23676.pdf.

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Howell, Claudia Elizabeth. "Supervision, Culture, and Relationship: Examining Supervisor Cultural Competence and the Working Alliance." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70918.

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In the counseling profession, clinical supervision is utilized to facilitate the personal and professional development of counselors in training (Bernard and Goodyear, 2014). Within this supervisory relationship, supervisors must adhere to the 2015 ACA Code of Ethics, which describes the need for infusing cultural competence into both counseling and supervision practices. This emphasis is warranted; as the population of the United States is growing more diverse and cultural sensitivity in counseling will be needed in order to best serve clients. Both qualitative and quantitative research in various allied fields and settings suggest that supervisor cultural competence positively impacts the supervision working alliance (i.e., Ladany, Brittan-Powell and Pannu, 1997; Ancis and Marshall, 2010; Wong, Wong and Ishiyama, 2013). However, research conducted from the perspective of supervisors working in community settings is limited. This study sampled 78 community supervisors to address the dearth in the counselor education literature concerning the relationships between supervisor cultural competence and the working alliance. Results indicated an overall positively correlated relationship between supervisor multicultural competence and the working alliance. Additionally, the results suggested that supervisor cultural knowledge and supervisor cultural skills are the greatest predictors of a strong working alliance, while supervisor multicultural relationship and supervisor multicultural awareness accounted for some additional variance. The results support the trend away from a competency-based model of cultural sensitivity and attention in counseling and toward a model of cultural humility.
Ph. D.

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Roffman, Melissa Stephanie. "Predictors of supervisor ability to detect supervisee countertransference toward a bisexual client." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2492.

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Thesis (M.A.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Dept. of Psychology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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O’Neil, Kason, Jennifer M. Krause, and Scott Douglas. "University Supervisor Perceptions of Live Remote Supervision in Physical Education Teacher Education." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4048.

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With advancement in modern technology, it is now possible for student teaching supervisors to virtually observe lessons remotely through the use of live video remote supervision. This innovation requires less overall funding (i.e., travel costs) and allows for highly qualified university professionals to provide direct feedback to student teachers. A phenomenological case-study approach was used to explore university supervisors’ perceptions and experiences with live remote supervision. Data from post-observation survey logs and a culminating focus group were collected from current physical education teacher education (PETE) program university supervisors (n = 3) from two separate higher education institutions. An interpretive phenomenological analysis (IPA) was conducted to best find meaning in the participants’ personal experiences. Qualitative results showed: (a) the iPad’s field of vision restricted the university supervisor from viewing all student teacher actions, though this was offset by increased ability to hear teacher through the Bluetooth, (b) initial and continual connectivity was problematic at times, (c) university supervisors rated the ability to hear every word the student teacher says to be very helpful (even more so than in live observations), (d) supervisors rated the quality of pre/post conferences and quality of observation to be high, though (e) this format did lose some of the personal touch of on-site visits. The findings suggest that remote supervision may prove to be a practical and cost-efficient way to facilitate supervision of field experiences in physical education and can potentially help shift towards a new paradigm of supervision in teacher education.

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Navarrete, Gino A. "ASSESSMENT OF SUPERVISEE CONFIDENCE TO INITIATE DISCUSSION OF HARM WITH FIELD SUPERVISOR." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/543.

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An imbalance of the power differential between supervisee and field supervisor has led to a complex issue during field supervision such as an inability to initiate discussion of harm. The purpose of this study was to educate students on harm in field supervision, potential repercussions if harm is not discussed with their field supervisor, and steps that can be taken by MSW students to assess confidence to initiate discussion of harm with their field supervisors. It was hypothesized that MSW students receiving an educational training on harm in field supervision will have more confidence to initiate discussion of harm with their field supervisors. A quantitative one-group pretest-posttest study was designed for this research study. Also, pre-test and post-test surveys were distributed to participants, and an educational training powerpoint on the significance of harm during field supervision was implemented between the pre-test and post-test surveys. A paired differences t-test was used to assess for changes in MSW student confidence to initiate discussion of harm with field supervisors. The results of this study indicated that MSW students were not more likely to discuss harm with their field supervisor as a result of receiving an educational powerpoint on the importance of discussion, so this study failed to reject the null hypothesis. This study assisted with informing MSW students about the possible repercussions, and the importance of not informing their field supervisors that they were harmed. In addition, future MSW students would be informed about alternatives to discuss harm by their field supervisors if one does not feel safe to do so with their own field supervisors.

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Rolla, Luiza Coelho de Souza. "Liderança educacional: um desafio para o supervisor escolar." Pontifícia Universidade Católica do Rio Grande do Sul, 2006. http://hdl.handle.net/10923/2859.

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This research was performed with the goal of analyzing the relationship established between a School Supervisor and the teachers in the everyday of schools. Knowing that the Supervisor is one of the persons responsible for the planning, school pedagogical proposal organization and execution, and in this relationship he/she is placed in hierarchically superior to the teachers, the mould as these matters are led interfere in the result of the school work as a whole. The educational leadership, in this perspective, places as a challenge to the Supervisory action, that besides accounting for the bureaucratic and legal matters, needs to contribute with the in service teachers' formation and with their qualification. This way, the present work shows the history of the School Supervisor, the functions that were initially attributed and the evolution of their professional activities. Perceiving the leader's inherent character to the supervisor's function, concepts, principles, leadership theories and examples are boarded, and to finalize, matters are brought up, that related to supervisor's performance and to the leadership, challenges this professional, the educational leadership. The phenomenological research offered theoretical support for the accomplishment of this study, and the analysis of the emerging categories was used as a way of presenting the obtained results. Ten teachers have been interviewed, regardless the level and the system where they act. The research instrument was semi-structured and the interviews were recorded, transcribed and analyzed in its totality. The data analysis presents the interviewees statement, related to referential that bases this study.
Esta pesquisa foi realizada com o objetivo de analisar a relação estabelecida entre Supervisor Escolar e professores no cotidiano das escolas. Sabendo-se que o Supervisor é um dos responsáveis pelo planejamento, organização e execução da proposta pedagógica da escola, e nesta relação está colocado em situação hierarquicamente superior aos professores, a forma como são conduzidas essas questões interferem no resultado do trabalho da escola como um todo. A liderança educacional, nesta perspectiva, coloca-se como desafio à ação Supervisora, que além de dar conta das questões burocráticas e legais, precisa contribuir com a formação dos professores em serviço e com sua qualificação. Sendo assim, o presente trabalho apresenta o histórico do Supervisor Escolar, as funções que lhe eram atribuídas inicialmente e a evolução de suas atividades profissionais. Percebendo o caráter de líder inerente à função do Supervisor, são abordados conceitos, princípios, teorias e exemplos de liderança, e, ao final, são colocadas questões que relacionadas à atuação do Supervisor e à liderança, desafio que está posto a este profissional, a liderança educacional. A pesquisa fenomenológica ofereceu suporte teórico para a realização deste estudo, e a análise das categorias emergentes foi utilizada como forma de apresentar os resultados obtidos. Foram entrevistados 10 professores, independente do nível e do sistema onde atuam. O instrumento de pesquisa foi semi-estruturado e as entrevistas foram gravadas, transcritas e analisadas em sua íntegra. A análise dos dados apresenta o relato dos entrevistados, relacionado ao referencial que fundamenta este estudo.

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Caldwell, Sarah B. S. "The Relationship between the Supervisory Working Alliance and Student Self-efficacy in Genetic Counseling Training." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491317155857356.

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O'Dell, Troy. "Strength of the working alliance and subsequent development of the goal, task, and bond between supervisor and supervisee using various supervision modalities." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1597615441&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Sale, Brittany E. "Predictors of Family-Supportive Supervisor Behaviors: Supervisor Job Stress and Work-Family Climate." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/276.

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Research indicates that supportive supervision, particularly work-family specific supervision, is key to reducing employees' work-family conflict (Allen, 2001; Eby et al., 2005; Thomas & Ganster, 1995). However, little research has examined the factors that contribute to supervisors' willingness or ability to provide this support. This study examined how supervisor job stress and perceptions of work-family climate influenced employee ratings of Family-Supportive Supervisor Behaviors (FSSB) using previously-collected data from a mid-western grocery chain. It was hypothesized that supervisor job stressors would impact FSSB, supervisor perception of work-family climate would impact FSSB, and the interaction of stressors and climate would impact FSSB. None of the hypotheses were supported. Potential explanations and directions for future research are discussed.

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Hudson, Denita N. "The impact of supervisors' race and years of experience on the focus of supervision." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1178821800.

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Drysdale, Maureen T. B. "The quality and nature of the supervisory relationship in graduate education, student and supervisor perceptions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ64858.pdf.

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Youngcourt, Satoris Sabrina. "Examination of supervisor assessments of employee work-life conflict, supervisor support, and subsequent outcomes." Texas A&M University, 2005. http://hdl.handle.net/1969.1/3180.

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Research in the work-life area has typically concerned individuals' assessments of their own conflict. The current study went beyond this by examining supervisor assessments of employee conflict and how they relate to the support given to employees. This support, traditionally measured using a unidimensional measure of support, was measured with a multidimensional measure that differentiates eight separate forms of support, including listening, emotional, emotional challenge, reality confirmation, task appreciation, task challenge, tangible assistance, and personal assistance support. Additionally, the amount of personal contact between the supervisor and the employee and the extent to which the supervisor likes the employee were examined as potential moderators of the relationship between supervisor assessments and the support given. Further, employee satisfaction with supervisor support, as well as the potential moderating role of the need for support on the relationship between the provided support and the employee's satisfaction with the support, were explored. Finally, employee satisfaction with the eight forms of support and subsequent outcomes (i.e., subsequent work-life conflict, job satisfaction, turnover intentions, organizational commitment, and job performance) as they relate to the provided support were examined. Data were collected from 114 pairs of employees and supervisors. Employees were assessed at two time periods two weeks apart whereas supervisors were assessed at one time period, within five days of the employee's first time period. Results showed that supervisor assessments of employee work-life conflict were either unrelated or negatively related to the eight forms of support. Additionally, it appears that when supervisors perceived employees as having a high degree of work-to-life conflict, they provided relatively high and relatively equal amounts of emotional challenge and reality confirmation support to employees regardless of how much they liked them. When supervisors perceived employee work-to-life conflict as being low, however, they provided significantly more emotional challenge and reality confirmation support when they liked the employee as opposed to when they did not like the employee. Furthermore, the relationship between emotional challenge support and job satisfaction was mediated by satisfaction with emotional challenge support, the relationship between task appreciation support and affective commitment was mediated by satisfaction with task appreciation support, and the relationship between task appreciation support and job satisfaction was mediated by satisfaction with task appreciation support. Finally, when emotional challenge support was provided, greater levels of support led to greater employee satisfaction, especially if there was a need for the support. However, when reality confirmation support was provided, employees were less satisfied with the support when a large amount of support was provided and the employees' need for support was low.

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Thornton, Mark. "Personal Boundary Issues in Counselor-Client, Professor-Student, and Supervisor-Supervisee Relationships in Counseling." ScholarWorks@UNO, 2003. http://scholarworks.uno.edu/td/27.

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This study was designed to explore the acceptability of social, business, and romantic relationships in counselor-client, professor-student, and supervisor-supervisee relationships. In addition, the study sought to determine whether professors and doctoral students in CACREP-accredited counseling programs responded differently to ethical boundary issues, and whether the differences in relationships between professor-student, supervisor-supervisee, or counselor-client influenced their responses. The study examined and compared the responses of participants to boundary issues on three different surveys. The results of the study revealed that personal relationships between counselors and clients were perceived to be less acceptable than relationships between professors and students and supervisors and supervisees. Personal relationships between professors and students were perceived acceptable at the same level as relationships between supervisors and supervisees with relationships between counselors and clients perceived as least acceptable. This research study revealed a significant difference between perceptions of participants regarding the social, business, and romantic relationships. Participants perceived the social relationships to be most acceptable, the business relationships to be more acceptable at a moderate level, and the romantic relationships to be least acceptable. Counselor educators and counseling doctoral students agreed regarding personal relationships in counseling in all but one of the six areas that were studied. A significant difference was found between counselor educators and counseling doctoral students in relation to the perceptions of personal social relationships. Counselor educators perceived personal social relationships between counselors and clients, professors and students, and supervisors and supervisees to be more acceptable than did counseling doctoral students. This study found that, among counselor educators, as their ages increased, their mean score on the Counselor-Client Survey increased. This suggests that as the counselor educators' age increased, their perceptions that counselor-client personal relationships were acceptable increased as well. In addition, older counselor educators perceived romantic relationships to be more acceptable between counselors and clients, professors and students, and supervisors and supervisees. This study provided information regarding the perceptions counselor educators and counseling doctoral students hold regarding the acceptability of persona l relationships in counselor-client, professor-student, and supervisor-supervisee relationships. Additional research is needed to determine where the limits should be set for personal relationships (social, business, and romantic) between counselors and clients, professors and students, and supervisors and supervisees.

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Teufel, Lee A. "Clinical supervision of child and adolescent counselors in residential foster care : a collective case study." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002192.

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Franz, Ana Maria da Silva. "O papel do supervisor pedagógico." reponame:Repositório Institucional do FGV, 1990. http://hdl.handle.net/10438/16582.

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The present study searches for the actual role of the Pedagogical Supervisor in the Context of Brazilian Education. The objective of this work is to investigate the historical origin of Educational School Supervision in Brazil and in particular in the State of Minas Gerais, analising the relationship between the Pedagogical Supervisor and School Education. It also examines the effects of Educational Supervision in the brazilian School system its beginning. From The study focuses on the educational background of the Pedagogical Supervisor taking into account the theoretical basis used in the Pedagogical Courses with the objective of explaining, from the legal standpoint, its appearance, its specific qualifications and historical evolution. This work researches the political influence of Pedagogical Supervisors through a systematization of its practice, stressing the teacher's corporative movement which is proposing reforms in the current Educational System. This study concludes with an analysis of the educational movement of the 70's and 80's speculating its influence on the decade that follows.
O presente estudo busca o real Papel do Supervisor Pedagógico no Contexto Educacional Brasileiro. Objetiva investigar a origem histórica da Supervisão Escolar no Brasil e no Estado de Minas Gerais, analisando a relação Supervisor Pedagógico - Educação Escolar e as conseqüências da sua inclusão na Escola Pública Brasileira. Focaliza o processo de formação do Supervisor Pedagógico considerando o tipo de linha teórica presente nos Cursos de Pedagogia, buscando retomar, historicamente, na sua evolução, o seu surgimento e as habilitações específicas nele implícitas, a partir do aspecto legal. Busca a dimensão política da categoria dos Supervisores Pedagógicos, através da sistematização de sua prática, em processo, destacando-se o movimento corporativo dos educadores propondo reformas no atual Sistema Educacional. Conclui analisando o movimento educacional dos anos 70/80, levantando questões sobre a influência desse movimento na década que se inicia.

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Mataiti, Helen. "Clinical Supervisor Characteristics Valued By Practising Speech Language Therapists." Thesis, University of Canterbury. Communication Disorders, 2008. http://hdl.handle.net/10092/1535.

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Clinical Supervision is an important practice in speech language therapy and related health disciplines. Research in student clinician populations has found that supervisees value interpersonal, personal and teaching characteristics in a clinical supervisor. Research has also shown that perceptions of supervisor characteristics change as student clinicians gain clinical skills. However, there is a significant lack of research examining practising clinicians' perceptions of clinical supervisor characteristics. The current study aimed to 1) survey practising Speech Language Therapists (SLTs) and examine the knowledge, skills and attitudes valued in a clinical supervisor, and 2) determine if the characteristics valued by more experienced SLTs (greater than 5 years) differed from those valued by less experienced SLTs (less than 5 years). A cross-sectional survey design methodology was employed. A five-part survey was developed, and distributed nationally by email. Participants were 72 SLTs practising in New Zealand. Results indicated that practising SLTs valued interpersonal knowledge and skills, and personal values and attitudes most highly in a clinical supervisor. In addition, it was found that characteristics relating to professional knowledge and identity were least valued. Overall, almost no difference was found between characteristics valued by less and more experienced clinicians. Findings suggest that practicing clinicians' basic human-relationship needs must be met for safe and effective CS to occur. Findings also suggest that regardless of experience level all clinicians are learners. This means clinicians across all different levels of work experience require support from clinical supervisors, to learn reflectively from experiences in the workplace.

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Shuss, Christine M. "Supervisory Styles and Satisfaction: Genetic Counseling Student and Graduate Views." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1341591706.

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Fernandez, Oromendia Mercedes. "Developing the Personal Style of the Supervisor Scale| An Evaluation of Stylistic Profiles of Clinical Supervisors." Thesis, University of California, Santa Barbara, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10750052.

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Supervision is an essential component in the development of scientist-practitioner psychologists, and currently one of the primary ways that aspiring professional psychologists develop practical skills and receive training in their field. Although research has demonstrated that supervisors utilize diverse approaches, the literature has not yet identified different supervisor personal styles and the effects that these may have on supervision. This study contributes to the understanding of the personal styles of supervisors by adapting the psychotherapy construct known as the personal style of the therapist (PST) to the assessment of the personal style of the supervisor (PSS). The study focused on developing the scale, evaluating its psychometric properties, and identifying broad similarities and differences in supervisory styles. The result is a 34 item self-report scale that evaluates eight distinct dimensions of a supervisor's personal style. The psychometrics of the measure were evaluated, as well as general tendencies in supervisors' PSS and differences based on demographic characteristics. Findings indicate that supervisors sampled tended to: work within a flexible framework; bring themselves into supervision, either by self-disclosing or revealing their emotional states; think about supervisees in their personal time; be slightly more facilitative than didactic; have a slightly more active approach to managing conflict; and view multicultural issues as central to supervision. PSS differences were found based on supervisor's gender, ethnicity, licensure level, supervision model, psychotherapy model, and hours of supervision provided a week. A discussion of the implications of the findings and possible training uses of the PSS-Q as well as the limitations of the study is included.

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Adams, Gregory Kevin. "Redefining the role of the supervisor /." Title page, table of contents and introduction only, 1990. http://web4.library.adelaide.edu.au/theses/09ENB/09enba2111.pdf.

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Kelly, Darrell Scott. "Psychological Contract Breach by the Supervisor." Wright State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wright1401823678.

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Bhar, Jane (Jane Frances) Carleton University Dissertation Management Studies. "Developing a measure of supervisor support." Ottawa, 1995.

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Tapp, Kelly Elaine. "Direct Supervisor Influence on Nurse Engagement." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5950.

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Nurse engagement is essential for organizational success. If organizations can engage nurses, they may be able to improve organization and patient outcomes. The purpose of the evidence-based practice project was to use current evidence of direct supervisor influence on nurse engagement to create an educational program for clinical leads to use in their interactions with direct reports. The relationship-based care model was used as a framework for the project, and concepts included work engagement, nurse engagement, recognition versus meaningful recognition, professional development, communication, transformational leadership, and authentic leadership. Before and after attending the education program, clinical leads were given a self-assessment on a 5-point Likert scale to assess their perception of their leadership skills. The data were analyzed using SPSS descriptive statistics to describe differences in pre and post education self-assessments. All of the questions had increased means following the education program. The most improvement was in the following areas: coordinating relationships among staff improved by50% and accepting and using constructive criticism improved by 50%. Clinical leads recognized that having the knowledge and tools would give them the ability to impact nurse engagement. Researchers should continue to study the leader's influence on nurse engagement in relationship to other environmental factors that influence nurse engagement; as well as, how to better prepare leaders to engage nurses in his/her professional roles.

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Hutman, Heidi. "Supervisee Nondisclosure| Do Supervisors' Multicultural Competence and the Supervisory Working Alliance Matter?" Thesis, State University of New York at Albany, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3736285.

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This study sought to understand the circumstances under which supervisee nondisclosure (SND; e.g., Siembor, 2012) is more or less likely to occur by identifying potential constructs that may relate to SND. Specifically, this study investigated the extent to which supervisees? perceptions of the supervisory working alliance (SWA; Bahrick et al., 1991) and supervisor multicultural competence (SMC; Inman, 2006) contributed uniquely and jointly to SND. Accordingly, it was hypothesized that the SWA would be uniquely and inversely related to SND controlling for SMC and that supervisee perceptions of SMC would be uniquely and inversely related to SND controlling for the SWA. It was further hypothesized that the SWA and SMC would contribute jointly and inversely to SND. A sample (N = 221) of predominantly White (68.2%), female (80.0%), psychology (74.7%) trainees participated in a study on their experiences in multicultural clinical supervision. Consistent with theorizing, SMC and the SWA significantly contributed jointly and inversely to SND, accounting for 42% of the variability in SND. In addition, the inverse and unique relation between the SWA and SND was significant, with a large effect size of 23%, supporting previous research investigating this association (e.g., Ladany et al., 1996; Mehr et al., 2010). Unexpectedly, supervisee ratings of SMC did not contribute uniquely to SND, with none of the variance in SND accounted for by SMC. From a descriptive standpoint, it was noteworthy that the findings differed markedly from previous research (e.g., Ladany et al., 1996; Yourman & Farber, 1996) in that the overall level of SND was much lower and the types of SND most frequently identified in the literature (i.e., clinical mistakes and negative reactions to supervision) were endorsed at much lower rates or were not applicable for this sample. Implications of the findings for research, theory, practice, and training, are discussed.

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Oliveira, Silvana Barbosa de. "O supervisor que virou pedagogo : uma análise da significação do supervisor de ensino no estado do Paraná." Universidade Estadual de Londrina. Centro de Educação, Comunicação e Artes. Programa de Pós-Graduação em Educação, 2006. http://www.bibliotecadigital.uel.br/document/?code=vtls000122867.

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Compreender a história do supervisor de ensino e as mudanças de suas ações no interior da escola é a minha preocupação. Analisar, portanto, a mudança com base na Lei Complementar 103/2004 e como ela se estabelece implica extrapolar os aspectos legais e avançar em direção à própria prática do supervisor na organização do trabalho pedagógico visando o fim da fragmentação do trabalho entre supervisores e orientadores educacionais. Assim, o problema coloca-se na seguinte perspectiva: Houve mudança na atuação do supervisor de ensino, com a imposição da Lei Complementar 103/2004, que o transformou em professor pedagogo no estado do Paraná? Ao proceder a tal investigação, assumi uma postura reflexiva sobre minha própria prática, trazendo elementos reais e concretos para dar sentido à teoria explicitada. Outra preocupação é caracterizar a identidade do supervisor de ensino, especialista em educação, transformado em professor pedagogo, na atual gestão do governo do estado do Paraná. Estruturalmente, o presente trabalho está dividido em três capítulos. No primeiro, faço uma explanação histórica para contextualizar o curso de Pedagogia no Brasil e o supervisor de ensino em cada época. No segundo, faço uma análise da nova configuração desse especialista no estado do Paraná. Analiso o novo pedagogo e a questão da docência como base para sua formação. Analiso as influências das orientações do Banco Mundial nas políticas educacionais, as quais refletem uma política neoliberal, estabelecida pela reorganização do capitalismo na atual fase do processo de globalização. Estudo a possibilidade de ser o Projeto Político Pedagógico um instrumento-base para a ação do novo pedagogo. No terceiro, analiso os dados coletados na pesquisa de campo, a partir do entendimento dos próprios supervisores de ensino sobre a questão da mudança. Com este planejamento, o objetivo geral do trabalho é investigar, através do processo histórico, as implicações teóricas e políticas que refletem na prática do supervisor de ensino. O objetivo do trabalho permitiu uma opção metodológica que privilegiou aspectos quantitativos e qualitativos na análise do supervisor de ensino. A população-alvo constitui-se dos pedagogos da rede pública estadual, pertencentes ao Núcleo Regional de Educação (NRE) Londrina. O instrumento de pesquisa utilizado para a coleta de dados constou de um questionário, abordando dados pessoais, formação acadêmica e profissional e, ainda, a percepção dos supervisores de ensino sobre o atual quadro de mudanças. A análise documental e a revisão de literatura completam o entendimento aqui buscado. A pesquisa de campo aponta para o perfil do pedagogo do NRE Londrina, além das concepções de mudanças ocorridas no interior da escola, como amostra do que ocorre no estado do Paraná.
Understanding the role of the teaching supervisor and the changes of his/her actions in the school is my primary goal. Therefore, the analysis of the change coming from the Supplementary Law 103/2004, and the way it works, implicates in extrapolating the legal aspects and going towards the supervisor?s practice. In other words, it means analyzing his/her role in the organization of the pedagogical work aiming at the end of the gap between the supervisors? work and the educational counselors? work. Thus, the problem is: Was there any change in the way the teaching supervisor works with the implementation of the Suplementary Law 103/2004, which changed the teaching supervisor into a pedagogue teacher in tbe state of Paraná? In order to investigate this, I have assumed a reflective posture about my own practice, working with real and concrete elements that could give meaning to this theory. Another concern I have is to characterize the identity of the teaching supervisor, a specialist in education, who has turned into a pedagogue teacher in the current administration of the state of Paraná. This study is divided in three chapters. In the first chapter, I have included a historical overview to contextualize the Pedagogy course in Brazil and the role given to the supervisor in different times. In the second chapter, I introduce an analysis of this specialist?s new configuration in the state of Paraná, by looking at the new role of the pedagogue and the issue of teaching as a basis for his/her professional education. I also analyze the influences of the World Bank orientations which reflect a neo-liberal policy, established by the reorganization of capitalism at the current stage of the globalization process. I study the possibility of using the Pedagogical-Political Project as a basic instrument for the action of the new pedagogue. In the third chapter, I analyze the data collected at the field research ? the understanding of the pedagogues themselves of this change. With this planning, the general objective of this study is to investigate the extension of the problem based on the role of the teaching supervisor (pedagogue), by analyzing its theoretical and political implications. The objective of the study was consistent with a methodological option that has privileged the quantitative and qualitative aspects of the analysis of the supervisor?s role. The target population was the pedagogues from state public schools of the NRE Londrina. The research instrument for data collection was a questionnaire about personal, educational and professional information, as well as the teaching supervisor?s perception about the current changes. The documental analysis and the literature review are a complement for what I have exposed. The field research points out the profile of the pedagogues at NRE Londrina and the ideas they have about the changes inside the school, and this can be considered a sample of what happens in the state of Paraná.

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Haley, Sarah Jane. "The influence of supervision training on supervisor self-efficacy among doctoral interns at university counseling centers." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2041.

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Thesis (Ph. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains xii, 222 p. Includes abstract. Includes bibliographical references (p. 142-150).

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Beaumont, Robin L. "The influence of supervisor multicultural competence and racial microaggression on supervisory working alliance, supervisee multicultural competence, and supervisee disclosure within supervision." 2010. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3389995.

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AUBRECHTOVÁ, Kateřina. "Supervize v pomáhajících profesích." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-137611.

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Abstract:

In Czech literature, supervision is usually referred to as inspection or overview. Certain authors claim that supervision would not be supervision without either of them. Supervision provides an overview, which is important in solving occupational issues and monitoring the workers' quality and professionalism. The theoretical section explains the basic terms that are related to the title of the essay. It explains the word supervision, auxiliary professions, supervision and its forms, objectives, methods and a supervision contract. The text also specifies who can submit supervision, which criteria the supervisor must fulfil and the relation between the supervisor and the supervised. The essay determines supervising methods (and techniques) used in selected institutions and reveals whether and how the supervisor allows for typology of the clients with whom the institution works. It also ascertains how the supervised persons perceive the supervisors. I specified three research issues: 1. What does supervision give to the supervised? 2. Do the supervisors apply different supervising methods according to the client's typology? 3. Does the supervisor heed typology of clients that are a target group of the given institution? In the practical section of the essay, I applied a form of qualitative research with regard to the specified objectives. For collection of data, I used a research method based on queries and an associated research method of semi-structured interviews. I appended the queries with an observation method. Eighteen persons participated in the interviews. Fifteen of the supervised persons came from three different institutions (a Charity Home for Mothers with Children, a Nursing Home in Havlíčkův Brod and an Institute of Social Care in Zboží) and three persons were supervisors, one from each institution. The essay may help to improve knowledge of persons with auxiliary professions on the supervision and facilitate supervision in various institutions with regard to the clients' typologies.

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Sturdivant, Robert Mark. "Triadic supervision in counselor training : supervisor perceptions /." 2005. http://wwwlib.umi.com/dissertations/fullcit/3169663.

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