Dissertations / Theses on the topic 'Supervisor'
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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.
Full textClingerman, 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.
Full textCarroll, 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/.
Full textStewart-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.
Full textVieceli, 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.
Full text"Department of Educational Psychology and Special Education." Includes bibliographical references (leaves 73-80). Also available online.
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.
Full textDoyle, 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.
Full textPh. D.
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.
Full textHilton, 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.
Full textSantos, Catarina Sofia Oliveira. "Supervisão clínica: levantamento de opiniões." Bachelor's thesis, [s.n.], 2016. http://hdl.handle.net/10284/5729.
Full textO 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.
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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.
Full textRamasami, 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.
Full textNaranjo, 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.
Full textFor 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.)
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.
Full textBreaux, 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.
Full textJohnson, Mary B. "Supervisor race, trainee gender, racial identity, and perception of supervision." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036815.
Full textDepartment of Counseling Psychology and Guidance Services
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.
Full textTonietto, Lucy Terezinha. "Ser supervisor." Florianópolis, SC, 2005. http://repositorio.ufsc.br/handle/123456789/101766.
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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.
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.
Full textBesenhofer, Richard K. "The supervisor referral process : characteristics of supervisors, workers, and employee assistance programs." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720142.
Full textDepartment of Counseling Psychology and Guidance Services
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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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.
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.
Full textWhite, 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.
Full textHowell, Claudia Elizabeth. "Supervision, Culture, and Relationship: Examining Supervisor Cultural Competence and the Working Alliance." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70918.
Full textPh. D.
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.
Full textThesis 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.
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.
Full textNavarrete, Gino A. "ASSESSMENT OF SUPERVISEE CONFIDENCE TO INITIATE DISCUSSION OF HARM WITH FIELD SUPERVISOR." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/543.
Full textRolla, 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.
Full textThis 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.
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.
Full textO'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.
Full textSale, 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.
Full textHudson, 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.
Full textDrysdale, 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.
Full textYoungcourt, 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.
Full textThornton, Mark. "Personal Boundary Issues in Counselor-Client, Professor-Student, and Supervisor-Supervisee Relationships in Counseling." ScholarWorks@UNO, 2003. http://scholarworks.uno.edu/td/27.
Full textTeufel, 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.
Full textFranz, 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.
Mataiti, Helen. "Clinical Supervisor Characteristics Valued By Practising Speech Language Therapists." Thesis, University of Canterbury. Communication Disorders, 2008. http://hdl.handle.net/10092/1535.
Full textShuss, 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.
Full textFernandez, 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.
Full textSupervision 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.
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.
Full textKelly, Darrell Scott. "Psychological Contract Breach by the Supervisor." Wright State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wright1401823678.
Full textBhar, Jane (Jane Frances) Carleton University Dissertation Management Studies. "Developing a measure of supervisor support." Ottawa, 1995.
Find full textTapp, Kelly Elaine. "Direct Supervisor Influence on Nurse Engagement." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5950.
Full textHutman, 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.
Full textThis 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.
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.
Full textUnderstanding 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.
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.
Full textTitle from document title page. Document formatted into pages; contains xii, 222 p. Includes abstract. Includes bibliographical references (p. 142-150).
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.
Full textAUBRECHTOVÁ, Kateřina. "Supervize v pomáhajících profesích." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-137611.
Full textSturdivant, Robert Mark. "Triadic supervision in counselor training : supervisor perceptions /." 2005. http://wwwlib.umi.com/dissertations/fullcit/3169663.
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