Thèses : « Supervisori »

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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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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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Armoutliev, Erin M. « Attachment, Supervisory Style and Caregiving in Clinical Supervisors ». University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1367050055.

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Clohessy, Sue. « Supervisors' perspectives on their supervisory relationships : a qualitative analysis ». Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:1607.

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This study aims to explore supervisors' perspectives of their supervisory relationships (SRs) with trainee clinical psychologists, particularly the ways in which they enhance these relationships, and identify and resolve problems.A retrospective qualitative design was used, and clinical psychologists with experience of a range of SRs with trainees participated in the study. Method: Twelve supervisors completed a semi-structured interview about their effective and ineffective SRs with trainees. The data was analysed using Grounded Theory.Three core categories were highlighted regarding the quality of the SR's contextual influences, the flow of supervision and core relational factors. Contextual influences, which influenced the development of the SR included the team or service context, the training course and individual factors the supervisor and trainee contribute to the relationship. The flow of supervision incorporated the supervisor's investment in the SR and the trainee's openness to learning. The core relational factors of the SR incorporated interpersonal connection, emotional tone and the degree of openness, honesty, safety and trust. The findings suggested a reciprocal relationship between the core relational factors, the supervisor's investment in the SR, and the trainee's openness to learning. Strains in the SR can occur in any of the three categories, and the findings suggest that the supervisor's investment in the SR and the trainee's openness to learning improve the chances of problems being resolved. A resolution cycle was highlighted which incorporated noticing the problem, gathering information, formulating and intervening.The findings are discussed in relation to relevant theory and research. The implications for future research, theory and training are highlighted.

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Tanaka, Hideyuki. « The Relationship between Supervisors' Power Bases and Supervisory Styles ». ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/1025.

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Despite its critical role in counselor training, empirical research on clinical supervision is generally limited (Bernard & Goodyear, 2003; Ellis & Ladany, 2007). This is also applied to an area of power dynamics in supervision. This study tested the relationship between the two aspects of power dynamics; namely, supervisors' power bases (i.e., sources of influencing others) and supervisory styles (i.e., typical ways of shaping supervision), based on the system's approach to supervision model (Holloway, 1995). This research was a correlational design. Students in masters' and doctoral counseling programs were asked to respond to an online questionnaire packet via Survey MonkeyTM. Of those who responded, 492 students who took supervision with professor or doctoral student supervisors constituted the sample. Varied numbers of participants were used for each analysis after missing or extreme data were deleted. Supervisors' usage of power bases and supervisory styles were measured by the adopted version of Interpersonal Power Inventory (Raven, Schwarzwald, & Koslowsky, 1998) and Supervisory Style Inventory (SSI; Friedlander & Ward, 1984), respectively. In part 1, results of factor analyses revealed four first-order power factors and two higher-order power factors (Soft & Harsh). Schmeid-Leiman's (1957) solution was also applied. In part 2, result of correlation analysis in revealed that supervisors' usage of Soft or Soft-type power factor (Idealized Expert) was moderately positively correlated to all three supervisory styles but that usage of Harsh or Harsh-type factors (Compensatory Obligation, Relational Power, & Collaborative Alliance) was only weakly correlated to supervisory styles, for majority of supervisors. Similarly, results of regression analyses revealed that supervisory styles did not significantly predict supervisors' usage of Harsh factor, but both supervisory styles and usage of ix Harsh factor significantly predicted usage of Soft factor at moderate and strong level, respectively. The interpersonally-sensitive styles predicted Soft factor slightly more strongly than the other styles. It was concluded that supervisors who engaged in supervision with any one of three supervisory styles also tended to use more Soft or Soft-type factor when there are disagreements, but rarely used Harsh or Harsh types.

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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.

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Harkins, Melanie Rose. « Shame in the Supervisory Hour : Do Supervisors Sense What is Hidden ? » Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1601325563968879.

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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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Ragsdale, Judith Ray. « Educating clinical pastoral education supervisors a grounded theory study of supervisory wisdom / ». [Yellow Springs, Ohio] : Antioch University, 2008. http://www.ohiolink.edu/etd/view.cgi?acc_num=antioch1205193710.

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Thesis (Ph.D.)--Antioch University, 2008.
Title from PDF t.p. (viewed August 4, 2008). Advisor: Elizabeth Holloway, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy January 2008."--from the title page. Keywords: supervision, pastoral care, supervisory education, clinical pastoral education, chaplains, grounded theory, clergy Includes bibliographical references (p. 180-187).

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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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Ragsdale, Judith R. « Educating Clinical Pastoral Education Supervisors : A Grounded Theory Study of Supervisory Wisdom ». Antioch University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1205193710.

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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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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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Pitt, Claire. « An interpretative phenomenological analysis of supervisors' experiences of the supervisory relationship : can attachment theory help us understand the supervisory relationship ? » Thesis, University of Surrey, 2018. http://epubs.surrey.ac.uk/849245/.

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Background: The supervisory relationship (SR) is central to psychotherapist development and client outcomes. A review of the literature on attachment theory (AT) and supervision failed to clarify whether the supervisor’s or supervisee’s attachment was more significant for the relationship and whether a distinct supervision-specific attachment exists. This suggested that the relevance of AT to supervision is not fully understood. Objectives: To explore in-depth how supervisors experience and make sense of the SR and whether AT can assist in the understanding of it. Method: An Interpretative Phenomenological Analysis (IPA) approach was used to interview and analyse data from seven Clinical Psychologists working in the National Health Service (NHS) with experience of supervising Trainee Clinical Psychologists. Results: Three superordinate themes were identified: The SR is important to me; we both contribute to the SR and attachment underpins my understanding of the relationship. Conclusion: The findings suggest that AT has some relevance to the way in which Clinical Psychologists understand the SR. However, it is possible that this is a product of the dominance of AT within Clinical Psychology rather than the nature of the supervisory relationship. Nevertheless, the findings do clarify Clinical Psychologist’s understanding of good quality supervision, suggesting that the SR is improved when both supervisor and supervisee are open and when the supervisor takes on a caregiving role providing a secure base.

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Bhat, Christine Suniti. « Supervisors' perceptions of race, racial identity, and working alliance within the supervisory dyad ». Ohio : Ohio University, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1057064641.

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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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Searle, Ruth Lesley. « The supervisor’s tale : postgraduate supervisors’ experiences in a changing Higher Education environment ». Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1019952.

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The environment in which higher education institutions operate is changing, and these changes are impacting on all aspects of higher education, including postgraduate levels. Changes wrought by globalisation, heralded by rapid advances in technology have inaugurated a new era in which there are long term consequences for higher education. The shift towards more quantitative and measurable "outputs" signifies a fundamental change in the educational ethos in institutions. Effectiveness is now judged primarily on numbers of graduates and publications rather than on other aspects. The drive is to produce a highly educated population, especially through increasing postgraduates who can drive national innovation and improve national economies. This affects academics in a range of ways, not least in the ways in which they engage in teaching, what they are willing to do and how they do it. Such changes influence the kinds of research done, the structures and funding which support research, and thus naturally shapes the kinds of postgraduate programmes and teaching that occurs. This study, situated in the field of Higher Education Studies, adopting a critical realist stance and drawing on the social theory of Margaret Archer and the concepts of expert and novice, explores the experiences of postgraduate supervisors from one South African institution across a range of disciplines. Individual experiences at the level of the Empirical and embodied in practice at the level of the Actual allow for the identification of possible mechanisms at the level of the Real which structure the sector. The research design then allows for an exploration across mezzo, macro and micro levels. Individuals outline their own particular situations, identifying a number of elements which enabled or constrained them and how, in exercising their agency, they develop their strategies for supervision drawing on a range of different resources that they identify and that may be available to them. Student characteristics, discipline status and placement, funding, and the emergent policy environment are all identified as influencing their practice. In some instances supervisors recognise the broader influences on the system that involve them in their undertaking, noting the international trends. Through their narratives and the discourses they engage a number of contradictions that have developed in the system with growing neo-liberal trends and vocationalism highlighting tensions between academic freedom and autonomy, and demands for productivity, efficiency and compliance, and between an educational focus and a training bias in particular along with others. Especially notable is how this contributes to the current ideologies surrounding knowledge and knowledge production. Their individual interests and concerns, and emergent academic identities as they take shape over time, also modifies the process and how individual supervisors influence their own environments in agentic moves becomes apparent. Whilst often individuals highlight the lack of support especially in the early phases of supervision, the emergent policy-constrained environment is also seen as curtailing possibilities and especially in limiting the possibilities for the exercise of agency. Whilst the study has some limitations in the range and number of respondents nevertheless the data provided rich evidence of how individual supervisors are affected, and how they respond in varied conditions. What is highlighted through these experiences are ways pressures are increasing for both supervisors and students and changing how they engage. Concerns in particular are raised about the growing functional and instrumental nature of the process with an emphasis on the effects on the kinds of researchers being developed and the knowledge that is therefore being produced. As costs increase for academics through the environments developed and with the varied roles they take on so they become more selective and reluctant to expand the role. This research has provided insights into ideas, beliefs and values relating to the postgraduate sector and to the process of postgraduate supervision and how it occurs. This includes the structures and cultural conditions that enable or constrain practitioners as they develop in the role in this particular institution. It has explored some of the ways that mechanisms at international, national and institutional levels shape the role and practices of supervisors. The effects of mechanisms are in no way a given or simply understood. In this way the research may contribute to more emancipatory knowledge which could be used in planning and deciding on emergent policies and practices which might create a more supportive and creative postgraduate environment.

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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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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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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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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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Rae, Nicolette. « A systematic review : student and supervisor variables affecting completion of postgraduate research requirements ». University of the Western Cape, 2015. http://hdl.handle.net/11394/4689.

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Magister Artium (Psychology) - MA(Psych)
South Africa has one of the highest postgraduate dropout rates in the world. One of the main contributing factors to the high number of unfinished Master’s and Doctorate degrees is incomplete theses and dissertations. Frequently postgraduate students complete all other course requirements, but are unable to complete the independent research component. Ethics clearance was obtained from the Senate research committee at UWC. This study used a systematic review methodology to identify appropriate literature on the personal characteristics and demographic variables of postgraduate research students and supervisors and the impact that these variables have on completion rates. The study evaluated the literature for methodological quality in order to enable comprehensive identification, evaluation and meta-synthesis of the current best evidence regarding personal and demographic factors which may affect the supervisory relationship and help or hinder completion rates. This resulted in an evidence base of filtered information which can be used by individuals, institutions of higher education, and government or non-government organisations to inform individual practice, specialised training programmes and general psychoeducation. The results indicated that there is empirical evidence from good quality research that personal and demographic variables impact the working alliance between students and supervisors, and ultimately the completion of the research. Race, gender, spirituality, isolation, and socio-economic status were among the more prominent factors identified.

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Luke, Melissa. « The dimensionality of the Discrimination Model within a school counseling supervisory context supervisors' perceptions of supervision / ». Related electronic resource : Current Research at SU : database of SU dissertations, recent titles available, full text:, 2007. http://wwwlib.umi.com/cr/syr/main.

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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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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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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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Ocansey, Reginald Tetteh-Ahumad. « The effects of a behavioral model of supervision on the supervisory behavior of cooperating teachers and university supervisors / ». The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726754698126.

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Kerr, Robert. « An investigation into the relationship between supervisory emotional intelligence and corresponding ratings of supervisor effectiveness and subordinate absenteeism ». Thesis, University of Ulster, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416640.

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Gilman, Lynn. « Supervisory interventions and treatment adherence an observational study of supervisor interventions and their impact on therapist model adherence / ». [Bloomington, Ind.] : Indiana University, 2009. 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:3352938.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Instruction, School of Education, 2009.
Title from PDF t.p. (viewed on Feb. 4, 2010). Source: Dissertation Abstracts International, Volume: 70-04, Section: B, page: 2572. Adviser: Thomas L. Sexton.

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Silva, Gilson Mafacioli da. « PROCESSO DE TRABALHO DO SUPERVISOR CLÍNICO-INSTITUCIONAL NOS CENTROS DE ATENÇÃO PSICOSSOCIAL (CAPS) NA PERCEPÇÃO DOS SUPERVISORES ». Universidade Federal de Santa Maria, 2010. http://repositorio.ufsm.br/handle/1/10297.

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This master‟s thesis had as its aim to describe and analyze the working process of the clinical-institutional supervisors of Psychosocial Health Care Centers (CAPS) in Rio Grande do Sul, from the perception of such workers, who are selected according to the Mental Health Care Coordination of the Health Ministry to perform as supervisors, which is supported by the government directive number 11174/GM of July 7, 2005. The method of such study was an exploratory and descriptive research, with a qualitative approach. Clinical-institutional supervisors of Rio Grande do Sul composed the population under study and were selected from the Clinical- Institutional Supervision of CAPS and Psychosocial Health Care Networks edict of the Health Ministry. Such population was composed by 10 participants, and were sorted out taking into consideration the professional field, enabling data to be proportional and wide in its range. Data collection consisted of semi-structured interviews and non-participant observations. Data collected was analyzed through thematic analysis, enabling the emergence of three thematic axis, that made possible to widen the understanding of such data. Axis 1: dynamics of the working process of the clinical-institutional supervisors, that contained aspects related to such process, including perceptions about the work, such as the task of the supervisor concerning the staff, and the devices/instruments that enabled his actions. Among them, the construction of spaces of listening and talking; the problematization of daily questions of the staff; the collective construction of clinical cases; reading of texts and the professional experience based on the transference at work were highlighted. Axis 2 contained facilitating factors and obstacles regarding the process of clinicalinstitutional supervision. Among facilitating factors, the working experience in collective health was highlighted, and among the obstacles, the precarization of the relationships at work was cited. Axis 3 approached challenges, perspectives and suggestions for the clinical-institutional supervision and the greatest challenges were perceived as related to the implantation and effectiveness of Public Policies. Concerning the perspectives, widening of such proposal to other institutions of the network was evidenced and as regards suggestions, the extension of the supervision period was pointed out. Thus, such study enabled to list some recommendations, and not prescriptions, to the accomplishment of this task.
Esta dissertação de mestrado teve como objetivo descrever e analisar o processo de trabalho dos supervisores clínico-institucionais de Centros de Atenção Psicossocial (CAPS) do Estado do Rio Grande do Sul, na percepção destes trabalhadores, selecionados de acordo com a Coordenação de Saúde Mental do Ministério da Saúde para o ofício de supervisor e que está sustentada pela portaria nº 1174/GM de 7 de julho de 2005. O presente estudo teve como método a pesquisa exploratório-descritiva, com abordagem qualitativa. Os participantes que compuseram a população estudada foram os supervisores clínico-institucionais do Rio Grande do Sul, selecionados a partir do edital de Supervisão Clínico-Institucional de CAPS e Redes de Atenção Psicossocial do Ministério da Saúde. Esta população foi composta por 10 participantes, os quais foram sorteados, levando em consideração a formação profissional com o objetivo de dar proporcionalidade e amplitude aos dados. Teve como técnica de coleta de dados a entrevista semiestruturada e a observação não participante. O material coletado foi trabalhado com base na análise temática, possibilitando a construção de três eixos temáticos para a melhor compreensão da leitura dos dados. Eixo 1: a dinâmica do processo de trabalho dos supervisores clínico-institucionais, no qual foram agregados aspectos relativos a este processo, incluindo percepções acerca deste trabalho como a função do supervisor em relação às equipes e as ferramentas/instrumentos que possibilitaram suas ações. Entre eles, destacaram-se a construção de espaços de escuta e de fala; a problematização das questões do cotidiano das equipes; a construção coletiva dos casos clínicos; a leitura de textos e a experiência profissional pautados pela presença da transferência de trabalho. No Eixo 2, destacaram-se os fatores facilitadores e dificultadores do processo de supervisão clínico-institucional. Dentre os fatores facilitadores destacou-se a experiência de trabalho em saúde coletiva e dentre os fatores dificultadores identificou-se a precarização das relações no trabalho. No eixo 3, desafios, perspectivas e sugestões para a supervisão clínicoinstitucional percebeu-se que os maiores desafios estão relacionados à implantação e efetividade das Políticas Públicas. No que tange às perspectivas evidenciou-se a ampliação desta proposta para as demais instituições da rede, e entre as sugestões, o prolongamento do tempo de supervisão. O estudo possibilitou elencar algumas recomendações, e não prescrições, à realização deste trabalho.

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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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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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Vieira, Ailton Santos. « A ambivalência presente na ação supervisora e no papel do supervisor escolar no ensino municipal da cidade de São Paulo ». Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/10687.

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The empirical research presented here aimed to investigate and describe the school supervisor s performance of the public teaching system of the city of São Paulo. We attempted to identify this supervisor s performance profile and how this work is acknowledged by different school professionals, establishing a parallel between: the supervision performance proposed in the legal documents, the supervision performance put into practice in the supervisor s view and in the perception of the professionals who work with him, and the desired supervision performance described in the theoretical studies. The leading issues of this research attempted to identify: how the school supervisor who work in an intermediate organ of the school system the Regional Bureau of Education directly entails his action to the work developed in the schools, how this school supervisor s performance has occurred in the schools, the school supervisor s daily actions in the city public school system, his contribution concerning the works and projects developed by the schools, and how it is related to the promotion of opportunities of teaching formation in the school. The research assumed that the main role of the school supervisor from the public school system of the city of São Paulo to supervise, follow and bureaucratically and pedagogically assist the school, as well as to contribute to the formation of technical personnel and teaching professionals of the schools has not been fully accomplished, especially the pedagogical and formation actions, because of determinant factors of the structure of the teaching system operation, or because of unknowing or misunderstanding the function of the supervision performance by the supervisors or professionals of the schools which were target of their performance. This is an analytical and descriptive study of the performance of the school supervisor from the public school system of the city of São Paulo, according to the view of the supervisors and the professionals who work in the schools: principals, pedagogical coordinators and teachers. The data was collected from 2007 to 2008, based on the analysis of official documents, as well as on interviews with 06 teaching supervisors, and the application of questionnaires to 12 professionals from the technical team (school principals and pedagogical coordinators) and to 18 teachers from 06 school units placed in 02 different Bureaus of Education of the city of São Paulo. The research was accomplished with the theoretical support of authors like Gimeno Sacristán and Pérez Gómez, based on M. Weber s perspective. The results obtained allow affirming that the bureaucratic performance prevails in the relationships between supervisors and school agents, although school agents and supervisors affirm the need of a supervision performance facing the pedagogical actions. This ambivalence or duplicity of the school supervisor s role or attributions, which makes him a system agent and school s partner and advisor simultaneously, is present: in the reflection and academic studies, in the legal texts, in the history of this function within the school system, and in the opinions expressed by the supervisors, principals, coordinators and teachers researched
A pesquisa empírica aqui apresentada teve por objetivo investigar e descrever a atuação do supervisor escolar da rede municipal de São Paulo. Procurou-se identificar qual tem sido o perfil de ação deste supervisor e como esse trabalho é percebido pelos diferentes profissionais da unidade escolar, estabelecendo-se um paralelo entre: a ação supervisora proposta nos documentos legais, a ação supervisora efetivada na visão do próprio supervisor e na percepção dos profissionais com os quais atua, e a ação supervisora considerada desejável descrita nos estudos teóricos. As questões norteadoras da pesquisa buscaram identificar: como o supervisor escolar, que se encontra lotado em um órgão intermediário do sistema escolar a Diretoria Regional de Educação tem sua ação vinculada diretamente ao trabalho desenvolvido pelas escolas, como vem ocorrendo essa atuação do supervisor escolar nas unidades escolares, quais as ações cotidianas do supervisor escolar na rede pública municipal, qual sua contribuição em relação aos trabalhos e projetos desenvolvidos pelas escolas e de que forma isso se relaciona à promoção de oportunidades de formação docente na escola. A pesquisa partiu da hipótese de que o papel primordial do supervisor escolar da rede municipal de São Paulo supervisionar, acompanhar e assessorar burocrática e pedagogicamente a escola, bem como contribuir com a formação do pessoal técnico e docente atuante nas escolas não tem sido plenamente realizado, especialmente as ações de cunho pedagógico e de formação, seja em função de fatores determinantes oriundos da estrutura do próprio funcionamento do sistema de ensino, seja em função do desconhecimento ou da incompreensão da função da ação supervisora pelos supervisores e pelos profissionais das unidades escolares alvos de sua atuação. Trata-se de estudo descritivo e analítico da ação do supervisor escolar da rede municipal de São Paulo, na visão dos próprios supervisores e dos profissionais que atuam nas escolas: diretores, coordenadores pedagógicos e professores. Os dados foram coletados no período 2007-2008, com base em análise de documentos oficiais, bem como a partir de entrevistas com 06 supervisores escolares e de aplicação de questionários a 12 profissionais da equipe técnica (diretores de escola e coordenadores pedagógicos) e 18 professores de 06 unidades escolares situadas em 02 Diretorias de Educação do município de São Paulo. A pesquisa foi realizada com o apoio teórico de autores como Gimeno Sacristán e Pérez Gómez, tendo por base a perspectiva de M. Weber. Os resultados obtidos permitem afirmar que, nas relações entre supervisores e agentes escolares predominam as ações de cunho burocrático, muito embora agentes escolares e supervisores afirmem a necessidade de uma ação supervisora mais voltada às ações pedagógicas. Essa ambivalência ou duplicidade do papel e atribuições do supervisor escolar, que o torna, ao mesmo tempo, agente do sistema e parceiro e assessor da escola , está presente: nas reflexões e estudos acadêmicos, nos textos legais, na própria história dessa função dentro do sistema escolar e nas visões expressas por supervisores, diretores, coordenadores e professores pesquisados

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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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Busse, Anneka. « Disclosure of personal reactions that occur during therapy to supervisors and supervisory alliance among marriage and family therapy trainees and interns ». Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3716785.

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The purpose of this study was to investigate the likelihood of disclosure and comfort in disclosure of personal reactions occurring in the conduct of psychotherapy in the clinical supervision of marriage and family therapy trainees and interns/associates. This study replicated and expanded on Pakdaman, Shafranske and Falender ?s (2014) and Daniel?s (2008) analog studies of the effects of supervisory alliance on self-reported comfort and likelihood of disclosure of personal reactions in therapy with psychology interns and trainees. This study also investigated the relationship between working alliance and experiences of isomorphism and parallel process. There were a total of 161 participants; 56 trainees and 105 interns. The majority of the participants identified as female, Caucasian and heterosexual. Results indicated if trainees have a strong working alliance with their supervisor, they would feel safe and supported when sharing they are having personal reactions in therapy and if they feel isomorphism or parallel process is occurring. The results of this study have implications for supervision of marriage and family therapy therapists and possibly the field of mental health in general, as results were replicated from previous studies. The implications of the results are further explored.

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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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Dodson, Gayle J. « A Comparison of Trainee and Supervisor Perceptions of Transfer Climate in a Union-Based Training Program ». Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4711/.

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A supportive work climate is critical for successful transfer of learning. Influences in the work environment affect the trainee's ability to apply new skills to the job. The supervisor can be a significant figure in the trainee's perception of a supportive transfer climate. Little is known of the effect of supervisor participation in the training on transfer climate. The purpose of this study was to identify differences in trainee and supervisor self-perceptions of the factors affecting transfer climate. Additionally, this study examined the effects of supervisor participation in the training program on perceptions of transfer climate. The participants in this study were trainees in a union-sponsored instructor training program and their supervisors. The study found perception gaps between the overall perception of transfer climate and supervisor support. The level of supervisor participation in the training program was not to be a factor in the differences between the trainee and supervisor perceptions. No statistically significant difference exists in the perception of other transfer climate factors: supervisor sanctions, peer support, resistance/openness to change, and feedback/performance coaching. In addition, the study found that supervisor participation in the training made little difference in the perceptions of transfer climate by supervisors and trainees. Studies comparing trainee and supervisor perceptions of transfer climate and the effect of supervisor participation in the training on these perceptions are needed from other organizations before extensive generalizations can be made.

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Watson, Alexander R. « A study of supervisor-management relationships in manufacturing industry : An analysis of the effect of supervisor-manager interpersonal interpersonal relationships on the amount of authority and influence experienced by first line supervisors in ». Thesis, Brunel University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236043.

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Tolliver, Elizabeth Gilchrist. « The Relationship between Emotional Competence and the Supervisory Working Alliance| A Study of Doctoral Counselor Education Supervisors and Master's-Level Counselors-in-Training ». Thesis, University of Northern Colorado, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13422392.

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Emotional competence (EC) is an individual’s ability to skillfully embark into emotionally-laden interactions (Mayer, Salovey, & Caruso, 2008). Counselors rely on EC to build a therapeutic alliance with clients, while supervisors rely on EC to build a supervisory working alliance (SWA) with counselors-in-training. A strong SWA impacts counselor development (Ellis, 2001). Previous research suggests that SWA may be impacted by multicultural competency, supervision style, gender, and age (Bhat & Davis, 2007; Crockett & Hays, 2015; Doughty & Leddick, 2007). EC and SWA have been studied independently, but not in the context of the master’s level counselors-in-training (CITs) and doctoral education supervisor (SITs).

Researchers who have investigated the role SITs found that CITs may perceive the hierarchical nature of supervision differently. CITs may be more willing to model themselves after SITs because they perceive doctoral students to be more like them as learners as compared to faculty supervisors (Scarborough, Bernard, & Morse, 2006). SITs collaborate with peers and receive feedback from faculty increasing CIT support, potentially fostering CIT client psychological growth (Fernando, 2013).

This study was guided by the theory of EC, rooted in social constructivism (Saarni, 1999a). Social constructivism posits that human development is the result of social interactions and is a reflection of an individual’s cultural values and beliefs (Cottone, 2017). The theory of EC parallels the supervisory relationship in its coming together of two highly individualistic worldviews that engage in emotional and interpersonal interactions with the goal of personal and professional growth.

Purposive sampling was used to recruit 18 CITs and 19 SITs, totaling 37 participants enrolled in counselor education programs recognized by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) in the Rocky Mountain Region. The implications of this study support the theory of emotional competence, particularly in regards to the hierarchy of supervision, and the assumption that EC matures with experience. This study informs SITs as how to effectively proceed in supervision, and utilize the unique dynamic to positively impact CIT development. The implications of this study for practice in the field of counselor education and supervision inform the pairing of dyads to maximize the growth of emotional competence. Further, the results of this study support the importance of multicultural competency and the significant impact it can have on both the therapeutic, as well as the supervisory working alliance.

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Otto, Rodrigo Bueno. « Sistema supervisório de unidades de microgeração de energia elétrica : o caso da geração de eletricidade com o biogás ». Universidade Estadual do Oeste do Parana, 2015. http://tede.unioeste.br:8080/tede/handle/tede/788.

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The generating units form a distributed power generator system that uses biogas as fuel, this biogas is produced on small farms that collect the waste from agricultural activities systems. The supervisory system of the biogas generation units can monitor local and remote environmental, electrical and mechanical variables of the process and display this data in a user-friendly interface for analysis and decision making. In addition to providing an user interface, the data collected will be stored to build the process history and analysis database that will serve as a study source and promotion of new research lines related to this topic.
As unidades geradoras formam um sistema distribuído de geração de energia que utiliza como combustível o biogás produzido em pequenas propriedades rurais, oriundos dos resíduos da atividade agropecuária. O sistema supervisório de unidades de geração a biogás é capaz de monitorar de forma local e remota as variáveis ambientais, elétricas e mecânicas do processo e disponibilizar estes dados em uma interface amigável para a análise e tomada de decisão. Além de disponibilizar em uma tela, esses dados coletados alimentam um banco de dados para acúmulo do histórico e análise do processo, que servirá como fonte de estudos e fomento de novas linhas de pesquisas futuras relacionadas ao tema de interesse

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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
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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.

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Smith, Amie. « Attachment patterns, supervisory style and the supervisory working alliance ». Thesis, Lancaster University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533069.

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Lim, Gin Swee Christopher. « Chinese culture and the nature of supervisory experience : a study of the impact of Chinese ideology on the organizational experience of supervisors in Singapore ». Thesis, Brunel University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.253510.

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Ren, Run. « Quality of supervisor-subordinate relationship, cultural values, and organizational justice ». online access from Digital Dissertation Consortium, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3296523.

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Padde, Paul. « An evaluation of the relationship between supervisory techniques and organizational outcomes among the supervisors in the agricultural extension service in the Eastern region districts of Uganda / ». The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487844105974082.

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Marques, Rosana Niederauer. « O PROCESSO DE FORMAÇÃO PEDAGÓGICA DE DOCENTES SUPERVISORES DE ESTÁGIO CURRICULAR NO CURSO DE FISIOTERAPIA DA UNIVERSIDADE FEDERAL DE SANTA MARIA, RS ». Universidade Federal de Santa Maria, 2012. http://repositorio.ufsm.br/handle/1/7004.

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The pedagogical education of university teachers supervising pre-service internship in the School of Physiotherapy at Universidade Federal de Santa Maria (RS) (UFSM) is our object of study. The research investigated the pedagogical education of such teachers developed within the experience of supervising their students' pre-service internship at the School of Physiotherapy at UFSM. The study was grounded on the theoretical assumptions of qualitative approaches for educational research and, therefore, data collection was conducted through semi-structured interviews to thirteen internship supervising faculty of the School of Physiotherapy. Data analysis followed the technique of content analysis as proposed by Bardin (2004), with the aid of NVivo8 software. The analytical categories simultaneously considered have been both the authors studied and the outline of the data collected. Thus, three of those analytical categories have been constituted: a) the educational profile professional activities, b) self-education, c) teaching-learning opportunities for teachers. We conclude that the educational and professional profile of such physiotherapy university teachers, as well as their teaching experience is based on their clinical experiences as a teacher. We realize that, in spite of their lack of formal pedagogical education, such teachers working as internship supervisors, construe elaborate ways of thinking and acting that supports them educationally, thereby giving them authority over their professional activity of supervising clinical internship activities.
A formação pedagógica de professores supervisores de estágio no curso de bacharelado em Fisioterapia da UFSM é o nosso objeto de estudo. Apesquisa investigou a formação pedagógica dos docentes desenvolvida na experiência de supervisão de estágio do Curso de Fisioterapia da Universidade Federal de Santa Maria, RS. Delineamos a investigação por meio dos pressupostos da abordagem qualitativa em educação e, por isso, a coleta dos dados foi realizada por meio de entrevistas semi-estruturadas a treze docentes supervisores de estágio do Curso de Fisioterapia. A análise dos dados seguiu a técnica de análise de conteúdo de Bardin (2004) auxiliada pelo programa NVivo8. As categorias analíticas foram consideradas simultaneamente: dos autores estudados e do delinear dos dados coletados; assim, constituíram-se em três: a) o perfil de formação e atuação profissional; b) a autoformação; c) as aprendizagens docentes. Concluímos que o perfil de formação e atuação do docente fisioterapeuta pauta-se seja em sua experiência clínica seja de professor. Percebemos que os professores supervisores de estágio apesar de não terem formação pedagógica específica, ao longo de seu percurso elaboraram formas de pensar e agir que os respalda pedagogicamente, lhes conferindo assim a autoridade sobre o seu fazer profissional supervisionar estágios.

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Corrêa, Magda Rosane Nunes. « Um olhar "pibidiano" sobre o desenvolvimento profissional de professoressupervisores do PIBID/UFPel ». Universidade Federal de Pelotas, 2014. http://repositorio.ufpel.edu.br/handle/ri/2684.

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A experiência como supervisora, desde 2008, e a participação nas ações disciplinares e interdisciplinares do Programa PIBID/UFPel, motivaram esta dissertação. Analisei as contribuições do Programa para o desenvolvimento profissional de professores-supervisores e a possibilidade das ações e referenciais teóricos deste constituírem-se em um projeto de formação continuada em serviço. Para a coleta de dados realizei entrevistas, gravadas, com doze professoressupervisores das Áreas de Ciências e Matemática, participantes do PIBID I e III, de quatro escolas públicas estaduais de Ensino Médio de Pelotas. Optei pela Análise Textual Discursiva como metodologia para a análise de dados. Os referenciais teóricos foram os suportes de análise para entender o desenvolvimento das concepções dos professores, de seu conhecimento profissional e dos seus modelos didáticos. A análise dos resultados obtidos indicou que a parceria entre a Universidade e Escola – constituída a partir das ações do PIBID/UFPel – evidenciou uma proximidade com um trabalho colaborativo e algumas contribuições para o desenvolvimento profissional dos professores-supervisores, relacionadas às trocas de experiências, à interação de saberes, ao tempo e espaço para os estudos de formação, à oportunidade de atualização, ao trabalho em equipe, à participação nas ações disciplinares e no projeto interdisciplinar. Além disso, as ações do PIBID – relacionadas aos estudos, auxílio financeiro e participação em eventos – promoveram um estímulo à formação continuada dos doze professoressupervisores: cinco deles optaram pelo ingresso no Mestrado Profissional, enquanto os demais, continuam a investir em cursos ou em grupos específicos na escola. Nos aspectos relacionados à reflexão de sua prática, consideração dos conhecimentos prévios dos alunos, o protagonismo da interação professor-aluno, o desenvolvimento de projetos disciplinares e interdisciplinares, o trabalho em equipe e a teoria aliada à prática, foram percebidos alguns avanços no conhecimento profissional dos professores-supervisores. Isso sugere evolução, de um modelo didático inicial majoritário – próximo ao Tradicional – para o modelo didático de transição Dual. A partir dos resultados construí um projeto de formação continuada em serviço, tendo como referências os pressupostos teóricos e as ações do PIBID/UFPel, em torno da ideia da evolução das concepções prévias dos professores, de um Modelo Didático de Investigação na Escola e de um conhecimento profissional desejável.
The experience as a supervisor since 2008 and the participation in disciplinary and interdisciplinary actions of PIBID/UFPel (The Institutional Scholarship Program for Teaching Initiation, from Portuguese Programa Institucional de Bolsa de Iniciação à Docência) motivated this dissertation. I investigated contributions from PIBID/UFPel to the professional development of teachers-supervisors and possibilities of PIBID actions and theoretical referential to constitute a project of continued formation during teacher‟s service. To collect data, I made recorded interviews with twelve supervisors from Science and Mathematics areas of knowledge who participated in editions I and III of PIBID in four public state High Schools at Pelotas. I chose Textual Discourse Analysis (ATD, from Portuguese Análise Textual Discursiva) as methodology to treat data. The theoretical referential were indicators to understand the development of teachers' conceptions, their professional knowledge and their didactic models. Obtained results indicated that the partnership between university and schools through PIBID/UFPel actions is attached with collaborative work and some contributions to professional development of teachers-supervisors (experience changes, different knowledge interactions using time e space to formation studies, update opportunities, team work, participation in disciplinary actions and interdisciplinary projects). Furthermore, actions of PIBID related to studies and financial support to events promoted stimulation to continued formation of twelve teachers-supervisors: five of them continued their formation as teachers in the Science and Mathematics Teaching Postgraduate Program – Professional master‟s degree, while the others invested in extended actualization courses or specific study groups at their schools. In the aspects of the reflection of their practices, consideration of students‟ previous knowledge, the leading role of teacher-student interaction, the development of disciplinary and interdisciplinary projects, team work and theory attached to practice, we notice some advances in the professional knowledge of teachers-supervisors. It suggests an evolution from an initial majority didactic model – next to the Traditional – to the transition one, Dual didactic model. From these results I planned a continued formation project during teachers‟ service, with theoretical assumptions as references and also PIBID/UFPel‟s actions surrounded by the idea of evolution of teachers‟ previous conceptions, from its Didactic Model of School Investigation and from a desirable professional knowledge.

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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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Futrell, Alvin L. « Relative importance of characteristics required to become an effective university supervisor of student teachers as perceived by university supervisors, cooperating teachers, student teachers, and building principals ». Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/483473.

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The primary purpose of the study was to determine whether there was a significant relationship among perceptions of university supervisors, cooperating teachers, student teachers, and building principals regarding characteristics required to become an effective university supervisor of student teachers.In order to examine the research questions, data were collected from each of the four population groups with a questionnaire consisting of twenty-three supervisory characteristics. Twenty-three null hypotheses were tested by using the Chi square test of independence. The .05 level of significance was established as the critical probability level for the rejection of hypotheses.Findings1. There was a statistically significant difference among university supervisors, cooperating teachers, student teachers, and building principals in their perceptions regarding nineteen of the supervisory characteristics.2. There was no significant difference among university supervisors, cooperating teachers, student teachers, and building principals in their perceptions regarding four of the supervisory characteristics.3. The average number of years teaching experience was 18.4 for university supervisors, 13.5 for cooperating teachers, and 17.6 for building principals.4. The average number of years of supervising student teachers was 9.9 for university supervisors, 5.2 for cooperating teachers, and 8.1 for building principals.5. There were 46.4 percent of university supervisors, 7.8 percent of cooperating teachers, and 22.2 percent of building principals who possessed supervisory training.6. Reflecting a positive professional attitude and a real liking and respect for teaching are the most important characteristics needed by university supervisors.7. There was an observable difference in the perceptions of practitioners regarding characteristics required to be an effective university supervisor of student teachers, when compared to reports in related literature.Conclusions1. Subjects tend to agree in their perceptions regarding the importance of personal qualities and professional skills.2. Subjects tend not to agree in their perceptions regarding the importance of managerial skills and general qualities.3. Cooperating teachers tend to have fewer years of teaching experience.4. Cooperating teachers have considerably less supervisory experience.5. A high percentage of the subjects was not properly trained in student teaching supervision.

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Werneck, Renata Iani. « Complex segregation analysis of dental decay in an isolated population from North of Brazil / Renata Iani Werneck ; supervisor, Marcelo Távora Mira : co-supervisora, Paula Cristina Trevilatto ». reponame:Biblioteca Digital de Teses e Dissertações da PUC_PR, 2010. http://www.biblioteca.pucpr.br/tede/tde_busca/arquivo.php?codArquivo=2014.

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Tese (doutorado) - Pontifícia Universidade Católica do Paraná, Curitiba, 2010
Bibliografia: f. [72], 81
A cárie dentária é uma doença crônica, complexa e uma das enfermidades mais comuns na Odontologia. É amplamente aceito que a ocorrência da cárie depende de fatores ambientais e fatores relacionados com o hospedeiro, como dieta, susceptibilidade do indivíd
Dental decay is a chronic, complex disease and one of the most common diseases in the population. It is widely accepted that the occurrence of dental decay depends on environmental and host-related factors, such as diet, biofilm composition, host suscepti

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