Attributes Conducive to Learning in Psychotherapy Supervision

Rodenhauser, Paul; Rudisill, John R.; Painter, Albert F.

doi:10.1176/appi.psychotherapy.1989.43.3.368

Cited by 27 publications

(17 citation statements)

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“…Hawkins and Shohet (1989) mention that supervision can be an important part of taking care of oneself and facilitating reflection. Berger andBushholz (1993), Carroll (1996), Cogan (1973), Department of Health (1993), Fowler (1999), Kohner (1994) and Rodenhauser et al (1989) point out that it is important in staying open and committed to learning. However, Ekstein and Wallenstein (1972) and Rogers (1957) suggest that it is important in maintaining self-awareness.…”

Section: Effective Research and Supervisionmentioning

confidence: 99%

Improving the Development of Postgraduates’ Research and Supervision

Ismail¹,

Abiddin²,

Hassan³

2011

IES

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Research and supervision have become a vital process in the successful of postgraduate studies. Building an academic career path after Higher National Degree or Bachelor Degree needs intensive training and preparation. This culminates in writing of thesis or dissertation. In this process, the supervisor is designated to facilitate the student's research development based on good resources offered by the institution. At this stage, one of the most common complaints from research students concerns infrequent or erratic contact with supervisors, who may be too busy with administrative or teaching responsibilities, have too many students or be away from the university too often. The main objective of this paper is to expose what are postgraduate students' problems in research and supervision. The paper's thrust will be to highlight the importance of supervisory contribution to graduate study and to propose the best practice of supervisory inputs. Developing skills towards an effective supervision needs to be tackled in various ways. Effective supervision is essential to guide postgraduate students during their progress in postgraduate study.

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Section: Effective Research and Supervisionmentioning

confidence: 99%

Improving the Development of Postgraduates’ Research and Supervision

Ismail¹,

Abiddin²,

Hassan³

2011

IES

View full text Add to dashboard Cite

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“…Numerous authors (Pickering, 1987;Berger & Buchholz, 1993;Friedman & Kaslow, 1986;Rodenhauser, Rudisill & Painter, 1989;Alonso & Rutan, 1988;Goguen, 1986;Hess, 1987;Kaslow & Deering, 1993) discuss the importance of relationship factors in supervision. The relationship between supervisors and trainees should facilitate a learning alliance (Berger & Buchholz, 1993).…”

Section: Fostering the Learning Alliancementioning

confidence: 99%

“…Rivalry, competitiveness, and conflicts with authority impede supervisees' development (Berger & Buchholz, 1993;Friedman & Kaslow, 1986). Rodenhauser et al (1989), noted that supervisee ignorance, inexperience, need for omniscience and omnipotence, lack of empathy, discomfort with instincts, and personal issues interfere with productive supervision. Not surprisingly, supervisees who have difficulty establishing and maintaining trusting relationships have trouble in supervision (Friedman & Kaslow, 1986).…”

Section: Fostering the Learning Alliancementioning

confidence: 99%

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Perspectives on supervision in cognitive therapy

Friedberg

Taylor

1994

J Rational-Emot Cognitive-Behav Ther

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Supervision is often a neglected clinical area. Frequently, supervisors view supervision as an epiphenomenon of clinical work rather than a central feature. This article emphasizes the importance of supervision in cognitive therapy. Teaching novice professionals to skillfully apply cognitive conceptualizations and interventions is a challenging and difficult task. It is argued that fostering a learning alliance in supervision forms the basis for acquisition of pivotal cognitive therapy competencies. Various impediments to productive learning alliances are discussed and ways to obviate these obstacles are suggested. Further, issues related to technical interventions, relationship processes, and case conceptualizations are discussed. Finally, ways to augment trainees' skills in these fundamental areas are delineated.

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“…An attitude could be considered a tendency to act toward or against something in the environment that may become a positive or negative value (Bogardus, 1931). There is general agreement that personality characteristics, attitudes, and values are more likely than intellectual ability to forecast a learner's performance (Rodenhauser, Rudisill, & Painter, 1989). As reported by Plas and Cook (1982), the relationship between learner achievement and teacher or trainer variables can be traced fi-om teaching style, value-attitudes orientation, personality profile, type of classroom structure, and so forth.…”

Section: Background Of the Studymentioning

confidence: 93%

Developing an attribute rating scale to select employees who display the potential to become effective in-house trainers in manufacturing companies

Lin¹

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CHAPTER 2. LITERATURE REVIEW 13 EflSciency of Training 15 Training evaluation 16 Training eflSciency and cost reduction Effective training 19 Trainer and training outcomes Employee Attitude and Training efficiency The role of the trainer Employee attitude and training Employee attitude and trainer selection Attributes and Attitudes of the Trainer Knowledge and skills of the trainer Trainer attributes Attributes and attitudes The trainer's attitudes and training effects Attributes Interpersonal skills Behaviors Knowledge and skills Personalities 34 iv Summary CHAPTERS.

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Attributes Conducive to Learning in Psychotherapy Supervision

Cited by 27 publications

References 0 publications

Improving the Development of Postgraduates’ Research and Supervision

Improving the Development of Postgraduates’ Research and Supervision

Perspectives on supervision in cognitive therapy

Developing an attribute rating scale to select employees who display the potential to become effective in-house trainers in manufacturing companies

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