Supervision as human relations.

Bartky, John A.

doi:10.1037/13211-000

Cited by 10 publications

(1 citation statement)

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“…The relationship between problem solving and supervision has been explored in areas such as management and education. Bartky (1953) viewed the processes of supervision and problem solving as synonymous. In discussing supervisory skills for managers in business organizations, Tagliaferri and Talafer (1979) presented a problem-solving model for use in coping with management problems.…”

Section: Relationship Between Problem Solving and Supervisionmentioning

confidence: 99%

Problem solving: A model for supervision in professional psychology.

Wasik

Fishbein²

1982

Professional Psychology

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Although problem-solving models have been applied to certain aspects of training and practice in professional psychology, their use in supervision has generally been minimal. In this article, a problem-solving model for use in supervision in professional psychology is presented. Literature on problem-solving models, application of such models to psychology and other fields, models of supervision, and supervision in psychology are briefly reviewed. The following processes are included as part of the model: problem identification, generation of alternative solutions, evaluating solutions, decision making, actual performance, and evaluating results. Implementation of the problem-solving model and possible sources of difficulty in carrying out the various processes within the model are discussed. The presented model is viewed as having the advantages of being atheoretical, systematic, and appropriate for use in clinical, counseling, and school psythology.Problem-solving theory has been a high-interest area in psychology for many years. Problem solving has been conceptualized as synonomous with activities ranging from the scientific method (Brown & Ghiselli, 1955) and decision making (Brim, Glass, Lavin, & Goodman, 1962) to psychotherapy (Urban & Ford, 1971) and administration (Eckles, Carmichael, & Sarchet, 1975). In training professionals, the fields of education, medicine, psychology, social work, and engineering have all incorporated problem-solving procedures. In such training, problem solving is typically presented as a strategy or model for handling professional concerns.In preparing psychologists for research, problem solving has often been equated with the scientific method (Brown & Ghiselli, 1955). Kanfer and Phillips (1970) described a behavioral clinician's plan of conduct that is similar to a problem-solving model. Gottman and Leiblum (1974) applied a modified problem-solving approach to conducting psychotherapy, and D' Zurilla and Goldfried (1971) related problem solving and behavior modification. The application of a problem-solving model to school psychology training has been made by Comtois and Clark (1976), Sloves (1978), Burke, Haworth, and Brantley (1980, and Wasik (Note 1). In spite of the previous examples, there has been little conceptualization of the use'of problem solving as it specifically relates to supervising individuals. The purpose of this article is to present a rationale for using problem solving in supervision in professional psychology, to discuss a possible model, and to present some aspects of implementing such a model. Overview of Supervision in Professional PsychologyIn professional psychology, the oldest tradition of supervision is in psychotherapy (Doehrman, 1976;Ekstein & Wallerstein, 1958;Hess, 1980). As such, supervision has historically been most closely aligned with the specialty area of clinical psychology. Individuals who have developed theory and procedures in the area of supervision in-

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Section: Relationship Between Problem Solving and Supervisionmentioning

confidence: 99%