Supervision from Afar: trainees’ perspectives on telesupervision

Bernhard, Paula A.; Camins, Joshua S.

doi:10.1080/09515070.2020.1770697

Cited by 23 publications

(31 citation statements)

References 7 publications

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“…According to trainees receiving online supervision, it is a valuable component for the training process (Bernhard and Camins, 2020). Indeed, online supervision may serve as a first step toward the establishment of structured training programs.…”

Section: Supervision and Trainingmentioning

confidence: 99%

Videoconferencing Psychotherapy During the Pandemic: Exceptional Times With Enduring Effects?

Fernández‐Álvarez

Fernández‐Álvarez²

2021

Front. Psychol.

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With the advent of COVID-19, a sudden, unexpected, and forced shift has been produced in the field of psychotherapy. Worldwide, many therapists closed their offices and started to deliver psychotherapy online through a screen. Although different media started to be incorporated, videoconferencing is undoubtedly the most common way in which therapists are doing therapy these days. This is catalyzing a rapid change in the practice of psychotherapy with probable lasting effects and deserves to be carefully reflected upon. Therefore, in this paper our aim is to outline the main challenges for a medium that may have arrived to stay. In that sense, we review the literature to describe the state-of-the-art regarding the main aspects of videoconferencing psychotherapy as well as to suggest possible avenues for future research and practice.

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Section: Supervision and Trainingmentioning

confidence: 99%

Videoconferencing Psychotherapy During the Pandemic: Exceptional Times With Enduring Effects?

Fernández‐Álvarez

Fernández‐Álvarez²

2021

Front. Psychol.

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“…This is the person whom they would consult about almost all their teaching practice activities. Teacher trainees are usually supervised, monitored and mentored by mentor teachers at the schools and by university lecturers during their teaching practicum (Bernhard & Camins, 2020). The conventional TP model of primary school teacher development in Zimbabwe is heavily embedded in all aspects of Open Distance Learning (ODL) (Tarusikirwa, 2016;Tshuma & Ndebele, 2015).…”

Section: Teaching Practicum Of Primary School Teachers In Zimbabwementioning

confidence: 99%

“…The current forms of support available to teacher trainees during teaching practicum -friends, peers, mentors, and college supervisors -are considered limited in a digitalised era (Bernhard & Camins, 2020). For example, the model of training for the 2-5-2 programme used in Zimbabwean Primary Teachers' Colleges makes it difficult for teacher educators to offer continuous support and guidance to teacher trainees during teaching practicum (Maguraushe, 2015).…”

Section: Introductionmentioning

confidence: 99%

Teaching Practicum Assessment Procedures Adopted by Primary Teachers’ Colleges during COVID-19 pandemic era in Zimbabwe

Chinengundu,

Hondonga,

Mhazo

2022

TETFLE

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The advent of COVID-19 caused massive disruptions to Teaching Practicum (TP) continuity and scheduled assessment activities. This study investigated the assessment tools and procedures adopted by Primary Teachers' colleges in Masvingo province during the COVID-19 pandemic in Zimbabwe. The transformative learning theory underpinned this study. A quantitative research design was used and data was gathered using online questionnaires with both closed and open-ended items. The items solicited information on how colleges transformed assessment tools and procedures during the pandemic for continuity of learning by teacher trainees. Non-probability purposive sampling was used to select respondents. There were 14 respondents, amongst them 13 primary teacher training lecturers and one TP coordinator. Findings indicated that TP assessment strategies did not change from physical lesson observations instead, TP assessments stopped at the peak of the pandemic since schools that host teacher trainees also closed. The completion of the course for teacher trainees was extended. Where lecturers got access to schools, they resorted to the observation of TP files and supporting documents. It can be concluded that assessment of teaching practicum online remains a challenge and there is a need to change assessment strategies post COVID-19 pandemic.

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“…Thus, mentoring programs would also benefit from staffing licensed mental health professionals who are trained in clinical supervision and consultation. The use of telesupervision (Bernhard & Camins, 2020) may enable mentoring programs to scale this stepped-care model and allow professional supervisors to access chapters in more remote or rural settings.…”

Section: Supervision By Professionalsmentioning

confidence: 99%

Paraprofessional Youth Mentoring: A Framework for Integrating Youth Mentoring with Helping Institutions and Professions

McQuillin

Hagler

Werntz

et al. 2021

American J of Comm Psychol

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Highlights• We propose a framework for delegating some mental health service tasks to paraprofessional mentors.• Appropriately scaled, paraprofessionals can reduce the burden of youth's mental health difficulties.• With training, a subset of mentors could increase engagement in and deliver mental health services.• Training, supervision, and documentation of services will be critical to scale.• Paraprofessional youth mentorship requires research to establish efficacy.

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Supervision from Afar: trainees’ perspectives on telesupervision

Cited by 23 publications

References 7 publications

Videoconferencing Psychotherapy During the Pandemic: Exceptional Times With Enduring Effects?

Videoconferencing Psychotherapy During the Pandemic: Exceptional Times With Enduring Effects?

Teaching Practicum Assessment Procedures Adopted by Primary Teachers’ Colleges during COVID-19 pandemic era in Zimbabwe

Paraprofessional Youth Mentoring: A Framework for Integrating Youth Mentoring with Helping Institutions and Professions

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