Supervision Observed

Goin, Marcia Kraft; Kline, Frank

doi:10.1097/00005053-197403000-00006

Cited by 30 publications

(11 citation statements)

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“…Hansen, Pound, and Petro's (1976) survey of trainees suggested that didactic supervision is greatly valued. Goin and Kline (1974) found that supervisors rated as outstanding made frequent didactic comments about clients and technique and were neither permissive nor authoritatively directive: They concentrated on both techniques and process of psychotherapy. Cherniss and Equatios (1977) surveyed the effect of various styles of clinical supervision from the point of view of trainees' satisfaction and self-confidence as clinicians.…”

Section: Problems About Learningmentioning

confidence: 96%

Parallel Process in a Course on Counseling Supervision

Williams

1987

Couns Edu & Supervision

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The learning of supervision implies not only acquisition of formal knowledge but also changes in the learner. Because these changes cannot be completely specified at the outset, the way a supervisor learns must be through a mixture of experiential and didactic teaching. The dialectic between the “inner” and the “outer” learnings required for counselors to change their roles to becoming supervisors forms the substance of this article. Early in the course, the class was fascinated by the seeming inevitability of “parallel process” issues between supervisor, trainee, and client. In the second half of the year, the beginning supervisors took on a new group of trainees and learned the importance of having a developmental model to guide their work. The bias in the course as a whole was that all learning requires a change in relationship, that supervision needs to be understood developmentally, and that it is best to treat beginning supervisors and trainees as creative geniuses.

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Section: Problems About Learningmentioning

confidence: 96%

Parallel Process in a Course on Counseling Supervision

Williams

1987

Couns Edu & Supervision

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“…In keeping with this, occupational therapy supervisors need to recognise occupational therapy supervisees' needs for structure and direction within supervision, and to provide this structure by using the contracts, appropriate feedback, agendas and the negotiated objectives mentioned above. Goin and Kline (1974) argued that supervisors should adopt a 'middle-ground' approach, by being neither overly directive nor overly passive. A 'therapeutic' style of supervision is particularly disliked by supervisees (Rosenblatt andMayer 1975, Kaslow 1986).…”

Section: Style Of Supervisionmentioning

confidence: 99%

Supervision in Occupational Therapy, Part 3: Accommodating the Supervisor and the Supervisee

Sweeney¹,

Webley²,

Treacher³

2001

British Journal of Occupational Therapy

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There is some evidence that occupational therapy as a profession may have adopted supervision without adequate attention to the costs involved in the process, in terms of training, time, commitment and the emotional consequences for the participants (see parts 1 and 2, Sweeney et al 2001a,b). This work suggests that many occupational therapists have This paper, the final one in a series of three, aims to draw together the findings of the two reported studies on the experiences of supervisors and supervisees in the discipline of occupational therapy (Sweeney et al 2001a,b) and to distil recommendations for the future practice of supervision within the profession.A paucity of empirical research on the process of supervision within the health care professions has resulted in a confusion concerning the purpose of supervision, its distinctiveness from other activities and the role and function of both supervisors and supervisees, and a lack of clarity regarding the tasks and techniques to be employed within supervision. In keeping with concerns about supervision expressed in the general literature, the findings of these studies (Sweeney et al 2001a,b) suggest that supervision as it is currently practised within occupational therapy is not a comfortable experience for either the supervisor or the supervisee. This paper recommends steps that can be adopted by both supervisors and supervisees to facilitate the development of a more productive relationship within supervision; for example, the use of training, exposure to theories and models of supervision, and the use of agendas, contracts and feedback. Supervisor and supervisee recommendations are discussed within the wider framework of professional, cultural and organisational implications.

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“…They raised interesting theoretical or technical questions which might not arise in more traditional classes or case conferences. Such questions address issues of particular concern to supervisees, and supervisors who attended to such questions were highly valued and presumably more effective teachers (Goin & Kline, 1974).…”

Section: The Place Of a Vignette In Learning Group Psychotherapymentioning

confidence: 99%