While distance education is solidly entrenched in the American educational scene, clinical supervision using distance learning technology is not yet so clearly accepted. A review of the literature found very few studies of the use of Internet technology for clinical supervision. This study used semi-structured interviews combined with Giorgi's method of phenomenological analysis of experiences of students and site supervisors involved in one university's clinical training program. The purpose of the study was to examine the process by which master's degree students are able to construct their professional identity in an online environment. Both supervisors and students reported phenomenological evidence that professional identity can in fact be constructed through group interactions based in an Internet class experience.
Solution Focused Brief Therapy was developed during the late 1970s and 1980s by Steve de Shazer and his colleagues. The purpose of this paper was to examine the application of Solution Focused Brief Therapy's parallels with the author's classroom experiences in a higher education setting that gave special considerations to the author's disciplines of sociology, critical thinking, and marriage and family therapy. More specifically, the unique experiences are brought to a classroom by students much in the same manner that individuals bring experiences to a therapist who practices Solution Focused Brief Therapy. The author concludes that the perception of what constitutes a problem can be expressed as a limitation, not just merely defined as a problem.
Solution Focused Brief Therapy was developed during the late 1970s and 1980s by Steve de Shazer and his colleagues. The purpose of this paper was to examine the application of Solution Focused Brief Therapy's parallels with the author's classroom experiences in a higher education setting that gave special considerations to the author's disciplines of sociology, critical thinking, and marriage and family therapy. More specifically, the unique experiences are brought to a classroom by students much in the same manner that individuals bring experiences to a therapist who practices Solution Focused Brief Therapy. The author concludes that the perception of what constitutes a problem can be expressed as a limitation, not just merely defined as a problem.
The current qualitative research study enhances the understanding of new norms on transition days for researchers and clinicians who focus on marriage and family issues among stepfamilies or blended families. Thirteen family members (biological parents, stepparents) who were in various stages of stepfamily formation were assessed. The current study explicated a main theme: New Norms. After further analysis, two subthemes emerged that families must navigate on transition day: Cohesive New Family and New Children. The researchers also describe the positives and negatives of new norms. By gaining a more in-depth understanding of the challenges blended families face during transition days, immediate assistance may be provided to families. The results of the study are applicable to any individual, clinician, or researcher who desires a deeper understanding of stepfamily narratives.
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