3/ The Development of Professional Identity in Psychotherapists:

Friedman, Diane; Kaslow, Nadine J.

doi:10.1300/j001v04n01_03

Cited by 92 publications

(81 citation statements)

References 5 publications

(6 reference statements)

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“…feeling inadequate: Dewar and Walker, 1999) and deskilling (feeling confused, helpless and incompetent: Zorga, 2002). Nel (2006) regards this pattern as well-documented in the training of counsellors and psychotherapists, citing reviews by developmental theorists (including Friedman and Kaslow, 1986;Skovholt and Ronnestad, 1992). This would appear to be verified by a major text on clinical supervision, in which developmental models of professional development have "emerged as the zeitgeist" (Watkins, 1997, p. 610).…”

Section: Illustration 2: the Deskilling-development Patternmentioning

confidence: 99%

Getting to the Heart of Clinical Supervision: A Theoretical Review of the Role of Emotions in Professional Development

Lombardo

Milne

Proctor

2009

Behav. Cogn. Psychother.

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Background:The importance of supervision is increasingly recognized, yet it remains little understood, impairing research and practice. Specifically, the CBT supervision model provides a relatively "heartless" account of professional development, which may undermine its effectiveness. Method: A theoretical review of emotions in supervision and learning is provided, to summarize relevant theoretical and empirical literature. The objectives are to clarify the role of emotions in CBT supervision, and to use this understanding to outline an emotionally-attuned model, illustrating its application to two critical aspects of CBT supervision (the development of a learning alliance and enhancing professional competence). Conclusion:The reviewed literature (theory and research evidence) supports the explicit and systematic incorporation of emotions into CBT supervision. Conceptually, this can be achieved by integrating Lazarus's (1991) general theory of emotion with the CBT model. The illustrations of this augmented model indicate its value in understanding and managing both the "rupture-repair" cycle that can affect the supervisory alliance, and the "deskillingdevelopment" pattern that appears to be necessary for the acquisition of competence. We propose that CBT supervision might usefully be guided by our expanded model, as this affords greater internal consistency and may be more effective educationally.

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Section: Illustration 2: the Deskilling-development Patternmentioning

confidence: 99%

Getting to the Heart of Clinical Supervision: A Theoretical Review of the Role of Emotions in Professional Development

Lombardo

Milne

Proctor

2009

Behav. Cogn. Psychother.

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“…Dit is nie hier ingesluit met die doel om melodramaties te wees nie, maar eerder om te beklemtoon dat jong maatskaplike werkers dikwels vanweë verskeie praktiese oorwegings en 'n gebrek aan mannekrag, nie in hierdie kritiese fase die nodige ondersteuning en begeleiding ontvang nie. Friedman & Kaslow (1986) stel die ideale proses van begeleiding of supervisie aan jong maatskaplike werkers in die volgende ses fases voor. Dit is egter nie net nuwe terminologie nie, maar ook 'n totale paradigmaskuif met maatskaplike ontwikkeling as uiteindelike doelwit.…”

Section: Uitdagings Wat Verband Hou Met Toetrede Tot Die Arbeidsmarkunclassified

Die Realiteit Van Die Praktyk: Eise en Uitdagings Wat Die Beginnerspraktyk Aan Maatskaplike Werkers Stel

Strydom

Herbst

2014

Social Work

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DIE REALITEIT VAN DIE PRAKTYK: EISE EN UITDAGINGS WAT DIE BEGINNERSPRAKTYK AAN MAATSKAPLIKE WERKERS STELDie oorgang van universiteitstudent tot werknemer in die praktyk impliseer 'n transformasieproses, 'n metamorfose wat bepaalde eise en uitdagings aan jong volwassenes stel. Dit is veral jong professionele persone soos maatskaplike werkers wat met hierdie eise gekonfronteer word wanneer hulle die praktyk met idealistiese, dikwels onrealistiese, verwagtinge betree. Transformasie is 'n konsep wat op verskeie maniere geïnterpreteer en gedefinieer kan word, maar die omskrywing van transformasie as gedaanteverwisseling is die fokus in hierdie artikel wat handel oor die eise en uitdagings wat die beginnerspraktyk aan maatskaplike werkers stel. Dit handel oor die oorgang tussen student-wees en professionele werknemer en hoe hierdie prosesse binne die tersiêre instellings, welsynsorganisasies en binne die individu gefasiliteer word. DOEL VAN DIE STUDIEDie oorhoofse doelstelling van hierdie studie was om vrese, verwagtinge, uitdagings en drome voor en na praktyktoetrede te ontleed, te bespreek en te vergelyk ten einde aanbevelings te maak wat tersiêre opleiding van maatskaplike werkers kan bevorder en praktyktoetrede kan vergemaklik. NAVORSINGSMETODOLOGIEHierdie kwantitatief-kwalitatiewe verkennende studie (Grinnell, 2001;De Vaus, 2002; Cresswell, 2003;Neuman, 2003;De Vos, 2005) is in twee fases onder 16 vierdejaarmaatskaplikewerk-studente van die Noordwes-Universiteit (Potchefstroomkampus) onderneem. 'n Opname is deur middel van 'n vraelys gedoen om data voor praktyktoetrede rakende verwagtinge, drome en vrese vir die praktyk in te samel. Die uitdagings wat vanuit die literatuur geïdentifiseer is, is ingesluit in 'n tweede vraelys wat ses maande na praktyktoetrede deur dieselfde groep respondente voltooi is (Creswell, 2003:153-159; Babbie, 2007:245-246). Die meetinstrument wat benut is, bestaan uit beide kwantitatiewe en kwalitatiewe vrae en word onder die resultate as sodanig aangebied. Daar is gepoog om die hoogste mate van geldigheid en betroubaarheid in die meetinstrument in te bou (Ginsberg, 2001:187). Aangesien die populasie van die studie klein is, is die data per hand verwerk en dienooreenkomstig aangebied. BEGRIPSOMSKRYWINGTen einde die konteks van hierdie artikel te verduidelik, moet duidelik verstaan word wat met transformasie en ander aanverwante begrippe bedoel word. TransformasieVolgens Raubenheimer (1996) impliseer transformasie 'n proses van sielkundige heroriëntasie en internalisasie wat tot aanpassing by verandering lei. Transformasie moet dus nie gesien word

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“…In these models the student is described as one who gradually acquires the professional and emotional knowledge and skills that are necessary in order to do his or her job and, at the same time, he or she develops the self-efficacy needed in order to control them and activate them on their own. This independence is not merely instrumental, but rather related to and contingent on the emotional relations that develop mainly between the student and his field instructor, which can be highly intensive (Friedlander et al, 1984;Friedman & Kaslow, 1986;Hess, 1986;Horner, 1988).…”

Section: Are There Any Correlations Between All the Indices Combined?mentioning

confidence: 99%

Reflections of Changes in Higher Education in Israel: The Case of Social Work Departments

Davidovitch

Sharlin

2008

Research in Comparative and International Education

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This study focuses on the profiles of students of social work and examines whether different profiles of students can be identified in various social work programs in Israel's institutions of higher education (Hebrew University of Jerusalem, Haifa University, Tel Aviv University and the College of Judea and Samaria). The article discusses the students' profiles in view of the unique practical nature of social work programs and their place in the higher education system. The study also examines whether students' profiles point to a system of higher education of a binary nature in which distinct programs and curricula cater to distinct target groups, or whether student profiles reflect a monistic system in which all social work programs are similar.

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3/ The Development of Professional Identity in Psychotherapists:

Cited by 92 publications

References 5 publications

Getting to the Heart of Clinical Supervision: A Theoretical Review of the Role of Emotions in Professional Development

Getting to the Heart of Clinical Supervision: A Theoretical Review of the Role of Emotions in Professional Development

Die Realiteit Van Die Praktyk: Eise en Uitdagings Wat Die Beginnerspraktyk Aan Maatskaplike Werkers Stel

Reflections of Changes in Higher Education in Israel: The Case of Social Work Departments

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