Supervisees’ Perceptions of Effective Supervision: A Comparison of Fully Synchronous Cybersupervision to Traditional Methods

Bender, Sara; Dykeman, Cass

doi:10.1080/15228835.2016.1250026

Cited by 34 publications

(40 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Moreover, the absence of physical or face-to-face interaction between the parties has the potential to detrimentally impact the process, especially in light of the challenge of sensing and processing nonverbal cues in this context. This can lead to miscommunication and misunderstanding that prevents both parties from enhancing and deepening their communication with one another (Bender & Dykeman, 2016). Pennington et al (2019) notes that we as supervisors must see ourselves as innovators and explorers of the new frontier in technology and that we should push ourselves to see the bigger picture of Internet technologies and not allow ourselves to be limited solely by geography.…”

mentioning

confidence: 99%

Behind the (Virtual) Mirror: Online Live Supervision in Couple and Family Therapy

Nadan

Shachar²,

Cramer³

et al. 2020

Family Process

View full text Add to dashboard Cite

Online therapy and supervision, a rapidly rising practice in couple and family therapy, has been the subject of a growing body of literature. From its early days, family therapy training has included live supervision, which has typically been conducted by a supervisor and a team of trainees situated on the other side of a one‐way mirror. With the outbreak of the COVID‐19 global pandemic, we—the staff of supervisors at the Barcai Institute in Tel Aviv, Israel—were compelled to find solutions to continue meeting with clients and to provide supervision for family therapy trainees. To this end, we have shifted our live supervision courses (“practicums”) to the virtual arena, adapting the popular application “Zoom” into what we call “PractiZoom.” Based on over 100 PractiZoom sessions conducted between March and May 2020, involving 14 supervisors and 28 therapists‐in‐training and their clients, the article reflects on this pioneering online practicum for the online live supervision of therapists with geographically distributed participants. In this article, we outline our operational methods and adaptations for conducting live behind‐the‐mirror supervision online. Following a short theoretical background, we outline the process of online live supervision, discuss our reflections and those of our trainees on the challenges and possibilities it poses, and offer a number of preliminary conclusions and recommendations.

show abstract

mentioning

confidence: 99%

Behind the (Virtual) Mirror: Online Live Supervision in Couple and Family Therapy

Nadan

Shachar²,

Cramer³

et al. 2020

Family Process

View full text Add to dashboard Cite

show abstract

“…Supervision techniques facilitate easier achievement of goals and objectives. Therefore, the implementation of supervision technique is a realization of school's effort to grow [2,3,12]. The analysis shows that in addition to suitable technique, academic supervision implementation also requires a supervision model that is oriented towards human development.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…This is the most essential characteristic of an academic supervision. Academic supervision is expected to aid teachers in improving their skills and academic quality to achieve learning objectives they have set for their students [1,2]. However, teachers' skills, needs, interests, and levels of professional maturity, as well as other personal characteristics, should be considered in the development and implementation of academic supervision program [3,4].…”

Section: Introductionmentioning

confidence: 99%

How Professional Learning Community Based Academic Supervision Model Improves Teachers’ Performance

Komariah¹,

Sunaengsih²,

Kurniadi³

et al. 2019

Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018)

View full text Add to dashboard Cite

This paper outlines how academic supervision based on professional learning community improves teachers' performance. Performance issues affect teachers' academic quality and academic supervision is one way to resolve those issues. Thus, academic supervision is expected to improve teachers' quality. In its implementation, academic supervision should be based on Professional Learning Community (PLC). In PLC-based effort, the management of various school conditions is aimed towards building a dialogue between educators and education staff to learn lessons from daily education practices. Therefore, an academic supervision model is needed to facilitate a PLC-based implementation in order to improve teachers' performance quality. This study employs qualitative descriptive and R&D approaches. The research subject is the PLC-based academic supervision model implemented to improve teachers' performance in Pangandaran Regency, Indonesia.

show abstract

“…This training day should therefore be viewed as a pragmatic beginning rather than an end-point or alternative to full training. However, such supervision could also be provided remotely (Bender & Dykeman, 2016). Another drawback of remote delivery is that it reduces the opportunities for networking compared to face-to-face training.…”

Section: Limitationsmentioning

confidence: 99%

Debate: Lessons learned in lockdown – a one‐day remotely delivered training on low‐intensity psychological interventions for common mental health conditions

Batchelor

Catanzano

Kerry

et al. 2020

Child Adoles Ment Health

View full text Add to dashboard Cite

The coronavirus pandemic has highlighted the need for remote technologies to be used in child and adolescent mental health services. With the UK being placed in lockdown one week before a scheduled ‘face‐to‐face’ low‐intensity CBT training day due to COVID‐19, there was a need for rapid adaptations to be made to the content, structure and format of a training day for practitioners in mental health services, to suit the online environment. The content covered the core areas of low‐intensity CBT in children and adolescents. Findings showed that the one‐day low‐intensity training day increased knowledge and understanding in all key areas measured, and was positively received, providing further evidence for the effectiveness and acceptability of remote delivery. Given discussed benefits of remote delivery, as well as rapid developments in technologies helping to address some of the challenges raised, going forward, remote delivery could continue to be beneficial for increasing access to much needed evidence‐based interventions.

show abstract

Supervisees’ Perceptions of Effective Supervision: A Comparison of Fully Synchronous Cybersupervision to Traditional Methods

Cited by 34 publications

References 31 publications

Behind the (Virtual) Mirror: Online Live Supervision in Couple and Family Therapy

Behind the (Virtual) Mirror: Online Live Supervision in Couple and Family Therapy

How Professional Learning Community Based Academic Supervision Model Improves Teachers’ Performance

Debate: Lessons learned in lockdown – a one‐day remotely delivered training on low‐intensity psychological interventions for common mental health conditions

Contact Info

Product

Resources

About