Supervision: the process of life-long learning in social and educational professions

Žorga, Sonja

doi:10.1080/13561820220146694

Cited by 32 publications

(22 citation statements)

References 10 publications

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“…Although there appears to be a consensus on the existence and importance of the deskillingdevelopment pattern in professional development (see for example Zorga, 2002), there also appears to be surprisingly little empirical support for it. To illustrate, James, Blackburn, Milne and Reichelt (2001) assessed the development of competence amongst a multi-disciplinary group of 20 professionals (attending a post-graduate certificate training programme in CBT) with the revised Cognitive Therapy Scale (CTS-R).…”

Section: Illustration 2: the Deskilling-development Patternmentioning

confidence: 99%

“…through rote learning, as in memorising parts of the knowledge-base that underpins competence), development that requires "deeper" learning is typically associated with some personal discomfort (e.g. 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).…”

Section: Illustration 2: the Deskilling-development Patternmentioning

confidence: 99%

“…These speculations about the mechanisms of deskilling within professional development all refer back to the Piagetian concept of "disequilibration", namely the loss of balance between cognitive schemas as a result of experiences that cannot be readily understood or addressed (or between these schemas and emotionally-laden experiences: Zorga, 2002). According to this theory, competence develops when we restore balance by learning from such experiences, through drawing on emotional experiencing, reflection, acquiring information, action planning, and experimenting with possible solutions (Kolb, 1984).…”

Section: Illustration 2: the Deskilling-development Patternmentioning

confidence: 99%

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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%

Section: Illustration 2: the Deskilling-development Patternmentioning

confidence: 99%

Section: Illustration 2: the Deskilling-development Patternmentioning

confidence: 99%

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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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“…It found that explicit use of the theory was limited but with some notable exceptions: Although not situated within the confines of IPE delivery in a HEI, Zorga (2002) published a developmental-educational model of professional supervision in practice. In this model, the supervisor mediates the learner's reflection on a relevant work issue from which they wish to learn ⁄ develop.…”

Section: Social Constructivismmentioning

confidence: 99%

Learning theories and interprofessional education: a user’s guide

Hean

Craddock

O’Halloran

2009

Learn Health Soc Care

109

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There is increasing interest in the theoretical underpinning of interprofessional education (IPE) and writers in this field are drawing on a wide range of disciplines for theories that have utility in IPE. While this has undoubtedly enriched the research literature, for the educational practitioner, whose aim is to develop and deliver an IPE curriculum that has sound theoretical underpinnings, this plethora of theories has become a confusing, and un-navigable quagmire. This article aims to provide a compass for those educational practitioners by presenting a framework that summarizes key learning theories used in IPE and the relationship between them. The study reviews key contemporary learning theories from the wider field of education used in IPE and the explicit applications of these theories in the IPE literature to either curriculum design or programme evaluation. Through presenting a broad overview and summary framework, the study clarifies the way in which learning theories can aid IPE curriculum development and evaluation. It also highlights areas where future theoretical development in the IPE field is required.

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“…In 2002, stigma and discrimination were addressed in an article about supervision in mental health (53).…”

Section: Reports On Education Against Stigmamentioning

confidence: 99%

A Review Of The Literature And Media Reports Of Patterns Of Mental Health Stigma And Addressing Stigma In Slovenia Until 2010 / Pregled Literature In Medijskih Poročil O Stigmatizaciji Ljudi Z Duševnimi Motnajmi In O Ukrepih Proti Stigmi V Sloveniji Do Leta 2010

Valić¹,

Knifton²,

Švab³

2013

Slovenian Journal of Public Health

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As part of the ASPEN (Anti-Stigma Programme - European Network) project’s Work Package 4 (‘Anti-stigma’ best practice), Aspen sites were to conduct a literature review on stigma in their country. In Slovenia, besides the peer review publications and reports, we also included all media reports on stigma in the last five years to illustrate the impact of various professional and public initiatives to reduce stigma and discrimination against depression. The Slovenian report includes several areas of mental health stigma defined through peer reviewed literature and other professional publications.

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Supervision: the process of life-long learning in social and educational professions

Cited by 32 publications

References 10 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

Learning theories and interprofessional education: a user’s guide

A Review Of The Literature And Media Reports Of Patterns Of Mental Health Stigma And Addressing Stigma In Slovenia Until 2010 / Pregled Literature In Medijskih Poročil O Stigmatizaciji Ljudi Z Duševnimi Motnajmi In O Ukrepih Proti Stigmi V Sloveniji Do Leta 2010

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