The Integration of Reflectivity in Developmental Supervision: Implications for Clinical Supervisors

Young, Tabitha L.; Lambie, Glenn W.; Hutchinson, Tracy S.; Thurston-Dyer, Jacqueline

doi:10.1080/07325223.2011.532019

Cited by 22 publications

(23 citation statements)

References 19 publications

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“…In the discussion of preventing compassion fatigue in interns, it is useful to review the purpose of counselor supervision. According to the counselor supervision literature, there are three main purposes: counselor, teacher, and consultant (Bradley & Ladany, ; Lambie & Sias, ; Young et al, ). The first purpose, counselor, facilitates both the personal and professional development of an intern.…”

Section: Compassion Fatigue and Related Conceptsmentioning

confidence: 99%

“…However, during this phase, new professional interns may also begin to question the validity of their training and whether they are prepared to work with clients. Self‐doubt occurs when interns make mistakes in the field (Young et al, ); these experiences may cause interns to struggle with personal and professional boundary regulation. With proper supervision and self‐exploration, however, a renewed confidence emerges that is driven by an inner‐directed motivation (Rønnestad & Skovholt, ; Skovholt & Rønnestad, ).…”

Section: Compassion Fatigue Prevention Through Counselor Supervisionmentioning

confidence: 99%

“…The supervisory relationship within clinical supervision is a strong working alliance between the supervisor and intern and should be grounded in open and honest communication to be effective (Young, Lambie, Hutchinson, & Thurston‐Dyer, ). The supervisory relationship “has consistently been cited as a foundational component of counselor supervision” (Vaccaro & Lambie, , p. 52).…”

mentioning

confidence: 99%

“…The supervisory relationship “has consistently been cited as a foundational component of counselor supervision” (Vaccaro & Lambie, , p. 52). This relationship promotes interns' growth and development (Young et al, ). A supervisor's task is to identify what level of counselor development the intern is functioning at and facilitate his or her progression to the next level (Stoltenberg & McNeill, ).…”

mentioning

confidence: 99%

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Enhancing Counselor Supervision Through Compassion Fatigue Education

Merriman

2015

Jour of Counseling & Develop

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Compassion fatigue has been documented as an occupational hazard in counseling. Providing education to interns on compassion fatigue and protective factors, such as self‐care, can normalize struggles experienced by interns. Supervision provides a relationship to build skills to help prevent compassion fatigue. Interns should understand counselor developmental phases and the necessity of self‐care plans. To instill this knowledge, supervisors should focus on the purpose of supervision, activities of supervision, counselor developmental phases, and compassion fatigue education.

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Section: Compassion Fatigue and Related Conceptsmentioning

confidence: 99%

Section: Compassion Fatigue Prevention Through Counselor Supervisionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Enhancing Counselor Supervision Through Compassion Fatigue Education

Merriman

2015

Jour of Counseling & Develop

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“…It is contrary to the expected conditions from CRS which requires the collaborative, constructivist, school-based, and collegial climate [2]. In supervision study, these expected conditions are called collaborative and reflective [3,4].…”

Section: Introductionmentioning

confidence: 67%

Preliminary Study of Knowledge Improvement for Professional Practice through Collaborative-Reflective Supervision

Sudarsyah¹

2016

Proceedings of the 1st UPI International Conference on Sociology Education (UPI ICSE 2015)

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-The aim of this qualitative study is to explore school conditions and the needs of teacher's professional knowledge in practice through Collaborative-Reflective Supervision (CRS) at one elementary school under the guidance of the Indonesian University of Education. This research, a preliminary study, looked for the empirical evidence about school conditions in general and needs of teacher's professional development which was suitable with the CRS model. The result of a study is constructed as scaffolding for a component of the CRS. The data were gathered based on in-depth interview and participative observation with one of the principal and school members. The problem of teacher professional development is used to be implemented in perspective, directive, and short tornadoes. Consequently, it must be changed to become more collaborative, constructive, school-based and collegial in their relationship. In this model, the activity of the supervisors (principal and master teacher) is facilitating teachers to learn together in improving professional, practical knowledge by rethinking their experience in order to design better instruction in future. Reflection process is started by responding particular problems which arose in the classroom and expanding more knowledge and apply in professional practice situation. The CRS should see a collaborative, constructive, school-based and collegial relationship. The results of the study indicate that the school has the features available for condition to implement the CRS and fulfill the needs of teacher professional development. All of the results can be constructed as the components of the CRS model which consist of reflection process, distributed function of supervision, structural leadership of the principal and collegial relationship.

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