Indicators for professional growth for health care specialists: Face-to-face supervision
- 8 Downloads
We explored patterns of supervisor-supervisee interactions in face-to-face supervisory conference, drawing upon theoretical constructs from Rogerian-Penman psychology. Theoretical constructs targeted in the analysis include: tallying responses according to specific subcategories i.e., seeking solutions, descriptions, identification, and resolutions. Structure and source of information include manifest/latent and power/involvement, as well as stages of professional development for the supervisee. “Before and after” supervisory conference goals are established for two students in special education. Face-to-face conversations, subsequent transcriptions, and written conversational analysis of video conferences of supervisors and supervisees are presented. The results of our study indicate hallmarks of a more sensitive analysis for the evaluation of face-to-face supervision, i.e., the source of information discussed in relation to the first supervision conference corresponded to 63% opinion. Results indicate that the practitioner progressed from the stage of “Stagnation” to that of “Confusion.” Additionally, the supervisor needed to be more “Catalytic” as evidenced by the use of 16% Resolutions and 30% Seeking Solutions. We elaborate on the analysis and the indicators for professional development that were identified. Such analysis offers a practical approach based on established theoretical frameworks in an effort to provide insights into professional growth and the supervisory relationship.
KeywordsIndicators Development Rogerian- Penman psychology Supervisory relationship
Compliance with Ethical Standards
Conflict of Interest
The authors had no financial or other conflicts of interest.
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed consent was obtained from all individual participants included in the study.
- Angyal, A. (1941). Foundations for a Science of Personality. Harvard University Press: Cambridge Massachusetts.Google Scholar
- Baecher, L., McCormack, M., & Kung, S. C. (2014). Supervisor use of video as a tool in teacher reflection. The Electronic Journal for English as a Second Language, 18(3), 1–17.Google Scholar
- Bernard, J. M., & Goodyear, R. K. (1998). Fundamentals of clinical supervision. Boston: Allyn and Bacon.Google Scholar
- Bernard, J. M., & Goodyear, R. K. (2009). Fundamentals of clinical supervision (4th ed.). Needham Heights: Allyn & Bacon.Google Scholar
- Caracciolo, G. L., Rigrodsky, S., & Morrison, E. B. (1980). Supervisory relationships and the growth in clinical effectiveness and professional self-esteem of undergraduate student clinicians during a school-based practicum. LSHSS, 11, 118–126.Google Scholar
- Corey, G., Haynes, R., Moulton, P., & Muratori, M. (2010). Clinical supervision in the helping professions: A practical guide (2nd ed.). Washington, DC: American Psychological Association.Google Scholar
- Leary, T. (1957). Interpersonal diagnosis of personality. New York: Ronald Press.Google Scholar
- MacCluskie, K. C. (2010). Acquiring counseling skills: Integrating theory, multiculturalism, and self-awareness. Upper Saddle River: Pearson/Merrill.Google Scholar
- Penman, R. (1980). Communication processes and relationships. London: Academic Press.Google Scholar
- Rogers, C. (1951). Client-centered therapy: Its current practice, implications and theory. London: Constable.Google Scholar
- Rogers, C. R. (1962). The interpersonal relationship: The core of guidance. Harvard Educational Review, 32(4), 416–429.Google Scholar
- Shulman, L. (2010). Interactional supervision (3rd ed.). Washington: NASW Press.Google Scholar
- Ylonen, A., & Norwich, B. (2015). How lesson study helps teachers of pupils with specific needs or difficulties. In P. Dudley (Ed.), Lesson study: Professional learning for our time (pp. 70–86). London: Routledge.Google Scholar