Supervisory Relationships and the Growth in Clinical Effectiveness and Professional Self-Esteem of Undergraduate Student Clinicians during a School-Based Practicum

1980 ◽  
Vol 11 (2) ◽  
pp. 118-126 ◽  
Author(s):  
Gerard L. Caracciolo ◽  
Eleanor B. Morrison ◽  
Seymour Rigrodsky
Keyword(s):  
Professional Growth ◽  
Interpersonal Relationship ◽  
Clinical Effectiveness ◽  
Self Esteem ◽  
Speech Pathology ◽  
Supervisory Relationship ◽  
Supervisory Relationships ◽  
School Based ◽  
Professional Self ◽  
The Relationship

This study examined the relationship between student clinicians' and supervisors' perceptions of interpersonal conditions offered by supervisors and estimates of professional growth of the student clinicians. Thirty-one female undergraduate speech pathology majors received daily supervision from 31 speech-language pathologists (cooperating teachers) employed in various school districts. Student clinicians and supervisors completed an interpersonal relationship inventory and a rating of clinical effectiveness at the beginning and end of a 12 week daily school-based practicum. The student clinicians also completed a professional self-esteem inventory. Both student clinicians and supervisors perceived a positive supervisory relationship as well as growth in the student clinicians' clinical effectiveness during the practicum experience. In addition, student clinicians perceived that their professional self-concepts had become more similar to their ideal concepts.

scholarly journals The role of family communication in shaping the quality of adult sibling interpersonal relationships and the opinions about the social world

2021 ◽  
Vol 46 (2) ◽  
pp. 77-117
Author(s):  
Katarzyna Kamila Walęcka-Matyja
Keyword(s):  
Social Exchange ◽  
Interpersonal Relationship ◽  
Early Adulthood ◽  
Self Esteem ◽  
Social World ◽  
Adult Siblings ◽  
The Social ◽  
Relationship Of ◽  
The Relationship

The aim of the study was to determine the relationships between the dimensions of the quality of the interpersonal relationship of siblings in early adulthood and opinions about the social world, and to check whether there are relational predictors of these opinions. The participants of the study were 180 people (including 48.9% women) who were in early adulthood (M = 24.73; SD = 4.54), who came from complete families with adult siblings. The following research tools were used: the Adult Relationship Questionnaire (Walęcka-Matyja, 2014), the STQ-Now Questionnaire (Szymańska, 2016), the Social Opinion Questionnaire (Różycka, Wojciszke 2010) and a questionnaire. The obtained results indicate the existence of numerous, although mostly weak and moderate, relationships in the expected directions between all dimensions of the interpersonal relationship of siblings (except for Competition) and opinions about the social world. Relational predictors of beliefs about the social world were also determined. It was found that sibling relationships in which there is high conflict, intense competition and indifference negatively affect the experience of satisfaction with social exchange, the level of self-esteem and trust in interpersonal contacts. Additionally, the negative aspects of the relationship of adult siblings (Conflict, Indifference) foster the belief that the world is a game in which you have to be ready to constantly fight with others. In turn, friendly relations between siblings (Warmth, Mutuality) and those with an element of struggle for power in the relationship (Domination) contributed to an increase in the level of self-esteem.

The mediating effect of self-esteem on the relationship of living environment, anxiety, and depression of underprivileged children: A path analysis in Chinese context

2017 ◽  
Vol 25 (7) ◽  
pp. 941-952 ◽  
Author(s):  
Xican Yin ◽  
Chunkai Li ◽  
Shan Jiang
Keyword(s):  
Structural Equation ◽  
Mainland China ◽  
Self Esteem ◽  
Living Environment ◽  
Mediating Effect ◽  
Equation Modeling ◽  
Anxiety And Depression ◽  
School Based ◽  
Relationship Of ◽  
The Relationship

This study aimed to explore the relationships of living environment, self-esteem, anxiety, and depression of children in poverty. A sample of 1314 children (grades 4–9) was collected by a school-based survey in Xiushui city, Mainland China. Structural equation modeling was adopted to analyze the data and verify the hypothesized model. Results showed that living environment was negatively correlated with poor children’s anxiety and depression levels, and self-esteem had a mediating effect on the relationship between living environment and the mental health of underprivileged children. Based on these findings, we proposed relevant theoretical and practical implications.

Mentoring Preservice Teachers in the Preschool Setting: Perceptions of the role

2005 ◽  
Vol 30 (1) ◽  
pp. 28-35 ◽  
Author(s):  
Jackie Walkington
Keyword(s):  
Preservice Teachers ◽  
Teacher Learning ◽  
Professional Growth ◽  
Early Childhood Teacher ◽  
Teacher Education Programs ◽  
Professional Self ◽  
Relationship Of ◽  
The Relationship ◽  
Preservice Teacher Learning ◽  
Preschool Setting

The success of professional experience for preschool preservice teacher learning is valued and based very much on the relationship developed between all stakeholders. What motivates the preschool-based teachers and how they see their role in this relationship is integral to achieving effective outcomes for both themselves and the preservice teachers. Recent data collected from preschool teachers has identified their perceptions of what participating in the preservice relationship adds to their personal and professional self-concept. Findings from this data provide an insight and a challenge for those designing and implementing early childhood teacher education programs, indicating the need to give greater emphasis to understanding the personal and professional motivation of the mentoring teachers when establishing and maintaining these programs. They too are key learners in an effective relationship of professional growth.

scholarly journals SELF-REGULATION AND ITS COMPONENTS AS A CONDITION OF READINESS FOR PROFESSIONAL SELF-DETERMINATION

2020 ◽  
pp. 65-71
Author(s):  
Mariya S. Chekalina
Keyword(s):  
Empirical Studies ◽  
Self Regulation ◽  
Education Institution ◽  
Self Esteem ◽  
Self Determination ◽  
Future Goals ◽  
Professional Perspective ◽  
Professional Self ◽  
Relationship Of ◽  
The Relationship

The article presents the results of research on the relationship of readiness for professional self-determination and self-regulation in the context of building a professional perspective. The author reveals the specifi cs of professional self-determination in the period of study at a higher education institution. As a result, empirical studies have identifi ed differences in readiness for professional self-determination in accordance with the development of self-regulation skills in adolescence. Students not ready for professional self-determination are characterised by a weak formation of modelling processes, a focus on the hedonistic present, distrust of the world, and most often low self-esteem. Students ready for professional self-determination can distinguish signifi cant conditions for achieving their goals, focus on the future, and they are characterised by the ability to plan and achieve future goals. The author also revealed that the feature of professional selfdetermination of modern students is the great fl exibility of professional intentions, the mobility of interests, but the ability to self-evaluate their own abilities and capabilities, mastery of a certain type of activity remains at a rather low level. As a result, a considerable part of young men and women have unrealistic or unrealisable plans, an abstract, insuffi ciently meaningful, inconsistent, contradictory idea of a professional perspective.

scholarly journals The Relationship Between Empathic Tendency, Life Satisfaction and Professional Self-esteem Among Turkish Military Health Students

2020 ◽  
Author(s):  
Yasin uzuntarla ◽  
Fatih Orhan
Keyword(s):  
Life Satisfaction ◽  
Health Education ◽  
Self Esteem ◽  
Path Model ◽  
Vocational School ◽  
Model Data ◽  
Military Health ◽  
Mediating Role ◽  
Professional Self ◽  
The Relationship

Abstract Background: This study aims to reveal the relationship among empathic tendencies, life satisfaction and professional self-esteem of the Turkish military students of the school of medicine, nursing and health vocational school. Besides, the study sought to determine whether there was a mediating role of professional self-esteem between the empathetic tendency and life satisfaction of the students receiving health education.Methods: The study is arranged in accordance with the relational screening model. 870 Turkish military health students participated in the study with a survey participation rate of 95.3%. To analyze the hypothesized path model, data were analyzed using SPSS 23 and AMOS 24 programs. Results: 61.3% of participants were male and 38.7% were female. Of the 870 participants, 439 were medicals, 323 were nurses and 108 were vocational school students studying at a military medical academy. Model data fit index values were found to be within acceptable limits.Conclusions: The empathic tendency, life satisfaction and professional self-esteem levels in students receiving health education are high. There is a positive and significant relationship between the variables examined. It was found that professional self-esteem has a partial mediating role in the relationship between empathic tendency and life satisfaction.

An Examination of the Relationship Between Teachers' Professional Self-Esteem and Empathic Skills

2009 ◽  
Vol 37 (5) ◽  
pp. 679-682 ◽  
Author(s):  
Remziye Ceylan
Keyword(s):  
Positive Relationship ◽  
Self Esteem ◽  
General Information ◽  
City Center ◽  
Female Teachers ◽  
Professional Self ◽  
The Relationship ◽  
The City

The relationship between teachers' professional self-esteem and empathic skills was assessed. Participants were 216 female teachers working in preschools in the city center of Ankara. Data were gathered using a general information form; the Scale for Professional Self-Esteem (Arıcak, 1999) was used to measure teachers' professional self-esteem; and empathic skills were measured with the Scale for Empathic Skills - B Form (Dökmen, 1988). A positive relationship was found between teachers' professional self-esteem and empathic skills (r = .17, p > .05).

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