Supervision in Psychotherapy: A Systems Viewpoint

1985 ◽  
Vol 14 (2) ◽  
pp. 133-152 ◽  
Author(s):  
Martha M. Tousley ◽  
Kathleen Kobberger
Keyword(s):  
Social Learning ◽  
Training Programs ◽  
Point Of View ◽  
Learning System ◽  
Supervisory Relationship ◽  
Characteristic Structure ◽  
Hierarchical Order ◽  
Supervisory Process ◽  
Social Learning System ◽  
Certification Requirements

What is presently known about the supervision of psychotherapy is described from a systems point of view. Supervision is conceptualized as a dynamic interchange between two individuals whose differing sets of expectations can profoundly affect the process. The authors propose that the supervisory relationship is best understood as a social learning system, with its own characteristic structure, rules of organization, hierarchical order and mode of extracting influence. Research reports on the supervisory process are also reviewed. Finally, given the emphasis placed on the supervised practice of psychotherapy by training programs, certification requirements and licensure laws, the need for further investigation is emphasized.

The adoption of a social learning system: Intrinsic value in the UTAUT model

2020 ◽  
Vol 51 (6) ◽  
pp. 2306-2325 ◽  
Author(s):  
Hager Khechine ◽  
Benoit Raymond ◽  
Marc Augier
Keyword(s):  
Social Learning ◽  
Intrinsic Value ◽  
Learning System ◽  
Utaut Model ◽  
Social Learning System

scholarly journals The G1000 Firework Dialogue as a Social Learning System: A Community of Practice Approach

2018 ◽  
Vol 7 (8) ◽  
pp. 129 ◽  
Author(s):  
Franziska Eckardt ◽  
Paul Benneworth
Keyword(s):  
Decision Making ◽  
Social Learning ◽  
Citizen Participation ◽  
Local Governance ◽  
Empirical Work ◽  
Learning System ◽  
Theoretical Development ◽  
Local Decision ◽  
Local Decision Making ◽  
Social Learning System

New public governance studies have increasingly sought to highlight the importance of citizen engagement in local decision-making processes as a way to identify suitable approaches to matters of public concern. There is a particular absence of good theoretical development building upon empirical work exploring citizen participatory processes as potential sites for social learning. In this paper, we asked the overall research question of the extent to which a new citizen participation process can be designed as a social learning system to facilitate the integration of citizen types of interests and knowledge in local decision-making. To answer this question, the study’s results provided deeper insights into the internal social learning dynamics within one particular deliberately designed collective local decision-making process, the G1000 firework dialogue in Enschede, The Netherlands. Using Wenger’s concept of “communities of practice” (CoP) as a baseline for analysis, the results of this study indicated that the G1000 firework dialogue process encouraged the creation of activities that may be considered to correspond to the different structural dimensions of CoP and that new design-based models of citizen participation would benefit from adopting a more explicit incorporation of and orientation towards social learning practices and theories. Consequently, we argue that local governance should invest more in citizen participation processes that encourage and enable learning among different societal stakeholders with different interests through constructive dialogues over political matters.

Implementing capacity development for disaster risk reduction as a social learning system

2020 ◽  
Vol 50 ◽  
pp. 101740
Author(s):  
Taryn M. Kong ◽  
Ancois Carien de Villiers ◽  
Maowane Bernard Ntloana ◽  
Sharon Pollard ◽  
Coleen Vogel
Keyword(s):  
Social Learning ◽  
Risk Reduction ◽  
Disaster Risk Reduction ◽  
Capacity Development ◽  
Disaster Risk ◽  
Learning System ◽  
Social Learning System

scholarly journals A Comparison of Social Learning Systems: Crochet Alongs and Moocs

2018 ◽  
Vol 21 (2) ◽  
pp. 14-26
Author(s):  
Shirley Williams ◽  
E.J. Highwood
Keyword(s):  
Social Learning ◽  
Formal Education ◽  
Online Courses ◽  
Opportunity To Learn ◽  
Learning System ◽  
Educational Institutions ◽  
Seeking Help ◽  
Social Learning System ◽  
Large Groups ◽  
Considerable Body

Abstract Essentially social learning is a system where the learning occurs with and from others. Internet-based technologies have provided environments within which social learning can take place among very large groups covering various topics, ranging from academic to leisure. In general MOOCs are academic-related courses offered by educational institutions, following a model of formal education, however they also take advantage of the concept of social learning, encouraging participants to learn together and from each other. Crochet Alongs (CALs) are non-formal courses offered outside educational institutions. CALs give crocheters the opportunity to learn more about their craft within an Internet-based social learning system, while working independently on their own instantiation of a pattern released at intervals. Participants offer support to each other via social media, sometimes seeking help in overcoming problems and other times just to share success. There is a considerable body of research into the MOOC phenomena, there is no such body of research into CALs, or other Internet-based craft courses. There are a number of similarities between MOOCs and CALs with some CALs attracting thousands of participants to freely available online courses. Contrasting MOOCs and CALs offers educationalists to explore alternatives approaches to social learning.

scholarly journals Social Learning System: A Reference Model

2012 ◽  
Vol 45 (6) ◽  
pp. 1309-1314
Author(s):  
Pin Pin Schunk ◽  
Don E. Malzahn ◽  
Lawrence E. Whitman
Keyword(s):  
Social Learning ◽  
Reference Model ◽  
Learning System ◽  
System A ◽  
Social Learning System

Digital transformation of the educational and methodological support of the railway university

2021 ◽  
Vol 2 (4) ◽  
pp. 427-434
Author(s):  
E. V. Boikov ◽  
A. I. Orlenko ◽  
S. V. Domnin
Keyword(s):  
Training Programs ◽  
Three Dimensional ◽  
Educational Process ◽  
Learning System ◽  
Interactive Training ◽  
Distance Learning System ◽  
Processing Information ◽  
Processing And Storage ◽  
Independent Work ◽  
And Storage

A full-fledged transformation is impossible without the use of new didactic approaches and without the creation of a qualitatively new educational and methodological support. This is due to the peculiarities of the modern student. Modern students were born and grew up in an information-saturated world and they are dominated by clip thinking, which is focused on processing information in short portions. Based on this, the problem of developing such training programs that would be aimed at independent work, based on game methods of presenting information, would take into account the psychophysiological features of perception, processing and storage of information by a modern person becomes urgent.To solve this problem, the authors analyzed the results of cognitive psychology research, conducted a self-analysis of the experience of developing and implementing three-dimensional interactive training programs in the educational process.The paper reveals the problems and disadvantages of traditional ways of presenting information. Examples of the implementation of interactive training applications are shown. The method of organizing a distributed distance learning system is presented.The conducted research allowed us to outline ways to modernize educational and methodological support by using interactive applications, mobile learning, resource allocation, introduction of modern digital solutions and creation of a comfortable educational environment.

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