Implementing the Clinical Supervision Process in Special Education

2020 ◽  
pp. 17-33
Author(s):  
Patricia B. DelVal ◽  
Carol Lee Griffin
Keyword(s):  
Special Education ◽  
Clinical Supervision ◽  
Supervision Process

Implementing the Clinical Supervision Process in Special Education

1988 ◽  
Vol 4 (1-2) ◽  
pp. 17-33 ◽  
Author(s):  
Patricia B. DelVal ◽  
Carol Lee Griffin
Keyword(s):  
Special Education ◽  
Clinical Supervision ◽  
Supervision Process

scholarly journals Supervisi yang Efektif dalam Perspektif Guru Madrasah Aliyah Negeri (MAN) di Kudus

2020 ◽  
Vol 1 (3) ◽  
pp. 282-297
Author(s):  
Dani Hermawan
Keyword(s):  
Data Analysis ◽  
Qualitative Methods ◽  
Clinical Supervision ◽  
Mixed Method ◽  
Qualitative Approach ◽  
The Third ◽  
Supervision Process ◽  
Research Findings ◽  
Teachers Perspectives ◽  
Effective Supervision

Penelitian ini bertujuan untuk mengkaji efektivitas pengawasan dari perspektif guru Madrasah Aliyah Negeri (MAN) di Kudus. Tujuan utama dari penelitian ini adalah untuk mengetahu efektivitas  pengawasan yang berjalan di Madrasah Aliyah Negeri (MAN) di Kudus. Selain itu, penelitian ini juga mengkaji perspektif guru terhadap proses pengawasan Madrasah Aliyah Negeri (MAN) di Kudus. Selanjutnya, peneliti juga mengeksplorasi model pengawasan yang efektif berjalan di Madrasah Aliyah Negeri (MAN) di Kudus berdasarkan perspektif guru. Penelitian ini merupakan penelitian lapangan dengan metode campuran yang mengakomodasi kedua pendekatan kuantitatif dan kualitatif. Pengumpulan data menggunakan kuesioner untuk kuantitatif dan wawancara untuk kualitatif. Metode analisis data menggunakan survei untuk kuantitatif, dan komparatif konstan untuk kualitatif. Adapun lokasi penelitian sendiri di MAN 1 Kudus dan MAN 2 Kudus. Dari analisis data dapat diperoleh temuan penelitian sebagai berikut; pertama, proses pengawasan di Madrasah Aliyah Negeri (MAN) di Kudus berjalan secara efektif. Kedua, perspektif guru untuk proses pengawasan Madrasah Aliyah Negeri (MAN) di Kudus positif. Sedangkan yang ketiga, model pengawasan yang efektif berjalan di Madrasah Aliyah Negeri (MAN) di Kudus berdasarkan perspektif guru adalah Supervisi Klinis dan monitoring Administrasi. Kata Kunci: pengawasan yang efektif, perspektif guru, model pengawasan This study intends to look at the real phenomena of effective supervision from teachers’ perspectives of Madrasah Aliyah Negeri (MAN) in Kudus. The purpose of this research is described as follows: to find out whether supervision runs in Madrasah Aliyah Negeri (MAN) in Kudus run effectively or not, to explain the teachers’ perspectives to supervision process of Madrasah Aliyah Negeri (MAN) in Kudus, and to explore the model of supervision which effectively runs in Madrasah Aliyah Negeri (MAN) in Kudus based on the teachers’perspectives. This research is a field with mixed method that accommodate both of quantitative and qualitative approach. Collecting data using questionnaire for quantitative and interviews for qualitative. Methods of data analysis using survey for quantitative and constant comparative for qualitative. The location is in MAN 1 Kudus and MAN 2 Kudus. These research findings are; first, supervision process in Madrasah Aliyah Negeri (MAN) in Kudus runs effectively. Secondly, teachers’perspectives to supervision process of Madrasah Aliyah Negeri (MAN) in Kudus are positive. And the third, model of supervision which effectively runs in Madrasah Aliyah Negeri (MAN) in Kudus based on the teachers’perspectives is Clinical Supervision and Administrative monitoring.

Quality allied health clinical supervision policy in Australia: a literature review

2012 ◽  
Vol 36 (4) ◽  
pp. 461 ◽  
Author(s):  
Sue Fitzpatrick ◽  
Megan Smith ◽  
Clare Wilding
Keyword(s):  
Literature Review ◽  
Clinical Supervision ◽  
Health Professionals ◽  
Allied Health ◽  
Poor Quality ◽  
Retention Rates ◽  
Clear Understanding ◽  
Allied Health Professionals ◽  
Supervision Process

Clinical supervision is presented as a complex set of skills that may broadly apply to any and all allied health professions. However, it is also noted that a clear understanding of clinical supervision and how to implement it in allied health is currently lacking. It is argued that there is a need to reflect upon current approaches to clinical supervision amongst allied health professionals and to gain a shared understanding about what supervision involves, what effective supervision is, and what effective implementation of clinical supervision might look like. By gaining an understanding of what high quality clinical supervision is and how it is best put into practice, it is anticipated that this will form the first step in developing an understandable and useful universal supervision policy for all allied health professionals. What is known about the topic? Clinical supervision is important because it improves quality of care for clients and it may also improve staff satisfaction and retention rates and clinical governance for organisations. There is a clear need for a well-articulated supervision policy in allied health as there is currently no comprehensive and universally accepted supervision policy for this group of health professionals. What does this paper add? This literature review argues that if there is no clear supervision policy that is endorsed at a whole of health level there is a risk that disparate, haphazard, and poorly coordinated approaches to supervision may result in poor quality of supervision provision. Much of the recent literature is profession-specific; however, this paper contends that there are many possible reasons for collaboration in establishing clinical supervision in allied health. The possible barriers to implementing a universal policy are also examined. What are the implications for practitioners? This literature review will help practitioners understand the complex issues that inform the clinical supervision process and particularly those factors that affect the delivery of an excellent quality of supervision. This knowledge will help them to assess the quality of supervision they receive and provide, and may also contribute to motivation to work with colleagues to develop meritorious supervision skill.

Integrative Strategic Supervision Model – Constructivist Approach

2021 ◽  
Vol 2021 (3) ◽  
pp. 71-88
Author(s):  
Loredana Ileana Vîșcu
Keyword(s):  
Clinical Supervision ◽  
First Generation ◽  
Second Generation ◽  
Constructivist Approach ◽  
Supervision Models ◽  
Supervision Process ◽  
Relational Diagnosis ◽  
Supervision Model ◽  
First And Second Generation

Supervision models offer a synthesis of theoretical and practical elements demanded by an efficient clinical supervision. They are classified into first and second generation supervision models. The first generation supervision models follow the development path of psychological counselling and psychotherapy, being focused on therapy, the supervisee’s development, on specifying the supervisee’s needs and the roles assumed by the supervisor. The second generation supervision models are integrative supervision models, with the emphasis on the role of common crosstheoretical factors. The integrative strategic supervision model [1], [2], [3] is a second generation supervision model, with the objective, other than the underlining of crosstheoretical common factors of supervision, with a top spot offered to the learning process, that of introducing the constructivist approach of learning, the construction of supervision as an interdisciplinary discipline and the relating of supervision to didactics through supervision projecting. The word “strategic”, from the model title, emphasizes the bases for the supervision process: the supervision framework, the learning methods used, the evaluation methods based on the supervisee’s individual factors, the tools used to supervise and materialized into: contracts, therapeutic statuses, supervision sheets, relational diagnosis sheet, etc.

scholarly journals Conceptualising and managing supervisory drift

2021 ◽  
Vol 14 ◽  
Author(s):  
Jason Roscoe
Keyword(s):  
Clinical Supervision ◽  
Empirical Support ◽  
Routine Clinical Practice ◽  
Evidence Based ◽  
List Type ◽  
Type Number ◽  
Treatment Protocols ◽  
Evidence Based Treatment ◽  
Everyday Practices ◽  
Supervision Process

Abstract Clinical supervision is widely considered to be an essential component in the translation of evidence-based treatment protocols into routine clinical practice. Experts in the field have produced guidance on the structuring of CBT supervision, yet previous surveys on everyday practices have consistently found that supervisors and supervisees appear to drift from these recommendations. Surprisingly, little has been written on the origins and maintenance of supervisory drift and thus it remains a poorly understood phenomenon. To assist supervisors, supervisees and meta-supervisors in recognising and responding to signs of drift, this paper seeks to build on the understanding of therapist drift by conceptualising how supervisor and supervisee cognitions, emotions and behaviour could intentionally or unintentionally render the supervision process ineffective or at worst harmful. Drawing on therapist schema literature, hypothesised pre-disposing factors for drift are presented together with clinical examples and a range of steps for managing indicators of drift in practice. Further research is needed to gather empirical support for the mechanisms proposed. Key learning aims As a result of reading this paper, readers should: (1) Understand what supervisory drift is and the various forms it might take. (2) Recognise some of their own behaviours within supervision which might affect the quality and effectiveness of supervision. (3) Identify ways in which problematic elements of supervision could be addressed within supervision, or supervision of supervision (SoS), through the use of a bespoke formulation and action-based methods.

scholarly journals Perceived Impact on Client Outcomes

SAGE Open ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 215824401769872 ◽  
Author(s):  
Katrina A. Rast ◽  
Daniel J. Herman ◽  
Tony G. Rousmaniere ◽  
Jason L. Whipple ◽  
Joshua K. Swift
Keyword(s):  
Mixed Methods ◽  
Clinical Supervision ◽  
Psychotherapy Training ◽  
Client Outcomes ◽  
Client Outcome ◽  
Future Directions ◽  
Mixed Methods Approach ◽  
Essential Component ◽  
Supervision Process ◽  
Perceived Impact

Clinical supervision is considered to be an essential component of psychotherapy training. However, research on supervisors’ ability to affect client outcome has been mixed. This investigation aims to answer two questions: (a) What is the perceived impact of supervision on client outcome, and (b) how important is it to supervisors and supervisees that supervision affects client outcome? A mixed-methods approach was used to examine the perspectives of both supervisors and supervisees. The survey consisted of survey questions and one open-ended qualitative question. Findings suggest that both supervisors and supervisees perceive supervision as beneficial and important for impacting client outcome. Supervisees perceive supervision as more important in impacting outcome than supervisors. Existing literature suggests that supervision may not have as significant an impact on client outcome as previously believed; however, supervisors and supervisees perceive the supervision process as essential for psychotherapy training. Implications and future directions are discussed.

scholarly journals The Clinical Supervision Process of Nurse Preceptors in Thailand: A Meta-Ethnography Research

2018 ◽  
Vol 17 (5) ◽  
pp. 423-429
Author(s):  
Chawapon SARNKHAOWKHOM ◽  
Ittipaat SUWATHANPORNKUL
Keyword(s):  
Clinical Practice ◽  
Clinical Supervision ◽  
Clinical Teaching ◽  
Evaluation Criteria ◽  
Self Evaluation ◽  
Supervision Process ◽  
Nursing Organizations ◽  
Research Findings ◽  
Supervision Model ◽  
Nurse Preceptors

The purpose of this study was to synthesize five graduate theses on nurse preceptors by using the Meta-Ethnography research method. The research findings fell into three steps, as follows: Step 1- Preparing for teaching. Nurse preceptors prepared for their clinical supervision with four sub-steps,  1) preparing for readiness, 2) studying and reviewing the clinical practice and clinical supervision guidelines of the organization, 3) planning and designing a clinical supervision model, and 4) making clinical supervision plans; Step 2- Teaching. This step consisted of seven sub-steps, 1) creating familiarity with the learners, 2) clinical practice orientation, 3) clarifying the performance evaluation criteria, 4) pre-conference, 5) clinical teaching from real situations, 6) post- conference, and 7) improving clinical teaching skills; Step 3- Teaching evaluation. This step consisted of three sub-steps, as follows. 1) self-evaluation by learners, 2) reflection-evaluation by nurse preceptors, and 3) documentation of evaluation by nurse preceptors. Therefore, nursing administrators can implement the results of this research as a process for clinical supervision and develop supervision systems in the nursing organizations to be more effective.

scholarly journals The Effect of Clinical Supervision on the Pedagogic Competence of Vocational School Teachers

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Emilia Sari ◽  
Ahmad Masduki ◽  
Matin Matin
Keyword(s):  
Clinical Supervision ◽  
Random Sampling ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Survey Method ◽  
Supervision Process ◽  
Pedagogical Competence ◽  
Sample Technique ◽  
Vocational High Schools ◽  
The Right

The purpose of this study was to obtain information about the effect of clinical supervision and self-efficacy on teacher pedagogic competence. The place of research is at State Vocational High Schools in West Jakarta Administration City. This study used a survey method with path analysis techniques and a causal quantitative approach. The sample in this study was 72 teachers who were taken using simple random sampling technique or simple random sampling and the teacher who became the object of the research was determined using the sample technique formula from Slovin. The data were analyzed using descriptive and inferential statistics by first doing the prerequisite analysis test, namely population normality and regression analysis. The findings from the study show that the success of school principals in the clinical supervision process will determine teacher pedagogical competence. Competent teachers can manage to learn well and increase student learning motivation so that learning objectives are achieved and produce students who excel in their fields. This can be achieved if the implementation of clinical supervision is carried out in the right and proper way.

Feedback in Supervision

2009 ◽  
Vol 19 (1) ◽  
pp. 19-24 ◽  
Author(s):  
Lori A. Nelson
Keyword(s):  
Clinical Supervision ◽  
Communication Studies ◽  
Successful Implementation ◽  
Supervisory Relationship ◽  
Speech Language Pathology ◽  
Clinical Supervisors ◽  
Supervision Process ◽  
Language Pathology ◽  
Vital Component ◽  
Supervisory Process

Abstract Provision of feedback is a vital component of the supervisory process. The challenge for clinical supervisors is how to make this feedback an effective catalyst for positive change without damaging the supervisory relationship. Many professions outside of speech-language pathology have studied various forms of feedback and their effects. This paper summarizes a number of research articles drawn from the fields of communication studies, speech-language pathology, medical education and counseling. These articles provide details as to what constitutes effective or ineffective feedback along with guidelines for successful implementation of feedback in clinical supervision. Positive and negative aspects of peer feedback in the supervision process are also discussed.

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