Psychological counselling methodology for overcoming a life crisis

The aim of the present study is to determine a set of interconnected methods and techniques of psychological counseling in overcoming life crises for clients of all ages. In an online survey, 182 psychologists-practitioners (Ukraine) took part. The list of positive and negative elements of normative crises in human life according to four life stages was outlined. It was determined, that in order to reveal the life crisis of patients at the age of 20-23 years practical psychologists recommend using the following methods: analysis of the content of metaphors, psychological testing within the framework of personality constructs and the specialized method of semantic differential. Practical psychologists recommend the following techniques for identifying the life crisis of patients aged 27-33 years: psychotherapy-based supervision models, developmental supervision models, and social role models. Practicing psychologists recommend the following techniques for identifying the life crisis of patients aged 39-45 years: developmental supervision models and social role models. For revealing of life crisis of patients at the age of 55-65 years old practical psychologists recommend to use the technique of the structured diagnostic interview.

Expert review and pretesting of behavioral supervision in higher education

PurposeThe rationale for the postgraduate supervision measures for higher education by the call for universities to adopt a systematic practice in postgraduate supervision through new supervisors' exposure to creative ways of monitoring. This paper aims at understanding, improving and validating the content of behavioral supervision measures using the expert review and pretesting analysis.Design/methodology/approachThe authors developed, modified and operationalized the items based on the developmental supervision theoretical concept by Glickman (1980) to measure the behavioral supervision of postgraduate in higher education. The authors obtain comments and verification from experts for content validity and criterion validity. Later, the authors do pretesting of face validity.FindingsThe result of the expert review and pretesting, analysis, provides measures (items) for the following seven stages (components) of postgraduate behavioral supervision: listening/clarifying; encouraging; presenting/demonstrating; negotiating/problem-solving; directing; standardizing and reinforcing.Practical implicationsThe findings contribute to the rational development of supervision measures and functional transformation in the postgraduate supervision process in higher education at national and international contexts.Social implicationsThese supervision measures, if practiced by the supervisors and postgraduates' students, will accelerate and achieve the aspiration initiative of the Ministry of Higher Education. In general, based on the needs identified, the positive impact of this study can improve national and international postgraduate program educational outcomes.Originality/valueThere is limited number of empirical research which resulted in postgraduate behavioral supervision measures in the context of higher education.

Pengelolaan Peserta Didik

Supervision is an effort to help the development and upgrading of the parties in supervision so that they can carry out tasks predefined activities efficiently and effectively. The purpose of supervision is toprovide assistance to subordinates directly, so that subordinates have enough stock tobe able to carry out tasks or jobs with good results and orient, train workers, lead,provide direction, and develop the skills of personnel. The supervisory role is one of the functions of a school operation that has been and continues to be a very challenging aspect of administration in secondary schools. This challenge involves a continuous process of assisting teachers to improve their instructional performance in accordance to the professional code established by the Ministry of Education. Supervision is very important in schools to ensure that the standards set by the Ministry are adhered to and not only the institutional goals but also the national goals are met. Therefore, the researcher uses qualitative supervision as its method to examine its practices of utilizing thet heory of developmental supervision. This study aims to: (1) know the learners planning, (2) describe the process of admission of new students, (3) determine the grouping of students, (4) determine the mutation settings and learners drop out, (5) determine disciplinary settings and student discipline, (6) knows coaching learners, and (7) describe the process of assessing students in the One Roof School.

DISCRIMINATION INTEGRATED DEVELOPMENTAL SUPERVISION MODEL

Counselor supervision is important for the development of future counselors and for client safety. Supervision is a process that provides monitoring, training, consultation, and feedback to help with counselors’ development, skill, and competencies. Therefore, the purpose of this manuscript is to present the Discrimination Integrated Developmental Supervision Model (DIDSM), which is an integration of Bernard’s (1997) Discrimination process model and Stoltenberg and Delworth’s (1987) Integrated Developmental Model. The author will also discuss how the following DIDSM tenets are essential to counselor supervision: (a) the supervisory relationship, (b) modeling, (c) feedback, and (d) the awareness of self and others.

Professional Development Levels of Teachers in Respect of Developmental Supervision Areas

The present research aimed to determine the professional development levels of teachers according to developmental supervision approach. Case study method from qualitative research methods was used in the data collection. Educators participated in the research state that the professional development areas of the teachers should be comprised of eight main areas. These areas defined by the educators are lesson preparation and planning, teaching-learning process (lesson), assessment and evaluation, professional development, communication, counselling, classroom management, projects and time management. Therefore, it can be indicated that the determined professional development areas of teacher should be prioritized in order to increase both educational quality and teacher performances.

Educational Leadership and Supervision’s Administration for Successful Schools

The purpose of this paper is to conduct an empirical observation of SuperVision, a new name for a new strategy of educational leadership, as well as to utilize the theory of developmental supervision. Glickman, Gordon, and Gordon (2001) state that the definition of SuperVision is identical to leadership for the improvement of instruction. Education leaders view that supervision is essential for successful schools. They also believe that it is crucial to improving supervisory behaviors of school leaders. Therefore, the researcher uses clinical supervision as its method to examine its practices of utilizing the theory of developmental supervision. The findings of this study are: developmental supervision may improve teachers instruction; the supervisory behaviors may improve teachers ability of problem-solving and decision making, and the supervisor may facilitate teachers as life-long learners.

Reclaiming Instructional Supervision: Using Solution-Focused Strategies to Promote Teacher Development

To positively affect teacher quality, instructional leaders must engage teachers in ways that support improved practice and seek to empower teachers as creative and knowledgeable risk takers. A collaborative, strengths-based approach that promotes teacher growth, rather than one that conditions teachers to await administrator directive or approval, is warranted. In this conceptual article, we draw from developmental supervision and solution-focused supervision to posit a blended model of instructional supervision that equips aspiring and emerging instructional leaders with strategies to identify and amplify teacher strengths.