SUPERVISION FOR ADVOCACY: SUPPORTING SELF-CARE

The objective is to examine the intersection of advocacy for social change, the individual’s emotional costs of advocacy, and the use of trauma informed care in supervisory practice to encourage and support advocates and their work. Supervision models exist, but none address the needs of advocates who might become targets for scorn and persecution. The literature on trauma informed care provides a direction to improve the support and supervision of advocates, especially those who use their personal experiences as examples in their work. We reviewed data bases and relevant literature regarding supervision and the principles of trauma informed care. Periodical literature was reviewed for examples of those affected personally and professionally by their advocacy efforts. Review of the literature revealed little new knowledge on supervision but provided a base to apply the principles of trauma informed care to support and encourage advocacy for social change. This paper suggests the use of trauma informed care in supervisory relationships and advocacy work. This is an original approach to encourage and uphold advocates in difficult times.

SUPERVISION IN TUTORING PRACTICE: ORGANIZATION ISSUES

Обсуждается проблема концептуальной неразработанности супервизорской практики тьюторского сопровождения. В качестве возможной теоретической модели супервизии тьютора предлагается «тьюторская система», аналогичная психотерапевтической системе супервизии, включающая три вида фокуса внимания: на тьюторанте, тьюторе, процессе тьюторского сопровождения. Обозначено содержание супервизии, определяемое каждым из этих ракурсов внимания. Описаны поведенческие паттерны, характеризующие тьюторантов и тьюторов, идентифицированы соответствующие дефициты субъектности и идентичности, определяющие статус «сложного» супервизанта и тьюторанта. В качестве важнейшего условия эффективной супервизии тьюторской практики называется точное распознавание в процессе супервизии ограничений и дефицитов личностного, деятельностного и коммуникативного плана, характеризующих тьютора и тьюторанта. The problem of conceptual underdevelopment of the supervisory practice of tutor support is discussed. The reason for the absence of theoretical models of supervision is seen in the empirical outstripping of this practice in relation to the conceptual reflection of tutoring as a type of professional activity. As a possible theoretical model for the supervision of a tutor, a “tutor system” is proposed, similar to the psychotherapeutic supervision system, which includes 3 types of focus of attention: on a tutorant, a tutor, and the process of tutor support. The content of supervision is indicated, which is determined by each of these angles of attention. Behavioral patterns characterizing tutors and tutorants are described, the corresponding deficits of subjectivity and identity are identified. Deficiencies in educational and professional subjectivity, as well as diffuse educational and professional identity, are defined as criteria for identifying a “complex” supervisor and tutorant. The most important conditions for effective supervision of tutoring practice are called accurate recognition in the process of supervision of the limitations and shortcomings of the personal, activity and communicative plan, which are characteristic of a tutor and a tutorant, as well as the implementation of the fundamental idea of the activity approach about turning the concept of action into activity.

Corporate Governance of Banks and Financial Institutions: Economic Theory, Supervisory Practice, Evidence and Policy

Banks are special, and so is the corporate governance of banks and other financial institutions. Empirical evidence, mostly gathered after the financial crisis, confirms this. Banks practicing good corporate governance in the traditional, shareholder-oriented style fared less well than banks having less shareholder-prone boards and less shareholder influence. The special governance of banks and other financial institutions is firmly embedded in bank supervisory law and regulation. Most recently there has been intense discussion on the purpose of (non-bank) corporations. For banks stakeholder governance and, more particularly, creditor or debtholder governance is more important than shareholder governance. The implications of this for research and reform are still uncertain. A key problem is the composition and qualification of the board. The legislative task is to enhance independent as well as qualified control. The proposal of giving creditors and even supervisors a special seat in the board is not convincing. Other important special issues of bank governance are for example the duties and liabilities of bank directors in particular as far as risk and compliance are concerned, but also the remuneration paid to bank directors and senior managers or key function holders. Claw-back provisions, either imposed by law or introduced by banks themselves, exist already in certain countries and are beneficial. Much depends on enforcement, an understudied topic.

The Ability The Ability of Supervisors Madrasah/PAI in Developing and Implementing a Supervisory Practice Folloe-Up Plan

Supervisory Practice Follow-Up Plan, Competency Strengthening Training, Madrasah/PAI Supervisor

Ensuring the Customer’s Best Interest in the Polish Insurance Market

The chapter is devoted to the principle of acting in the customer’s best interest in the Polish insurance market. It aims to interpret the principle of the best interest of the customer in light of European and Polish financial markets law and Polish supervisory practice. The chapter is also intended to indicate the best course of action in accordance with the principle of the customer’s best interest.

Conceptualising Doctoral Supervision in Malaysia as a Small Culture

Research on doctoral supervision in the field of Intercultural Communication has traditionally been applied to cross-cultural comparison, particularly across national systems and cultural boundaries. However, recent years have witnessed that such comparison is being challenged and re-analysed in light of potential risk of over generalisation and stereotyping in its observation. In this research, we consider the relevance of small cultures (Holliday 1994, 1999) as an alternative approach to conceptualise doctoral supervisory practice as a dynamic on-going group process through which its members make sense of and operate purposefully within particular contexts and shared behaviours. Narrative-based qualitative research was designed to generate and analyse the data. The participants were a purposive sample of six recently graduated PhD students at a Malaysian public university. One-on-one narrative interviews were conducted with the students to gather their supervisory narratives. Analyses of the students’ transcripts were completed using a holistic-content approach (Lieblich et al. 2008). Findings reveal a distinct set of behaviours and understandings that constitute the cultures of supervisory practice in the Malaysian university context. Through the notion of small cultures, this research proposes that cultures of PhD supervision can be best understood through an analysis of shared norms, behaviours and values between students and supervisors during supervisory practice. This research hopes that the move from a focus on large culture (i.e. Malaysianness per se) to a focus on the meaning-making process between students and supervisors from different backgrounds can assist education practitioners such as PhD supervisors to avoid stereotyping and overgeneralising.