<p>Financial crises, liberalization of financial markets, globalization and more and more sophisticated financial products necessitate appropriate regulations within the financial industry. Nowadays, ever-growing international trading is all the more linked to financial</p><p>institutions such as banks and insurance companies. But simultaneously, with the international operations, the range of relevant risks has increased enormously and the implementation of</p><p>new efficient regulations has become necessary. These regulations aim at improving risk management, in order to assure the solvability of these companies and therewith the financial stability of the whole economy. This should be achieved by the supervision models: BASEL II for banks and SOLVENCY II for insurances.</p><p>How far do these two supervision models influence the financial institutions and to what extent do they achieve to realize a more adequate risk management? These issues are to be discussed in our thesis.</p><p>The relevant risks for industries become conceptualized and both supervision models are presented. The presentation covers a development, objectives and a constitution of both models. Based on this, an analytical review of the models is performed to derive potential impacts and consequences for implementing companies and the financial sector, respectively.</p><p>A comparison of the respective objectives, developments, constitutions and impacts of BASEL II and SOLVENCY II provides an insight into potential future consequences of both models on financial institutions. The impacts of BASEL II will further be used to anticipate a few SOLVENCY II developments.</p><p>Concluding, it can be stated that both BASEL II and SOLVENCY II are able to handle the new complex risk environment with interconnections and overlappings of risks, if implemented internationally. However, this will be achieved only due to more complex,expensive, and time consuming risk valuation approaches. However, this will also more</p><p>adequately take into account the individual risk situation of the companies. Therefore, the Minimum Capital Requirements for both banks and insurances are most likely to decrease.</p><p>Both supervision models are also in line with the developments of IAS/IFRS.</p><p>A final consideration of impacts and developments provides a few recommendations and suggestions for regulators, banks and insurances.</p>

Financial crises, liberalization of financial markets, globalization and more and more sophisticated financial products necessitate appropriate regulations within the financial industry. Nowadays, ever-growing international trading is all the more linked to financial institutions such as banks and insurance companies. But simultaneously, with the international operations, the range of relevant risks has increased enormously and the implementation of new efficient regulations has become necessary. These regulations aim at improving risk management, in order to assure the solvability of these companies and therewith the financial stability of the whole economy. This should be achieved by the supervision models: BASEL II for banks and SOLVENCY II for insurances. How far do these two supervision models influence the financial institutions and to what extent do they achieve to realize a more adequate risk management? These issues are to be discussed in our thesis. The relevant risks for industries become conceptualized and both supervision models are presented. The presentation covers a development, objectives and a constitution of both models. Based on this, an analytical review of the models is performed to derive potential impacts and consequences for implementing companies and the financial sector, respectively. A comparison of the respective objectives, developments, constitutions and impacts of BASEL II and SOLVENCY II provides an insight into potential future consequences of both models on financial institutions. The impacts of BASEL II will further be used to anticipate a few SOLVENCY II developments. Concluding, it can be stated that both BASEL II and SOLVENCY II are able to handle the new complex risk environment with interconnections and overlappings of risks, if implemented internationally. However, this will be achieved only due to more complex,expensive, and time consuming risk valuation approaches. However, this will also more adequately take into account the individual risk situation of the companies. Therefore, the Minimum Capital Requirements for both banks and insurances are most likely to decrease. Both supervision models are also in line with the developments of IAS/IFRS. A final consideration of impacts and developments provides a few recommendations and suggestions for regulators, banks and insurances.

School counselors support students' social-emotional, academic, and career readiness (ASCA, 2019). However, who provides support for school counselors to navigate this herculean responsibility? Supervision provides opportunities for counselors to learn, consult, and practice counseling knowledge and skills to offer the most research-informed, inclusive, and culturally responsive services to appropriately support clients' needs (Bernard and Goodyear, 2019; Ratts et al., 2015; Mitchell and Butler, 2021). With the current state of society, students' mental health and social-emotional needs are paramount, and the support needed for school counselors to assist students' holistic development is critical. The author proposes #S.O.S.³ to promote the Supervision of School Counselors to Support Students. Without counseling supervision, research warns of erosion of school counselor self-efficacy. This qualitative, phenomenological study used semi-structured interviews to investigate ten school counseling supervisors' (SCS) counseling supervision experiences. This study uncovered five superordinate themes and related subthemes regarding the supervision experiences of SCS who received and delivered clinical supervision. Implications for SCS, counselor educators, school district and state educational administrators on the needs of SCS that will inform the supervision of school counselors who provide counseling services to support students' social-emotional/mental health needs are discussed. / Doctor of Philosophy / Supervision provides opportunities for counselors to learn, consult, and practice counseling knowledge and skills to offer the most research-informed, inclusive, and culturally responsive services to appropriately support clients' needs (Bernard and Goodyear, 2019; Ratts et al., 2015; Mitchell and Butler, 2021). Research has uncovered that school counselors often receive none or minimal clinical supervision compared to counselors in agencies, hospitals, and private practice (Page et al., 2001; Dollarhide and Miller, 2006; DeKruyf et al., 2013). Also, research shows school counselors prefer supervisors that have clinical mental health understanding and knowledge (Dollarhide and Miller, 2006; Roberts and Borders, 1994), and school counselors who participate in clinical supervision continue to develop skills and techniques to assist in appropriate strategies and interventions to support students and families (Bledsoe et al., 2021). However, despite the increased number of studies on school counseling supervision, few studies have explicitly focused on school counseling supervisors' (SCS) experiences. This qualitative, phenomenological study, using semi-structured interviews, investigated the clinical supervision perceptions and experiences of ten SCS who received and provided clinical supervision. This study discovered five superordinate themes and related subthemes regarding clinical supervision experiences, including professional (a) preparation, (b) identity, (c) self-efficacy, (d) challenges, and (e) quality of life. Implications for school counseling supervision are discussed.

Over a decade after the regulation change in Virginia allowing individuals without teaching experience to pursue school counseling careers, no known study had focused exclusively on differences site supervisors observe when training school counselors from different professional backgrounds and the extent to which those counselors employ a tailored supervision approach in the clinical setting. While site supervisor training has been an area of interest in recent articles (e.g., Dollarhide & Miller, 2006), its relationship to supervision philosophies and technique differentiation has not been previously addressed. The researcher investigated those topics using a mixed-method research design shaped by suggestions from recent literature (e.g., Better-Fitzhugh, 2010; DeKruyf, 2007; Luke, Ellis, & Bernard, 2011; Miller & Dollarhide, 2006; Peterson & Deuschle, 2006; Stephens, 2008). This study analyzed site supervisors’ perspectives on supervision, the role training can play in developing site supervisors’ confidence and philosophical orientation, and the beliefs and practices site supervisors employ when supervising former teachers and non-teachers. Observed differences between former teachers and non-teachers in the clinical setting existed, yet 7 out of 12 site supervisors did not differentiate their supervision approach in order to close this gap. Findings from both Phase I (survey) and Phase II (interview) of this study indicated that practice is linked to training. Site supervisors who reported receiving supervision training were more likely to work from a philosophy of site supervision, feel more confident about their ability to supervise, and believe that differences between former teachers and non-teachers were slight and could be overcome with supportive, intentional supervision.

No description available.