The overall purpose of this work has been to describe what group supervision for helping professionals could be, how it can change over time and to problematise the influential mechanisms that exist in supervision of groups. The issues considered in this work are about group supervision for teachers and psychiatric nurses. This format is used since most supervision provided to professionals is performed in a group format. The theoretical background gathers its material from texts concerning supervision for helping professions with an emphasis on psychotherapists, counsellors, social workers and teachers. The empirical data consists of material from three supervision groups that have had supervision for about a year. Two groups belong to the educational system and one in the health care system. The study of supervision is aided by a questionnaire, five audiotaped recordings per group, and interviews. The contribution to this study can shortly be summarized as follows: Narratives in a supervision context can be used to indicate if discussions during supervision lead to reflection and learning or avoidance. The hypothesis of unconscious re-enactment can indicate a process where feelings and patterns are re-enacted in a situation other than the original. Feelings are unconsciously communicated and affect, often powerfully, a group's ability to reflect and learn. Participants in supervision of groups control to a great extent the content of supervision through their expectations.

Using Carl Glickman's model, the purpose of this study was to examine the effect computer assisted instruction had in teaching Developmental Supervision. The research expectancies were to yield improved supervisory behavior and conceptual understandings of Developmental Supervision, in the areas of style flexibility and style effectiveness. A synopsis of pertinent literature in these areas suggests that the supervisory role of school administrators need style flexibility, .style effectiveness, and the use of technology, computer assisted instruction, as a major component in educational improvement. Thirty-two (N = 32) administrators from a large metropolitan public school system in the south were randomly selected for participation in this study. The subjects were randomly assigned to the control group and experimental group, 16 and 16, respectively. The treatment utilized a three-session workshop format for the experimental group and no treatment was administered to the control group. Using a pre-test post-test design, both groups were administered the pre-test, Leadership Behavior Analysis II, during the first session. During the second session, the control group was given a placebo. The administration of the treatment was conducted by computer assisted instruction for the experimental group only. The disk began with the Supervisory Beliefs Inventory, individually, to ascertain their actual supervisory style; collaborative, directive or nondirective. The second section of the disk addressed training in supervisory style, teacher maturity, and the methodology needed to aid teachers to developmentally improve. The third session was in two parts: The beginning session for the experimental group was a discussion of the Developmental Supervision concepts and the control group experienced another placebo. The final component of the training was the administration of the post-test, Leadership Behavior Analysis II, to all subjects simultaneously. A t-test for independent and dependent samples was used to ascertain the difference between means in the sixteen experimental subjects and the control subjects. The Pearson Product Moment Correlation was administered to the data to determine the strength of the relationships in the control group and experimental group or pre-test and post-test results, respectively. The pre- and post-tests findings on the Pearson Product Moment showed a weak relationship in the experimental and control group. The pre- and post-tests findings, as were determined through the use of a t-tests for dependent and independent samples suggests that the use of computer assisted instruction to teach the key concepts of Developmental Supervision did not have a significant impact on the style effectiveness and style flexibility of supervisors in the school environment. In conclusion, the use of computer assisted instruction to teach key concepts of Development Supervision had no significant impact on the style flexibility and style effectiveness of the experiment group as compared with the control group.

Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal.

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This study conceptualises the workings of supervision within a South African community clinic setting, focusing specifically on trainees’ experiences of work and supervision in such contexts. Training and working in community contexts has become increasingly important in the field of clinical psychology in South Africa. Multiple and varied challenges face trainees learning and working in these contexts. The experience may evoke overwhelming emotional responses for trainees. Supervision can play an important role in offering support and providing a reflective space for trainees, thus helping to render their experiences manageable and meaningful. A qualitative research design was used in this study to explore the experiences of trainee psychologists learning and working at a community clinic in Johannesburg as a component of their clinical psychology Masters training. Six past clinical psychology trainees from the University of the Witwatersrand were interviewed in order to gain understanding of their experiences of work and supervision from their own perspectives. What emerged from analysis of the interview material was a rich description of the community clinic and the challenges trainees are faced with in working there. The impact of being a new therapist within the environment was an area commonly discussed in interviews. Most significantly, the importance of supervision within the context was highlighted, with interviewees focusing on the need for containment and a space to think. Bearing these ideas in mind, the study draws on psychodynamic theory, particularly that of Wilfred R. Bion, to help conceptualise the workings of supervision in such a context. The study illustrates that considerable and meaningful work and learning can be done in less than ideal circumstances.

This dissertation analyzes the process of searching for and selecting a college or university president. Many researchers in the field of higher education have provided commentaries in the form of books and articles on the realities of search and selection procedures. as one composite voice, how do they assess the status of current hiring practices? Also, experts in presidential searches have offered their views on the subject in the form of search guides designed for boards of trustees and administrative personnel to make this activity better understood and more efficient. What the dissertation examines is whether or not these guides provide comprehensive treatment of the process of searching for and selecting a president.;In investigating these questions, the complex nature of the search and selection process is revealed. The analysis expands on what is discussed in the search guides. It focuses on what the search guides offer and what they do not. Recommendations for improving the presidential search and selection process based on this research are offered.

The purpose of this study was to investigate current practices by which Virginia college and university boards assess their president. of prime importance to this study was the degree to which criteria used to conduct presidential performance appraisal reflect accepted standards for personnel evaluation in higher education institutions. This study utilized a mixed design. Completed surveys received from 26 Virginia college and university board chairs (67 percent of the 39 schools targeted) were analyzed using descriptive statistics and Mann-Whitney and Kruskal-Wallis Test analyses. Twenty presidents from this sample's institutions were then interviewed to further explain and interpret how the variables that were revealed as a result of the survey differ and relate to each other.;Findings indicate that representatives of the 26 institutions taking part in the study conduct regular and systematic performance reviews of their president, most of which are informal in nature. Most participants agree on the criteria used to assess the president's performance. Although the criterion, Administrative Leadership and Management, surfaces as the most important factor overall, additional analyses indicate that it is the most important criterion in private liberal arts institutions, whereas Academic Leadership and Management is the most important appraisal criterion in public doctoral and research institutions. In addition, performance criteria currently in place are characteristic of the four attributes the Personnel Evaluation Standards advocates.;Thematic analyses revealed that Virginia board chairs and presidents alike are interested in presidential performance appraisal and want to do it well. Board chairs and presidents agree with higher education researchers that certain criteria are important to consider when reviewing the president's performance. These criteria center around: creation of a vision, being an advocate and role model for the institution, fostering good communication in an atmosphere of integrity, administrative skills, and financial management and fund raising skills.