Hamburg, Universiẗat, Diss., 2000.

This study was designed to measure and compare individual supervision to triadic supervision in promoting counselor effectiveness and counselor development. During individual supervision, one counselor met with one supervisor for an hour. Two models of triadic supervision were created for this study: Split Focus and Single Focus. Triadic consists of two supervisees and one supervisor meeting for one hour. During the Split Focus, 30 minutes was allocated to each counselor for supervision. During the Single Focus, the whole hour was spent supervising only one of the counselors. The next week, the whole hour was spent supervising the other counselor. Three comparison groups were employed to determine the effectiveness of the three supervision models. An instrument was used to evaluate counselor effectiveness and another instrument was used to evaluate counselor development. 47 masters-level counseling students enrolled in practicum participated in this study. The practicum met for 16 weeks. Each counselor filled out a Supervisee Levels Questionnaire-Revised at the beginning (pre-test) and at the end (post-test) of the semester. This instrument determined the counselor's developmental growth. Each counselor submitted a tape of a counseling session at the beginning (pre-tape) and at the end (post-tape) of the semester. The tape was rated on-site by the doctoral supervisor utilizing the Counselor Rating Form-Short. An objective rater also rated the submitted tapes utilizing the same instrument. The instrument determines counselor effectiveness. At the end of the study, an Analysis of Covariance determined that the three supervision models did differ in developmental growth. The Split Focus grew significantly compared to Single Focus and compared to Individual supervision. However, the Single Focus grew significantly on the factor self and other awareness compared to Individual. In terms of effectiveness, an Analysis of Covariance determined that the three supervision models did not differ significantly.

The central argument of the thesis is that the dominant modes of the supervision of teaching are in need of critique and reconstruction. From a critical perspective, supervision is viewed as a political and ideological process enacted through asymmetrical relations and structures of communication. It is underpinned by a discourse of technocratic rationality and control Clinical supervision, a currently popular model of teacher supervision, has (despite its emancipatory origins) been accommodated by the dominant ideology and is employed as a hegemonic mechanism of evaluation, control and even dismissal of teachers. However, historical analysis reveals that teachers have contested and resisted authoritarianism and centralized control in favour of developing more democratic and participatory forms of professional development. In these moves can be found a rationale for a reconstruction of the theory and practice of clinical supervision around the concepts of symmetrical communication and critical pedagogy. The researcher engaged in a self-reflective study with a group of supervisors and teachers in N.S.W. schools to explore the possibilities and limitations of a critical and counter-hegemonic practice of supervision. The outcomes, in the form of three case studies, are analysed in terms of a dialectic of reconstruction and maintenance of the status quo. The evidence reveals that some of the research participants sought to reconstruct their supervisory relationships in ways which challenged the bureaucratic structures of their workplace. Others, however, rejected the emancipatory possibilities and resolved to maintain their traditional hierarchical relationship.

Banking supervision and regulation: Possible changes as a consequence of the global financial crisis Master Thesis Author: Bc. Jaroslav Mihok Supervisor: PhDr. Adam Geršl Ph.D. Academic Year: 2010/2011 Abstract The thesis is devoted to the analysis of recent global financial crisis and subsequent reform of the regulatory and supervisory framework. After the discussion of the causes of the crisis the proposed reforms are presented. The presentation of the reforms is divided into three parts. The first one consists of the global initiatives and general recommendations. Subsequent two parts focus on the specifics of the reforms in the United States of America and in the European Union. Afterwards the reforms are compared and subjected to the critical analysis. Key words: Dodd-Frank Act, De Larosière report, financial crisis, reform of the regulatory and supervisory framework

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A research report submitted in partial fulfilment of the requirements for the degree of Master of Arts in Clinical Psychology in the Humanities Faculty, University of the Witwatersrand, Johannesburg / Supervision is considered to comprise of a relationship within which the learning and understanding of core clinical skills and therapeutic processes occurs. This process is normally facilitated through the provision of feedback. This study aimed to explore student supervisees’ reported experiences of feedback in clinical psychology supervision. A qualitative study was implemented in order to explore the supervisees’ experiences. In depth interviews were conducted with 6 participants within the process of completing their internship and community service requirements. The findings of this study indicate that feedback permeates the supervision relationship, the process of learning and acquiring adequate skills that are essentially for the benefit of clients. Feedback is considered to be an opportunity for supervisors to provide direct instruction or guidance; however, supervisees also expect supervisors to practice caution and sensitivity as the manner in which it is conveyed can have constructive or detrimental effects on the supervision relationship, supervisee growth, and client/patient care. Participants mostly found the experience of discussing supervision and feedback to be beneficial and that little thought is given to such an integral aspect of clinical development

No description available.

Zugl.: Hamburg, Univ., Diss., 2006

This correlational study examined the perceptions of 45 pairs of masters-level intern students and their field-site supervisors from the perspective of their supervisory working alliance and a specific personality characteristic, optimism-pessimism. Supervisory pairs completed the Supervisor or Supervisee Demographic Questionnaire, the Working Alliance Inventory Revised, the Supervisory Working Alliance Inventory, and the Life Orientation Test-Revised. Results indicated that supervisor optimism correlated significantly with the supervisor's assessment of the supervisory working alliance but not with the supervisee's working alliance or optimism scores. Supervisees, though generally optimistic, did not assess the supervisory working relationship as highly as their supervisors. Supervisor optimism does impact the supervisory working relationship and merits further investigation. / Graduation date: 1995

The purpose of the study was to examine the relationship between the vision of a selected school district and practices it has undertaken in the area of instructional supervision in two schools. The school district was identified through a reputational survey process as one having exemplary instructional supervision practices. This case study used qualitative techniques drawing upon principles of naturalistic inquiry. Semi-structured interviews, document analysis, and observation, with accompanying field-notes, represented the major forms of data collection. <p>Interviews were conducted with the Superintendent, the Director of Education Services, the Board Chair, the Coordinator of Human Resources, an Area Supervisor, two principals, and seven teachers (representing the two schools). Observations were conducted at the school sites and district office. District level and school-based documents were analyzed. The data collection process began in the schools and subsequently moved to system-level investigation.<p>A conceptual framework based upon the policy perspectives of Guba (1984) guided the study. Vision as meta-policy (Downey, 1988), policy-in-intention, policy-in-action, and policy-in-experience were used as a frame for the analysis of policy and practice.<p>There was a low level of awareness of the expressed vision of the district among the respondents. Most of the respondents identified only one or two elements in their description of the vision. Paradoxically, all respondents seemed to feel that they were working in harmony with the vision of the Board. Implied vision was used to describe the interpretations placed by school personnel on the actions and words of the board and senior staff. This phenomenon presented a vision different from the expressed vision of the system. The implied vision seemed to suggest a clear direction to those in the organization, but it was not necessarily consistent with the expressed vision. An examination of the relationship between the elements of the vision and the formal instructional supervision program (the PPP) revealed congruency on four of six elements. The examination of policy-in-experience showed that the PPP was operationalized as it was espoused in the policy, but from different perspectives, and with different levels of detail from school to school. More important, the implementation of the PPP seemed to depend on the actions and the direction of the principals, who had adapted the formal policy to their own styles and to current trends. The leadership provided by the principal emerged from the data as critical to the success of the supervision process in both schools. The term policy-alive was suggested to describe the impact on student learning and professional growth that a principal can have through the instructional supervision process. <p>The findings highlighted the need for communication and ongoing dialogue to maximize congruence among vision, policy, and practice. This process should be planned to avoid the drift to multiple interpretations or implied vision.<p>A heuristic was presented, integrating vision, policy, and outcomes. The heuristic tied together some of the learnings from the study and gave a visual representation of the systemic functions of vision and instructional supervision.