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Is supervision a conceptual model?
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What is supervision & why is it important?
This model is comprised of three separate foci for supervision (i.e., intervention, conceptualization, and personalization) and three possible supervisor roles (i.e., teacher, counselor, and consultant) (Bernard & Goodyear, 2009). The supervisor could, in any given moment, respond from one of nine ways (three roles x three foci).
This model is comprised of three sep r te foci for supervision (i.e., intervention, conceptu liz tion, nd person liz tion) nd three possible supervisor roles (i.e., te cher, counselor, nd consult nt) (Bern rd & Goodye r, 2009). The supervisor could, in ny given moment, respond from oneof nine w ys (three roles xthree foci).
1. Essential Dimensions of Systems Approach to Supervision. The systems approach to supervision (SAS) model was designed to provide a visual road map for supervisors to intentionally and strate-gically consider the numerous factors that could impinge on their teaching and learning.
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Recent guidelines for Interprofessional Collaborative Practice (2011) were endorsed by APA (Interprofessional Education Collaborative, 2011). However, this supervision guidelines document refers exclusively to super-vision provided by psychologists to supervisees in health service psychology.
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- Rodney K. Goodyear
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- 2014
cited definition of supervision lacks specific attention to learning theories: Supervision is an intervention provided by a more senior member of a profession to a more junior colleague or colleagues who typically (but not always) are members of that same profession. This relationship is evaluative and hierarchical, extends over time, and
Apr 30, 2018 · Regardless of the supervision model employed (e.g., psychotherapy-focused, social role models), form of treatment being supervised (e.g., individual, family), or type of population served, the alliance tends now to be recognized as pivotal in making the work of supervision possible ( Falender & Shafranske, 2008; Hess, Hess, & Hess, 2008; Stolten...
Supervision is a process of ‘ongoing collabora-tive, experiential and transformational learning’ that draws on practice and research-based knowledge. It is a ‘flexible’ relationship of ‘mutual trust, respect and integrity’ that takes into account the learning needs of the supervisee.
