Transitional Dynamics of Three Supervisory Styles Using Markov Chain Analysis

Counseling supervision is a critically important process that depends on the establishment of a supportive, collaborative, and developmentally enhancing working relationship. However, the actual verbal exchanges within the supervisory dyads are infrequently examined in the literature. In this study, we used Markov chain analysis to explore supervision dynamics of 34 supervisory dyads and how these dynamics varied within three supervisory styles (i.e., attractive, interpersonally sensitive, and task oriented). Among the three styles, the interpersonally sensitive supervisory style was the only discriminant variable based on which supervisory dyads exhibited statistically different state-transitional patterns (i.e., movement patterns across six supervision events). The results of this study provide implications for clinical supervisors, counselor educators, counselors-in-training, and researchers who are interested in studying process features at the microlevel.     

The relationship of supervisor and trainee gender match and gender attitude match to supervisory style and the supervisory working alliance

Background: Gender‐related events have the potential to impact the supervisory relationship. Gender events might be related to the match between supervisors and supervisees on variables such as gender or gender attitudes. Method: In this study, we sought to determine whether gender match and gender attitude match were related to supervisory style and the supervisory working alliance in 94 supervisory dyads using four instruments: the Gender Attitude Inventory; Operationalisation of Gender Match; Supervisory Styles Inventory; and the Working Alliance Inventory/Supervision. Results: Progressive dyads (in which supervisors have more liberal attitudes about societal issues and culturally defined roles for women than their supervisees) were perceived by supervisors as more task‐oriented than parallel‐high dyads (in which supervisors and supervisees both had liberal attitudes). Implications for counselling supervision are discussed.     

碳氢共价键结构式正误样例组合的学习效果

为考察错误样例在样例组合学习中的作用,以烃类物质碳氢共价键结构式为实验材料,以高中一年级学生为被试,对正确和错误样例组合的学习效果进行了实验。结果显示,正、误样例组合的学习成绩显著优于正确样例组合的学习成绩。在正、误样例组合的学习中,正、误样例数量相等的学习成绩明显优于数量不等的学习成绩;“对比”呈现正、误样例的学习成绩明显优于“分块”呈现正、误样例的学习成绩。     

Beneath the surface of classroom interaction: Reflections on the microworld of education

This article deals with the microworld of the classroom, i.e., the imbedded, largely unconscious, close to invisible, and to an extent suppressed social processes in teaching. It includes some afterthoughts about a research project with the aim of understanding how the teacher–pupil relation is constructed in classroom interaction. Thomas Scheff’s social psychological framework constituted the theoretical basis for the project. The main data were collected by means of video documentation and consist of a number of closely analysed episodes. The result indicates that nonverbal behaviour in classrooms, to a great extent, is constituted by an informal system of rules in which emotions play a crucial part. But it also reveals the existence of two dimensions in classroom interaction – one surface dimension and one micro dimension – that in significant measure stand in opposition to each other.     

TRAINING RESIDENTIAL SUPERVISORS TO PROVIDE FEEDBACK FOR MAINTAINING STAFF TEACHING SKILLS WITH PEOPLE WHO HAVE SEVERE DISABILITIES

We evaluated procedures for training supervisors in a residential setting to provide feedback for maintaining direct-service staff members' teaching skills with people who have severe disabilities. Using classroom-based instruction and on-the-job observation and feedback, 10 supervisors were initially trained to implement teaching programs themselves. The training improved supervisors' teaching skills but was insufficient to improve the quality of feedback they provided to direct-service staff regarding the staff members' teaching skills. Subsequently, classroom-based instruction and on-the-job observation and feedback that targeted supervisors' feedback skills were provided. Following training in provision of feedback, all supervisors met criterion for providing feedback to their staff. Results also indicated that maintenance of teaching skills was greater for direct-service staff whose supervisors had received training in providing feedback relative to staff whose supervisors had not received such training. The need for analysis of other variables that affect maintenance of staff performance, as well as variables that affect other important areas of supervisor performance, is discussed.     

The supervisory field and projective identification1

Taking as their starting point the Baranger and Baranger model of the ‘psychoanalytic field’, the authors extend the notion of intersubjectivity in the analytic relationship to the supervision process. They use a practical example of a supervision to show the development of what they term the ‘supervisory field’, formed from the superimposition of the two fields of analyst‐patient and supervisor‐supervisee. They emphasize the interplay of projective identifications with objects emanating from the inner world of the patient that are relived in the analytic relationship and transposed to the supervisory field. They believe that the concept of the ‘supervisory field’ contributes to a deeper understanding of the unconscious processes occurring in the mind of analysand, supervisee and supervisor during supervision, particularly regarding the identification, comprehension and resolution of persistent disturbances in the supervisory process.     

品牌至爱的概念及其发展

牌至爱（brandlove）是Carroll和Ahuvia（2006）提出的一个概念,指的是消费者对满意品牌产生的情感上的依恋。这一概念的提出是对品牌管理实践者情感和关系营销的回应。文章对品牌至爱概念的定义和提出背景进行了回顾,指出品牌至爱的概念建立在品牌依恋、消费者—品牌关系和自我扩展理论的研究基础之上。文章最后辨析了品牌至爱与品牌情感和品牌忠诚等概念,并进一步提出了品牌至爱的研究方向和研究建议     

Supervisees' perspectives on the contribution of supervision to psychotherapy outcomes

Objective

The aim of this study was to examine supervisees' perspectives about the contribution of two predefined aspects of supervision, supervisory bond (SB) and didactic input of supervisor (DI), to their ascribed outcome of therapy.

Method

Supervisees anonymously assessed the SB, supervisors' DI and their contribution to therapy outcome. Assessment was quantitative and qualitative. The supervisory aspects were assessed using a questionnaire constructed for this study. Perceived contribution was evaluated by two scaled questions, and themes generated by an open question. Supervisees (n = 111) evaluated 16 supervisors and supervision’s contribution to psychotherapy outcomes of 111 clients.

Findings

Hierarchical regression showed that supervisees' age, supervisors' status and frequency of supervision accounted for 24% of the variance ascribed to outcome. SB and DI accounted for 51% of the variance. These values, which are higher than reported in the literature, may be attributed to the assessment of predefined aspects of supervision by the same assessor. Thematic analysis of the didactic input produced more themes than for the supervisory bond.

Conclusion

Sociodemographic variables and supervisory relationship variables determine supervisees' evaluations of supervision’s contribution to outcome.

Implications for practice

Training and supervision may benefit from information obtained from quantitative and qualitative measures regarding these and other predefined variables related to supervision. The in-depth look at views and experiences shared by supervisees may advance training, practice and research.     

Le point de vue des adultes avec une trisomie 21 sur leurs relations fraternelles et aux pairs extrafamiliaux : impact sur leur vie intrapsychique et intersubjective

This exploratory study concerns the sibling's bonds, and the bonds with extrafamilial peers, in the perspective of people with intellectual disability. Four adults with intellectual disability, who are siblings, are included in this research, associating a half-directive interview and the Family Apperception Test administration. The results signed the increased presence of positives affects. Identification and differenciation process are identified, but implied a work about the normality by the people with a disability. Finally a co-occurrence between the configuration of sibling system and of social bond is observed. This bond has to be studied, but before, researchers have to work on methodological aspects for this research.     

What's not being said? Recollections of nondisclosure in clinical supervision while in training

The aim of this qualitative study was to retrospectively examine nondisclosure in individual supervision while in training. Interviews were conducted with supervisees two years post-qualification. Specific nondisclosures were examined and reasons for these nondisclosures were explored. Six in-depth semi-structured interviews were conducted and data analysis drew on Consensual Qualitative Research. The findings revealed four categories relating to: (i) the nature of the difficulty; (ii) reasons for nondisclosure; (iii) the supervisory relationship; and (iv) facilitative factors. The quality of the supervisory relationship was a significant element in nondisclosure. A key recommendation was that role induction for supervisees should be incorporated into training programmes to assist supervisees in learning how to use supervision more effectively. Limitations of the study and further research are provided in light of current findings.