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Models of Supervision

Models of Supervision Abstract Prevailing models of clinical supervision are discussed and evaluated within the context of training psychologists for the school setting, with the goal effectiveness of developing a professional identity. Contextual variables (e.g., university versus field-based training), level of training, and interpersonal and intrapersonal characteristics are examined as contributory factors in the supervisory enterprise. A model emerging from Erikson's developmental theory is posited as an umbrella perspective for all models of supervision to facilitate the development of an autonomous and competent professional. Finally unanswered questions and suggestions for future research are specified. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Clinical Supervisior (The) Taylor & Francis

Models of Supervision

Clinical Supervisior (The) , Volume 22 (1): 16 – Jul 7, 2004

Models of Supervision

Clinical Supervisior (The) , Volume 22 (1): 16 – Jul 7, 2004

Abstract

Abstract Prevailing models of clinical supervision are discussed and evaluated within the context of training psychologists for the school setting, with the goal effectiveness of developing a professional identity. Contextual variables (e.g., university versus field-based training), level of training, and interpersonal and intrapersonal characteristics are examined as contributory factors in the supervisory enterprise. A model emerging from Erikson's developmental theory is posited as an umbrella perspective for all models of supervision to facilitate the development of an autonomous and competent professional. Finally unanswered questions and suggestions for future research are specified.

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References (30)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1545-231X
eISSN
0732-5223
DOI
10.1300/J001v22n01_10
Publisher site
See Article on Publisher Site

Abstract

Abstract Prevailing models of clinical supervision are discussed and evaluated within the context of training psychologists for the school setting, with the goal effectiveness of developing a professional identity. Contextual variables (e.g., university versus field-based training), level of training, and interpersonal and intrapersonal characteristics are examined as contributory factors in the supervisory enterprise. A model emerging from Erikson's developmental theory is posited as an umbrella perspective for all models of supervision to facilitate the development of an autonomous and competent professional. Finally unanswered questions and suggestions for future research are specified.

Journal

Clinical Supervisior (The)Taylor & Francis

Published: Jul 7, 2004

Keywords: Professional development; clinical supervision; approaches to supervision

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