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¶ … training and supervision of students and new practitioners is a process that involves mental health counselors who play an integral role ranging from teaching clinical skills in educational settings to offering on-site supervision. Therefore, supervision is an important aspect of mental health practice that involves various techniques like psychotherapy-driven supervision. Psychotherapy-driven supervision is a process that is demonstrated in three theoretical approaches i.e. cognitive-behavioral, humanistic-relationship, and solution-focused models. This process promotes the combination of best-practices in psychotherapy-based approaches and social role-based techniques of supervision. Therefore, this approach integrates two components i.e. counseling theory and practice with role-oriented supervision models. According to Pearson (2006), the combination of these two elements enables supervisors to model and provide training on psychotherapeutic practices in a manner that meets the unique learning requirements of new counselors (p.250).
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As a result, a novice, student, or new counselor would begin the process with minimal knowledge and acquire more skills through observation, providing assistance, and obtaining feedback from a competent member within the same profession. This learning process was based on the assumption that the competent professional would be similarly good in training and/or supervising the apprentice (Smith, 2009).
Similar to other clinical supervision models, psychotherapy-based supervision approaches seem to be an ordinary extension of the therapy itself. Psychotherapy-driven supervision is an example of integrative models of supervision since its dependent on more than a single theory or model. The integrative nature of this model is demonstrated in the author's illustration of its combination of counseling theory and practice with role-based supervision technique (Pearson, 2006, p.242). Pearson describes this approach as an inclusive model of supervision that is…
Supervision Tasks "We are used to thinking of a curriculum as something that robs the teacher of her professional judgment…we believe that… when developed through careful, extended work with diverse students and teachers…[new curriculum] are a tool that allows the teacher to do her best work with students" (Russell, 2007). Fellow Teacher (Susan) Why is great attention paid to curriculum development in this school? It is a widely accepted belief in public schools that
Training and Staff Development HRM Training and Staff Development This paper recommends a set of activities which Google Inc. can carry out to resolve its HR issues of low employee motivation and lack of training. The major sections of the paper include training program overview, training need assessment, costs and risks analysis, flow chart and time schedule of activities, and recommendations and their justifications. This paper presents a report on resolving the human
Supervision: When to Use Directive Control Behaviors This paper is about many different aspects of effective supervision, training and evaluation, but the main concern here is control. It can be assumed that the supervisor has control over the supervisory situation, but this would be an oversimplification of the relationship between a line employee and their direct boss. Control is a shared entity because though the supervisor may determine the course an
He has found that in his experience, this method works best. Grossman, Pam and Loeb, Susanna. (2010). Learning from multiple routes. Educational Leadership, 67(8), 22-27. Grossman and Loeb talk about how alternative routes to becoming a teacher have grown throughout the past few decades. The necessity for teachers is mainly in urban areas as this is where most teacher shortages occur. They discuss how subjects such as math and science are
To include: the study of mathematics, science, English, geography, second languages, history, reading comprehension, writing and vocabulary. To achieve these different objectives, administrators will work hand in hand with educators to create lesson plans that will inspire their students. During this process, is when the administrator will evaluate each individual teacher and identify areas where they can improve. This will help them more effectively reach out to their students.
Serving students with a full range of abilities and disabilities in the general education class room with appropriate in-class support is how Roach (1995) defines inclusion using this practice. Friend & Bursuck (1996) noted that children with disabilities are considered as full members of the classroom learning community in such setting with their special needs met there. Students with disabilities are helped to establish and maintain social networks and opportunities