Planning and implementing group supervision: a case study from homeless social care practice

ABSTRACT

Effective clinical supervision is increasingly recognised as essential in supporting staff who are working in the field of social care. Using a case study approach, this paper illustrates the processes involved in planning and implementing a group supervision pilot with a team working in a homeless service. The supervision models used to inform and guide this initiative are described and the style and structure of the supervision sessions are discussed. The paper additionally provides a reflective analysis of group dynamics and group processes observed during this work. Subsequent conclusions identify the key features of this process and may provide guidance for other practice settings.     

乡村幼儿园教师心理资本与职业倦怠的关系：核心自我评价的中介作用

：为考察乡村幼儿教师心理资本、核心自我评价与职业倦怠之间的关系,使用心理资本量表、职业倦怠量表以及核心自我 评价量表对17 所乡村幼儿园中361 名幼儿教师为研究对象进行调查。结果发现：（1）乡村幼儿教师的心理资本与核心自我评 价之间呈显著正相关;心理资本与职业倦怠之间呈显著负相关;核心自我评价与职业倦怠之间呈显著负相关。（2）乡村幼儿教 师的核心自我评价在心理资本对职业倦怠的影响因素中发挥部分中介作用。根据研究结果提出建议,应帮助幼儿教师构建积 极的心理资本从而增强对自身的核心评价,最终减少职业倦怠。     

核心自我评价、组织支持对主客观职业成功的影响:人-情境互动的视角

以212名企业员工为研究对象,考察了核心自我评价、组织支持以及二者的交互作用对主客观职业成功的影响。研究结果表明:主观职业成功(工作、职业和生活满意度)和客观职业成功(收入、晋升次数和速度)是2种相关但不同的职业成功类型;核心自我评价和组织支持对主客观职业成功均有一定的影响,但它们对客观职业成功的影响效果弱于社会-人口和人力资本特征;与特质激发理论相一致,核心自我评价和组织支持在对职业成功的影响上存在一定的交互效应,表现为组织支持会强化核心自我评价对职业成功的正向影响,且高核心自我评价的员工在得到高组织支持时有最高的职业成功水平。     

Not more learning logs! A research based perspective on teaching reflective learning within HR professional education

The challenges of teaching reflective learning, whilst not peculiar to the HR profession, assume a poignancy given HR's claim to be the natural custodians of ‘all things learning’. The paper discusses the impact of attempts to enhance the reflective learning curriculum within one professional HR programme. Tensions in terms of the positioning of reflective learning within a predominantly functionalist management curriculum can, in part, be ameliorated. Developing a capability amongst students for reflective dialogue and careful construction of assessment work, for example, can enhance engagement with reflective learning rather than simply ‘knowing’ about it. More problematic is impact beyond the classroom. Research revealed ambivalence in respect of transfer and significance beyond the specifics of the professional programme. HR graduates need a capability that extends beyond individual reflective learning and into creating and supporting reflective learning in organizations. Herein lies the distinctive and fundamental challenge facing tutors of reflective learning within HR professional education.     

Reflective Practice: An Exercise in Exploring Inner Dialogue and Vertical Polyphony

The dialogical notion of vertical polyphony, referring to multiple internal voices, is explored in relation to clinicians’ professional and personal selves. We describe an experiential training exercise developed to enhance clinicians’ awareness and understanding of their inner dialogue, and create space to practice what Schön terms ‘reflecting‐in‐action’ and ‘knowing‐in‐action.’ The exercise involves stages of personal reflection, discussion in groups of two or three, and shared learning by the group. A number of variations of the exercise are described. The invited commentaries following the article provide a sense of participants’ reactions to the exercises. Readers are invited to adapt the exercise to suit their own setting and to enhance reflective practice.     

Vicarious resilience from attachment trauma: reflections of long-term therapy with marginalized young people

The concept of vicarious resilience captures the therapist's emotional growth occurring as a direct result of therapeutic engagement with traumatized clients. Three chronological case scenarios are presented for exploration of vicarious resilience in relation to attachment trauma. The purpose is to increase awareness and appreciation of the positive functions it serves for client mentalization, therapist skill and resilience factors for both parties. The reflective methodology considers the intrapsychic worlds of the client and the therapist and details how the therapist comes to experience the client's distressing projections. The potential for vicarious resilience begins from the outset of the therapist's actions of containment upon these projections. Advancing early ideas, it is advocated that vicarious resilience requires the therapist to have both the capacity and willingness to maintain a constant reflective stance.     

Developing reflective capacities in midwifery students: Enhancing learning through reflective writing

Background

Practice-based or clinical placements are highly valued for linking theory to practice and enabling students to meet graduate outcomes and industry standards. Post-practicum, the period immediately following clinical experiences, is a time when students have an opportunity to share, compare and engage critically in considering how these experiences impact on their learning. Reflective practice has merit in facilitating this process.

Using Video Interviewing in the Assessment of Social Work Communication Skills

The social work degree has now been introduced in England andit is timely to reflect on and evaluate key changes made bymany universities in this process. This paper reflects on thebeginning of such an evaluation, presenting a case study ofassessment changes made in relation to communication skillsteaching in a post-1992 university. This will act as a vehicleto explore some of the inherent complexities involved. Assessmentmethods implemented on social work courses should be scrutinizedin relation to their validity, reliability and feasibility.Drawing upon multi-professional literature, one such processof scrutiny is described, with the intention of contributingto current debates regarding communication skills within thewider arena of developing social work education. The case studypresented outlines how one social work programme changed itsmethod of assessing communication skills for social work students.It explores the processes involved in moving from an essay assignmentto the use of video interviews, supplemented by a written reflectiveself-evaluation undertaken in relation to the interview process.The views of students are outlined via their responses to aquestionnaire and the paper highlights key themes identifiedby a student focus group.     

Research and theory building functions of heuristic case practice

Existing concepts of reflexive and reflective practice are used in this paper to examine the interventive and modelling research functions embedded in case practice. The sequential steps involved in these embedded research functions are compared to those identified in qualitative research methodology and the two models developed by Norma Lang. This paper integrates the research steps involved in both reflexive and reflective practice into a single model of two loops, one truncated and one extended. The six sequential research steps involved in the truncated cycle of reflexive practice are defined as observing, describing, abstracting, generalising, assimilating and acting. The 10 sequential steps involved in the full reflective cycle are defined as observing, describing, abstracting, generalising, categorising, ordering, contextualising, modelling, accommodating and acting. The practical expression of these steps in the field within the processes of critical incident learning and critical mass learning is then discussed.     

简论建构主义理论与外语教学

社会建构主义认为知识是由个人自己建构的,而不是由他人传递的。本文主要阐述了建构主义理论指导下的有成效的教学的核心内涵及教师在有成效的教学中的关键作用。这些认识上的提高有助于指导我们的教学实践,并对改革传统单一的课堂教学模式有着重要的指导作用。