Supervisory methods/techniques.

2016 ◽  
pp. 41-59
Author(s):  
Cory F. Newman ◽  
Danielle A. Kaplan
Keyword(s):  
Supervisory Methods

Supervisory Methods Surveys

2014 ◽  
Author(s):  
Neha M. Kramer ◽  
Bart M. Demaerschalk
Keyword(s):  
Supervisory Methods

The Trivial Nature of Clinical Pastoral Education

1988 ◽  
Vol 42 (1) ◽  
pp. 46-56 ◽  
Author(s):  
David C. Duncombe
Keyword(s):  
Critical Issue ◽  
Clinical Pastoral Education ◽  
Campus Ministry ◽  
Pastoral Education ◽  
Ministerial Training ◽  
Supervisory Methods ◽  
Educational Assumptions

Links the educational assumptions of Clinical Pastoral Education (CPE) with those of the medieval trivium and suggests that ministerial training requires a similar emphasis on the quadrivium. Identifies supervision as a critical issue for quadrivial teaching in CPE and describes a variety of supervisory methods used in a pilot CPE program in campus ministry.

The Measurement of Supervisory Methods

1957 ◽  
Vol 10 (4) ◽  
pp. 295-313 ◽  
Author(s):  
Michael Argyle ◽  
Godfrey Gardner ◽  
Frank Cioffi
Keyword(s):  
Supervisory Methods

Cognitive behavioral psychotherapy supervision - what works?

2011 ◽  
Vol 26 (S2) ◽  
pp. 1318-1318
Author(s):  
D. Kljenak
Keyword(s):  
Clinical Supervision ◽  
Behavioral Therapy ◽  
Empirical Support ◽  
Cognitive Behavioral ◽  
Case Examples ◽  
Therapist Competence ◽  
Theoretical Approaches ◽  
What Works ◽  
Theoretical Perspectives ◽  
Supervisory Methods

IntroductionSubstantial empirical support for cognitive behavioral therapy (CBT) effectiveness in the treatment of various psychiatric disorders has been demonstrated. Adequate training in CBT results in improved therapist competence and patient outcomes. Essential part of the training in CBT is a clinical supervision. A review of theoretical perspectives on CBT supervision is provided. Commonly encountered obstacles in CBT supervision are illuminated with case examples.ObjectivesAt the end of the presentation participants will be able to describe a theoretical approach to CBT supervision, list common obstacles encountered in CBT supervision and describe strategies to effectively address these obstacles.AimsThe aim of the presentation is to encourage CBT psychotherapy supervisors to reflect on the supervisory methods they use and increase their ability to provide effective CBT supervision.MethodsThe literature on successful CBT supervision is reviewed. This case based presentation will illustrate strategies for addressing commonly encountered roadblocks in supervision.ResultsHaving a theoretical framework for CBT supervision enhances supervisors’ ability to provide successful supervision.ConclusionsReview of theoretical approaches to CBT supervision, the description of commonly encountered obstacles and strategies to manage them during the supervision creates platform for reflection on the supervisory methods used by the participants.

scholarly journals The Role of Supervisory Methods of School Leadership Supervisors in Developing Critical Thinking Skills among High School Leaders in Tabuk City

2019 ◽  
Vol 3 (20) ◽  
Author(s):  
Saleh Saad Al-Asmari
Keyword(s):  
High School ◽  
Critical Thinking ◽  
School Leadership ◽  
Study Skills ◽  
School Leaders ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Training Courses ◽  
Supervisory Methods

The study aimed to reveal the role of supervisory methods of school leadership supervisors in developing critical thinking skills of the high school leaders in Tabuk in the skills (prediction, interpretation, extrapolation, interpolation, conclusion, evaluation), as well as aimed at detecting significant differences A statistic between the averages of the response of the population of the study due to variables (experience, training courses) in the field of school leadership, the study relied on the descriptive survey method, and used the questionnaire as a tool for data collection, and applied to the study community consisting of (42) leaders of the stage High School, Tabuk, the study found the most notable results: the study found that the role of school leadership supervisors in developing critical thinking skills of high school leaders in each of the study skills (prediction of assumptions, interpretation, extrapolation, interpolation, conclusion, calendar), It was an average rating from the perspective of the study community, and also found that there were no statistically significant differences at the (∝≤ 0.05) level between the average responses of the study community according to the variable years of experience in study skills except two skills (interpretation, extrapolation) for the benefit of the experienced people more than 10 years, and also found that there were no statistically significant differences at the (∝≤ 0.05) level between the average of the responses of the community members according to the variable number of training courses in the field of school leadership.  

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