Aligning Existentialism with Developmental Supervision

2005 ◽  
Vol 3 (1) ◽  
pp. 76-96
Author(s):  
Antony R. White ◽  
Tarrell Awe Agahe Portman ◽  
Keyword(s):  
Meaning Making ◽  
Developmental Model ◽  
Counseling Supervision ◽  
Existential Philosophy ◽  
Supervision Models ◽  
Developmental Growth ◽  
Developmental Supervision ◽  
Scholarly Discussion

Despite the readily available discussion on counseling supervision models for over a quarter of a century, there is little attention in the literature with respect to how developmental supervision models align with existential philosophy. One model, The Integrated Developmental Model (IDM), is a robust and well-accepted model of supervision with embedded undertones of existentialism requiring scholarly discussion. The primary goal of this article is to emphasize the parallels between the IDM and Sartre’s philosophical principles of existentialism thereby creating a meaning making framework for supervisors to enhance developmental growth of their supervisees.

Developmental Supervision Models

2019 ◽  
pp. 103-114
Author(s):  
Lori A. Russell-Chapin ◽  
Theodore J. Chapin
Keyword(s):  
Supervision Models ◽  
Developmental Supervision

Experienced Teachers: Agents for Revitalization and Renewal as Mentors and Teacher Educators

1987 ◽  
Vol 169 (1) ◽  
pp. 65-79 ◽  
Author(s):  
Lois Thies-Sprinthall ◽  
Norman A. Sprinthall
Keyword(s):  
Beginning Teachers ◽  
Teacher Educators ◽  
Adult Learner ◽  
Developmental Model ◽  
Mentor Teachers ◽  
Experienced Teachers ◽  
Current Status ◽  
Substantial Evidence ◽  
Developmental Growth

After reviewing much recent research and theory, the article outlines the current status of developmental stage concepts as a basis for the teacher as an adult learner. There is substantial evidence to support the view that adults who process experience at higher and more complex levels of development perform more adequately in complex human helping roles. Using a developmental model, a system is then outlined for training both mentor teachers and educators of mentor teachers. Such new roles have substantial potential for revitalizing experienced teachers, promoting their developmental growth, and improving the quality of supervision for beginning teachers.

Adolescents’ Experiences of a Developmental Coaching and Outdoor Adventure Education Program: Using Constructive-Developmental Theory to Investigate Individual Differences in Adolescent Meaning-Making and Developmental Growth

2021 ◽  
pp. 074355842110108
Author(s):  
Wendy G. Gwyn ◽  
Michael J. Cavanagh
Keyword(s):  
Developmental Stage ◽  
Education Program ◽  
Adventure Education ◽  
Meaning Making ◽  
Developmental Theory ◽  
Outdoor Adventure ◽  
Constructive Developmental Theory ◽  
Outdoor Adventure Education ◽  
Developmental Growth ◽  
Constructive Developmental

Using interpretative phenomenological analysis and Robert Kegan’s constructive-developmental theory, this study investigated how developmental stage shaped the subjective experiences of 13 adolescents ( Mage = 15.92 years, 54% females) in a developmental coaching and outdoor adventure education program. Participants were drawn from socioeconomically disadvantaged schools in Sydney, Australia, and represented Asian, Middle Eastern, and European ethnicities. A single, semi-structured interview was conducted with participants postprogram, following protocols approved by an institutional ethics committee. Interview data were used to investigate participants’ meaning-making structures as evidence of constructive-developmental stage both at the time of interview and program participation. We found that, despite being similar ages at program commencement, participants displayed a range of constructive-developmental stages. The data demonstrate how participants at different stages of meaning-making experienced the same activities differently, including what they experienced as challenging and supportive. Furthermore, our findings suggest that there is a valuable role for developmental coaching in scaffolding program challenges to stimulate constructive-developmental growth. Constructive-developmental theory provides a novel framework for understanding the different ways in which adolescents make meaning of developmental programs. We hope the findings from this study will help those who design and implement these programs to appreciate constructive-developmental differences in their participants to better target interventions aimed at facilitating developmental growth.

A Developmental Model for Primary Prevention of Chemical Abuse

1977 ◽  
Vol 7 (2) ◽  
pp. 141-148 ◽  
Author(s):  
Ardyth A. Norem-Hebeisen ◽  
Mark S. Lucas
Keyword(s):  
Primary Prevention ◽  
Developmental Model ◽  
Educational Settings ◽  
Instructional Objectives ◽  
Developmental Growth ◽  
Chemical Abuse

A review of correlates of chemical abuse provides background for an inferentially derived proposal for direction of prevention efforts in educational settings. The proposed developmental model suggests five simultaneously viewed perspectives for generating curriculum with a preventative thrust. The five perspectives provide the basis for a hierarchy of instructional objectives and direct the educator toward objectives of developmental growth for students.

scholarly journals Psychological counselling methodology for overcoming a life crisis

2021 ◽  
Vol 7 (Extra-E) ◽  
pp. 359-368
Author(s):  
Viktoriia Overchuk ◽  
Marianna Yaroshchuk ◽  
Tetiana Danylchenko ◽  
Anastasiia Litvinova ◽  
Larysa Absalyamova
Keyword(s):  
Role Models ◽  
Online Survey ◽  
Social Role ◽  
Human Life ◽  
Semantic Differential ◽  
Diagnostic Interview ◽  
Life Stages ◽  
Life Crisis ◽  
Supervision Models ◽  
Developmental Supervision

The aim of the present study is to determine a set of interconnected methods and techniques of psychological counseling in overcoming life crises for clients of all ages. In an online survey, 182 psychologists-practitioners (Ukraine) took part. The list of positive and negative elements of normative crises in human life according to four life stages was outlined. It was determined, that in order to reveal the life crisis of patients at the age of 20-23 years practical psychologists recommend using the following methods: analysis of the content of metaphors, psychological testing within the framework of personality constructs and the specialized method of semantic differential. Practical psychologists recommend the following techniques for identifying the life crisis of patients aged 27-33 years: psychotherapy-based supervision models, developmental supervision models, and social role models. Practicing psychologists recommend the following techniques for identifying the life crisis of patients aged 39-45 years: developmental supervision models and social role models. For revealing of life crisis of patients at the age of 55-65 years old practical psychologists recommend to use the technique of the structured diagnostic interview.

Systemic Dual-Developmental Supervision

2016 ◽  
Vol 25 (1) ◽  
pp. 84-90 ◽  
Author(s):  
Shaywanna Harris
Keyword(s):  
Mental Health ◽  
School Counseling ◽  
Marriage And Family Therapy ◽  
Developmental Needs ◽  
Marriage And Family ◽  
Supervision Models ◽  
Developmental Supervision ◽  
Supervision Model ◽  
Systemic Interventions ◽  
Supervisee Development

Counseling programs utilize supervision to train ethical and effective professionals. Faculty supervisors may incorporate systemic interventions into their supervision of students from mental health, school counseling, and marriage and family therapy tracks, as students may encounter systemic clients in their tenure as therapists. Further, many existing supervision models focus on supervisee development and neglect the developmental considerations of supervisors. The systemic dual-developmental supervision model integrates systemic supervision to address the developmental needs of not only the supervisee but the supervisor as well.

scholarly journals DISCRIMINATION INTEGRATED DEVELOPMENTAL SUPERVISION MODEL

2018 ◽  
Vol 10 (1) ◽  
Author(s):  
Neffisatu Dambo
Keyword(s):  
Process Model ◽  
Developmental Model ◽  
Counselor Supervision ◽  
Supervisory Relationship ◽  
Developmental Supervision ◽  
Supervision Model ◽  
Monitoring Training

Counselor supervision is important for the development of future counselors and for client safety.  Supervision is a process that provides monitoring, training, consultation, and feedback to help with counselors’ development, skill, and competencies.  Therefore, the purpose of this manuscript is to present the Discrimination Integrated Developmental Supervision Model (DIDSM), which is an integration of Bernard’s (1997) Discrimination process model and Stoltenberg and Delworth’s (1987) Integrated Developmental Model.  The author will also discuss how the following DIDSM tenets are essential to counselor supervision: (a) the supervisory relationship, (b) modeling, (c) feedback, and (d) the awareness of self and others.                            

scholarly journals The Present State of Existential Interventions Within Palliative Care

2022 ◽  
Vol 12 ◽  
Author(s):  
Takeshi Terao ◽  
Moriaki Satoh
Keyword(s):  
Advanced Cancer ◽  
Meaning Making ◽  
Meaning Of Life ◽  
Well Being ◽  
Life Review ◽  
Existential Philosophy ◽  
Existential Psychotherapy ◽  
European Tradition ◽  
Spiritual Well Being ◽  
Hope Intervention

Existential psychotherapy is rooted in the European tradition of existential philosophy. Existential philosophers include Husserl and Heidegger, who were German, and Camus, Sartre, de Beauvoir, and Merleau-Ponty, who were French. Their works contain existentially ultimate themes such as death, freedom, meaninglessness, and isolation. Based on their knowledge of existential philosophy, Binswanger, Frankl, and Boss developed the earlier existential psychotherapies such as Dasein-analysis and Logotherapy, while May, Laing, Yalom, May, and Wong started later existential psychotherapies in the British and American culture. Focusing on patients with advanced cancer and/or terminal care, we found nine types of existential psychotherapies which were investigated using randomized controlled trials (RCTs): Meaning-Centered Group Psychotherapy (MCGP), Individual Meaning-Centered Psychotherapy (IMCP), Meaning-Making intervention (MMi), Meaning of Life Intervention, Managing Cancer and Living Meaningfully (CALM), Hope Intervention, Cognitive and Existential Intervention, Dignity Therapy, and Life-Review Interviews, from 19 relevant RCTs. All deal with death, meaninglessness, isolation, and freedom. Particularly, MCGP, IMCP, MMi, Meaning of Life intervention, and CALM emphasize finding and/or making meaning in the individual's life. The effects on existential or spiritual well-being were confirmed in MCGP, IMCP, Meaning of Life intervention, and Life-Review intervention although the number of studies were very few. In the other interventions, there were heterogenous findings and again the number of studies was very small. Further studies are required to investigate the effects of existential psychotherapy on patients with advanced cancer.

Expressive Arts in Play Therapy Supervision for Substance Abuse Issues

2021 ◽  
pp. 38-55
Author(s):  
Angela I. Sheely-Moore ◽  
Adam Daniel
Keyword(s):  
Substance Abuse ◽  
Case Studies ◽  
Play Therapy ◽  
Expressive Arts ◽  
Developmental Model ◽  
Practical Applications ◽  
Supervision Models ◽  
Discrimination Model ◽  
Play Therapists

The authors of this chapter identify ways to optimize supervision for play therapists working with clients facing substance abuse issues. Using case studies, two expressive arts activities used in play therapy supervision are showcased along with two well-known supervision models: Bernard's (1979) Discrimination Model and the Integrated Developmental Model (Stoltenberg & McNeill, 2010). The authors highlight practical applications, as well as potential challenges, when using expressive arts in play therapy supervision for substance abuse-related issues.

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