The impacts of supervisor – PhD student relationships on PhD students’ satisfaction: A case study of Vietnamese universities

This study focuses on investigating impact of supervisor – PhD student relationship on PhD students’ satisfaction with their supervisors’ supervisory styles and their skill development. A survey was conducted among 430 respondents who both finished or were doing their doctoral study at universities in Northern, Central and Southern cities in Vietnam in social science, economics and business management majors. Findings revealed that the leadership, helping, understanding and responsibility relationship between supervisors and PhD students were positively associated with PhD students’ satisfaction with supervisors’ supervisory style while the uncertain, dissatisfied and admonishing types of relationships were negatively associated with PhD students’ satisfaction. The strict relationship did not negatively affect PhD students’ satisfaction with their supervisors’ supervisory styles. Furthermore, PhD students’ satisfaction with their supervisors’ supervisory styles positively influenced their satisfaction with academic skill development during their PhD candidature. Implications and future research directions were then discussed.

Influence of supervisory style on supervision outcomes among Undergraduate Trainee Counsellors

The research aimed to identify the influence of supervisory styles on supervision outcome among undergraduate trainee counsellors. This research was quantitative with correlational research design in order to identify the influence and relationship between independent and dependent variables among trainee counsellors. 100 respondents from two (2) public universities in Malaysia were recruited. Stratified random sampling technique was utilized to select the respondent and proportional stratification was used to determine the sample size of each stratum. Supervisory Styles Inventory (SSI) and Supervisory Satisfaction Questionnaire (SSQ) was the instrument used in this study. The System Approach to Supervision (SAS) Model become underlying theory in this research. The results of the study were analysed by using Pearson’s product-moment Coefficients and Multiple Regression. Based on the findings, the supervisory styles showed that there was significant relationship with supervision outcome (r= 0.49, p< 0.05). Three of supervisory styles which were attractive (r= 0.48, p< 0.05), interpersonally sensitive (r= 0.48, p< 0.05) and task-oriented (r= 0.42, p< 0.05). The supervisory styles also showed there was significant influence with supervision outcome. Among the three supervisory styles, attractive and interpersonally sensitive was the most influence on supervision outcome (R2=0.23, Adjusted R2=0.22, F(1, 98) = 29.05, p<0.05). The findings of this study perhaps could expand knowledge and understanding on the individual differences to supervision field. Supervisors could examine and reflect upon their styles based on theoretical framework provided and can restructure the styles. Lastly, it also can improve the quality and effectiveness of supervision for both supervisor and supervisee.

The Impact of Supervisory Styles on Satisfaction of Undergraduate Counselling Interns in Malaysia

Clinical experience in counsellor education would not be possible without the kind support of our site supervisors. Day-to-day guidance, advice, and real understanding given to undergraduate students are essential in helping students develop and grow into competent counsellors during their internships. Supervisors play different roles and styles during the supervision process. Thus, this study aimed to assess student perceptions of counsellors' supervisory styles and examine what impact those styles have on the satisfaction of undergraduate counselling interns. This study is quantitative, where a total of 138 counselling interns were selected from four public universities in Malaysia. The results showed that in the Malaysian backdrop, four supervisory styles have a major relationship with supervisory satisfaction, and they are as follows: directive teacher, supportive teacher, counsellor, and delegating colleague (consultant) styles respectively. This study has also filled the knowledge gap existing in the realm of counselling supervisory styles. Furthermore, the newly modified instruments of supervisory styles inventory may be applied to the undergraduate level interns. In practice, this helps supervisors to enhance the supervision process. The undergraduate counselling interns mostly are satisfied with supportive supervisory style. In this regard, supervisors or counsellor educators may find the most functional and appropriate style that suits their interns. Keywords: principal supervisory, satisfaction, supervisor, supervisory style, undergraduate counselling interns

Local and Non-local Doctoral Students in Hong Kong: Do Stressors Differ with Students’ Origins?

The aim of this study is to explore whether local and non-local doctoral students in Hong Kong perceive their competency, supervisory style and institutional environment differently, and how these perceptions influence their stress levels. Two research questions are identified: Are there differences in the perceived competency and learning experiences of local and non-local doctoral students in Hong Kong? What are the factors resulting in doctoral students’ stress, and how do these differ with students’ origins? This study used survey data from the Comparative Study of Doctoral Education in Asian Flagship Universities. An analysis of 482 responses was conducted and analysis of variance (ANOVA) and multiple regressions were applied. The results show that non-local students (international students and those from the mainland) had higher levels of confidence in their competency and were more satisfied with their supervisors and institutional environments than local students. The regression analysis showed that factors influencing stress were different for local and non-local students. For example, perceived competency and an authoritarian supervisory style led to stress in Hong Kong local students, while they were less stressed in a supportive institutional environment. Perceived competency and a research- and resource-oriented culture led to stress in doctoral students from the mainland, but this was reduced when they felt that their relationship with their supervisor was more professional. International students were stressed due to the dissertation requirements and collegial supervisory style, but they felt less stressed if the culture was more autonomous. This study reveals implications for how the demands and expectations of local and non-local doctoral students should be considered differently, and it highlights the importance of encouraging mutually engaging learning experiences across students’ origins and making their learning communities meaningful.

Dealing With Clinicians’ Fears About Using Exposure

In addition to the institutional barriers to exposure that are often present in higher levels of care for eating disorders, there are also clinician-level barriers that need to be addressed across clinical settings. In particular, there is a well-documented tendency for clinicians to endorse concerns about the safety and tolerability of exposure therapy, and these concerns are unfortunately predictive of suboptimal delivery of the treatment. This chapter provides guidance for clinicians in effectively navigating their concerns, with remedial strategies pulled from empirical research on reducing clinician concerns about exposure-based therapy. Clinical supervisors are also encouraged to be mindful of the potential for their own concerns about exposure to negatively influence their supervisory style.

Training and maintaining autonomy-supportive supervisory style in low-skilled occupations

According to self-determination theory, employees' well-being is related to the autonomy-supportive style of a supervisor. However, the effect of supervision style on well-being remains understudied in low-skilled occupations. This study employed a mixed-method, multi-level approach to examine the impact of autonomy-supportive training (AST) on supervisors and employees and to identify factors contributing to the maintenance of supervisors' autonomy support (SAS). The quantitative phase evaluated the effect of AST on supervisory style and employees' well-being, with a sample of 44 supervisors and 240 employees in New Zealand. The qualitative phase used focus groups and interview with 15 supervisors to explore factors that could influence the maintenance of SAS. Overall, supervisors can be trained to adopt an autonomy-supportive style, but these skills can also be diluted by organisational factors such as pressures and managerial behaviour. This study contributes to autonomy-supportive style research in order to account for factors affecting the maintenance of SAS in low-skilled occupations.

A-06 The Culturally Expressive and Responsive (CER) Supervision Model in Neuropsychology

Objective The competency-based movement within neuropsychology training programs has done much to create uniform standards of training and identify the “readiness” of trainees to progress to the next level. However, there is little research regarding best practices for development of a supervisory style. The successful progression from trainee to independent practitioner requires a training model that evolves, allowing for independence and collegiality, which includes knowledge expansion, changes in professional relationships and successful institutional navigation. Culture mediates interactions in the patient-doctor relationship, case conceptualization, and also within and between institutional frameworks; therefore, a supervision model should include a multicultural perspective at its core. Data Selection: An otherwise unrestricted multi-database search for “Neuropsychology Supervision” within the title of peer-reviewed journals yielded six results with publication years spanning 1999-2017. Only three specifically address models of supervision and only one is US-based (Stucky et al., 2010). Given then demographic shift estimated for 2050 (Passel & Cohn, 2008), there is a call to action to increase culturally competent neuropsychological services, including training and strengthening the student pipeline (Mindt Rivera et al., 2010). Data Synthesis: The proposed Model for Neuropsychology Supervision (Stucky et al., 2010) recommends supervision to be individually tailored, with both process-based and developmental approaches. Conclusions There is a strong need for clear supervision models designed specifically for neuropsychology that integrate culture at all levels of training. Authors propose the Culturally Expressive and Responsive (CER) Supervision Model in Neuropsychology. This is a framework for both trainees and professionals that provides a developmental approach integrating culture and the competency-based standards.

Teacher Job Performance: The Role of Head Teachers’ Supervisory Styles in Public Basic Schools in Mankessim Circuit

The study investigated the effect of head teachers’ supervisory styles and teachers’ job performance in public basic schools in the Mankessim Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. A descriptive survey in the form of mixed methods was used for the study. Through purposive and stratified sampling techniques, 134 respondents made up of 16 head teachers, and 118 teachers were selected and engaged in the study. Two sets of questionnaires, one each for head teachers and teachers were used to collect quantitative data. Qualitative data were obtained through a semi-structured interview guide from 10 respondents (headteacher and teachers) who were conveniently sampled. Means, standard deviation, t-test, one-way ANOVA, and multiple regression were used to analyze the quantitative data while content analysis was used to analyze the qualitative data. The study revealed that head teachers used directive control supervisory style most frequently as compared to collaborative, directive informational, and non-directive supervisory styles. Generally, teachers’ job performance was very good. Besides, the study discovered that head teachers’ supervisory styles were good predictors of teachers’ job performance. It was concluded that supervisory styles of head teachers were essential factors that influenced teachers’ job performance in schools. Among the recommendations is that in-service training in the form of workshops and seminars should be organized for both head teachers and teachers on the need for effective supervision in public basic schools in the Circuit to achieve school and educational goals.