Sentences with phrase «supervision model as»

This webinar examines the reflective supervision model as a process between the supervisor and staff member that differs from administrative supervision.

Not exact matches

Around 30 older students from Year 11 at Alleyn's act as mentors on the scheme, supporting individual pupils in the classroom, carrying out administrative tasks and supervision, and, importantly, acting as role models for the younger children.

What will happen as new models of teacher supervision and principal accountability are put in place?

As an administrator you might see the flaws in the universal model for supervision and evaluation and have a desire to make meaning out of walkthroughs, or maybe you struggle to identify opportunities to build capacity within your instructional leaders.

Working under the supervision of the Research Climatologist, the Statistical Modelling Analyst will analyse and model regional climate data as part of a multi ‐ disciplinary team consisting of PCIC climatologists and research collaborators.

Because Sacramento is the state capital of California we had a very robust and well - thought - through field placement program where students would have the opportunity to extern in either state government or regulatory agencies or otherwise in what I call the hub - and - spoke model where they would go out into their field placement, come back into a hub, discuss, process, analyze under supervision either the ethical issues they were facing in those environments or other practice issues, and I think that helps prepare them for the transition into life beyond law school as well as allowing them to create the opportunities to meet people in those working environments, understand what it meant beyond the law school to be in that working environment, beyond just a kind of summer type of experience.

I utilize an isomorphic philosophy in my work as clinical supervisor, modeling the skills in supervision that the student seeks to learn as therapist.

By viewing and being viewed, actively giving and receiving feedback, the supervisee's opportunities for experimental learning are expanded; this characterizes group supervision as a social modeling experience.

As a consequence, the literature on CBT supervision has only recently begun to assimilate concepts from the wider supervision field (e.g. developmental models), and there is as yet no manual that would allow supervisors to make explicit determinations of competencAs a consequence, the literature on CBT supervision has only recently begun to assimilate concepts from the wider supervision field (e.g. developmental models), and there is as yet no manual that would allow supervisors to make explicit determinations of competencas yet no manual that would allow supervisors to make explicit determinations of competency.

The webinar covers both theoretical issues, such as pathways toward integrating multiple models or theories, as well as implications for decision - making, monitoring therapist use of self, and supervision from an integrative perspective.

study, by describing common and diverse approaches to training and supervision of early childhood mental health consultants, incorporating additional research on this topic, as well as showcasing models, strategies, and tools that contribute to a prepared and supported workforce.

In discussing different models for group psychotherapy supervision, the question was raised as to how different individuals have gotten «buy in» from other staff members about the importance of group work and group training.

In Evidence - Based Clinical Supervision, Principals, and Practice, Dr. Derek Milne applies his extensive experience as a consultant psychologist, clinical supervisor, university clinical director, and researcher to challenges besetting clinical supervision, both in terms of supervision models and research concerning the effectiveness of supervision.

(a) Document a minimum of twenty - four hours of academic preparation or board approved continuing education coursework in counselor supervision training including training six hours in each area as follows: (i) Assessment, evaluation and remediation which includes initial, formative and summative assessment of supervisee knowledge, skills and self - awareness; components of evaluation e.g. evaluation criteria and expectations, supervisory procedures, methods for monitoring (both direct and indirect observation) supervisee performance, formal and informal feedback mechanisms, and evaluation processes (both summative and formative), and processes and procedures for remediation of supervisee skills, knowledge, and personal effectiveness and self - awareness; (ii) Counselor development which includes models of supervision, learning models, stages of development and transitions in supervisee / supervisor development, knowledge and skills related to supervision intervention options, awareness of individual differences and learning styles of supervisor and supervisee, awareness and acknowledgement of cultural differences and multicultural competencies needed by supervisors, recognition of relational dynamics in the supervisory relationship, and awareness of the developmental process of the supervisory relationship itself; (iii) Management and administration which includes organizational processes and procedures for recordkeeping, reporting, monitoring of supervisee's cases, collaboration, research and evaluation; agency or institutional policies and procedures for handling emergencies, case assignment and case management, roles and responsibilities of supervisors and supervisees, and expectations of supervisory process within the institution or agency; institutional processes for managing multiple roles of supervisors, and summative and formative evaluation processes; and (iv) Professional responsibilities which includes ethical and legal issues in supervision includes dual relationships, competence, due process in evaluation, informed consent, types of supervisor liability, privileged communication, consultation, etc.; regulatory issues include Ohio laws governing the practice of counseling and counseling supervision, professional standards and credentialing processes in counseling, reimbursement eligibility and procedures, and related institutional or agency procedures.

In Mastering Family Therapy, with his disciples Wai - Yung Lee and George Simon, Minuchin presents a model of supervision and training intent on expanding and diversifying therapists» use of themselves as instruments of change.

The training experience will serve as a model for creating a Head Start setting in which reflective supervision will be put into consistent practice.