Stage and Contextual Approaches to Development in Professional Supervision
Tóm tắt
This paper discusses supervision as a means of professional and personal development in adulthood and analyzes its relevant mechanisms and processes. By using several theoretical concepts of development the stage and contextual approaches to supervision are discussed. While the stage approach describes the movement of supervisee, supervisor, and supervision relationship along perceivable and predictable stages, the contextual approach understands the development of an adult as a progression towards increased differentiation and integration of some of its functions, to which experiences, the context of one's life, and one's own activity contribute a great deal.
Tài liệu tham khảo
Baltes, P. B. (1987). Theoretical propositions of life-span development psychology: On the dynamics between growth and decline. Developmental Psychology, 23, 611–626.
Baltes, P. B., Lindenberger, U., & Staudinger, U. M. (1998). Life-span theory in developmental psychology. In W. Damon & R. M. Lerner (Eds.), Theoretical models of human development (pp. 1029–1144). New York: Wiley.
Baltes, P. B., Rees, H. W., & Lipsitt, L. P. (1980). Life-span developmental psychology. Annual Review of Psychology, 31, 65–110.
Blair, K. L., & Peake, T. H. (1995). Stages of supervisor development. The Clinical Supervisor, 13(2), 119–126.
Bogataj, B. (1997). Supervizija v vzgojnih zavodih in stanovanjskih skupinah [Supervision in residential care institutions and group homes]. Socialna pedagogika, 1(3), 47–70.
Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon & R. M. Lerner (Eds.), Theoretical models of human development (pp. 993–1098). New York: Wiley.
Carroll, M. (1996).Counselling supervision. London: Cassell.
Csikszentmihalyi, M., & Rathunde, K. (1998). The development of the person: An experiential perspective on the ontogenesis of psychological complexity. In W. Damon & R. M. Lerner (Eds.), Theoretical models of human development (pp. 635–684). New York: Wiley.
Dekleva, B. (1996). Supervizija za razvojne projekte–-njeno razumevanje, dosedanja praksa in bodoée potrebe [Supervision for developmental projects–-its understanding, practical implementation and future needs]. Horizons of Psychology, 5(2), 75–86.
Dekleva, B., & Rapuš Pavel, J. (1995). Analiza izvajanja supervizije v okviru razvojnih in preventivnih programov v letih 1993 in 1994 [Analysis of the implementation of supervision in developmental and preventive projects in the years 1993 and 1994]. In B. Dekleva (Ed.), Supervizija za razvojne in preventivne programe (pp. 31–73). Ljubljana: Društvo za razvijanje preventivnega in prostovoljnega dela.
Dixon, R. A., & Lerner, R. M. (1992). Roots of contemporary theories in developmental psychology. In M. H. Bornstein & S. Lamb (Eds.), Developmental psychology. Hillsdale, NJ: Erlbaum.
Havighurst, R. J. (1972). Developmental tasks and education (3rd ed.). New York: David McKay.
Hay, J. (1995). Transformational mentoring. London: McGraw-Hill.
Ivić, I. (1985). Razvojna psihologija celog životnog ciklusa èoveka [Life span developmental psychology]. Posvetovanje psihologov Slovenije, zbornik referatov. Ljubljana, SI: Društvo psihologov Slovenije.
Kadushin, A. (1985). Supervision in social work. London: Columbia University Press.
Kobolt, A. (1998). Odnos vzgojiteljev in vzgojiteljic stanovanjskih skupin do supervizije in njihove izkušnje s supervizijskim procesom [Youth care workers' attitudes towards supervision and their experiences with the supervision process]. In Supervizija v stanovanjskih skupinah. Maribor: Društvo strokovnih delavcev BIVA.
Lerner, R. M. (1978). Nature, nurture, and dynamic interactionism. Human Development, 21(1), 1–20.
Lerner, R. M. (1988). Personality development: A life-span perspective. In E. M. Hetherington, R. M. Lerner, & M. Perlmutter (Eds.), Child development in life-span perspective (pp. 21–46). London: Erlbaum.
Lerner, R. M. (1998). Theories of human development: Contemporary perspectives. In W. Damon & R. M. Lerner (Eds.), Theoretical models of human development (pp. 1–24). New York: Wiley.
Miltenburg, R., & Singer, E. (1999). Culturally mediated learning and the development of self-regulation by survivors of child abuse: A Vygotskian approach to the support of survivors of child abuse. Human Development, 42(1), 1–17.
Riegel, K. F. (1975). Toward a dialectical theory of development. Human Development, 18, 50–64.
Sameroff, A. J. (1994). The social context of development. In M. Woodhead, R. Carr, & P. Light (Eds.), Becoming a person (pp. 167–189). London: Routledge.
Silbereisen, R. K., & Walper, S. (1989). A person-process-context approach. In M. Rutter (Ed.), Studies of psychosocial risk: The power of longitudinal data (pp. 96–113.) Cambridge: Cambridge University Press.
Stoltenberg, C., & Delworth, U. (1987). Supervising counselors and therapists: A developmental approach. San Francisco: Jossey-Bass.
Stoltenberg, C. D., McNeill, B. W., & Crethar, H. C. (1994). Changes in supervision as counselors and therapists gain experience: A review. Professional Psychology: Research and Practice, 25, 416–449.
Stoltenberg, C. D., McNeill, B. W., & Delworth, U. (1998). IDM supervision: An integrated developmental model for supervising counselors and therapists. San Francisco: Jossey-Bass.
Sugarman, L. (1986). Life-span development, concepts, theories and interventions. London: Methuen.
Vygotsky, L. S. (1977). Mišljenje i govor (Mišlenie I reè'). Beograd: Nolit.
Watkins, C. E., Jr. (1990). Development of the psychotherapy supervisor. Psychotherapy, 27, 553–560.
žorga, S. (1997a). Professionals as partners in their own professional development. In 33rd IAAP International Conference on Developing Human Relations and Ethnic Understanding (pp. 134–143.) Hardwar, India: Gurukul Kangri University.
žorga, S. (1997b). Supervision process seen as a process of experiential learning. The Clinical Supervisor, 16(1), 145–161.
žorga, S. (1997c). Vloga supervizije v profesionalnem in osebnostnem razvoju strokovnega delavca [Role of supervision in professional and personal development of the professional]. Socialna pedagogika, 1(3), 9–26.