Supervisee experiences of poor and harmful clinical supervision
- Authors: Lovell, Colleen , Crafti, Naomi
- Date: 2005
- Type: Text , Journal article
- Relation: Australian Journal of Psychology Vol. 57, no. (2005), p. 225
- Full Text: false
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Parental monitoring behaviors : A model of rules, supervision and conflict
- Authors: Hayes, Louise , Hudson, Alan , Matthews, Jan
- Date: 2004
- Type: Text , Journal article
- Relation: Behavior Therapy Vol. 35, no. 3 (2004), p. 587-604
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- Description: A model of parental monitoring behaviors, comprising rule setting and supervision, was proposed. The hypothesized relationship between rules, supervision, conflict, and adolescent problem behavior was tested using structured equation modeling on self-report data from 1,285 adolescents aged 14 to 15 years. The model was an adequate fit of the data, accounting for 40% of the variance in problem behavior. Specifically, lax rules predicted poor supervision and high conflict. High conflict and low supervision were predictors of the adolescent problem behavior construct, which encompassed conduct problems, rebelliousness, and sensation seeking. Adequate rules appear to form the foundation for better supervision and less conflict, and hence lower levels of adolescent problem behaviors.
- Description: 2003002813
Australian registered and enrolled nurses: Is there a difference?
- Authors: Jacob, Elisabeth , Sellick, Kenneth , McKenna, Lisa
- Date: 2012
- Type: Text , Journal article
- Relation: International Journal of Nursing Practice Vol. 18, no. 3 (2012), p. 303-307
- Full Text: false
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- Description: Australian registered and enrolled nurses: Is there a difference? There are two categories of nurse registered to practise in Australia, the degreeâ€educated registered nurse and the certificate/diploma trained enrolled nurse (EN). While it is argued that the roles of the two categories of nurse in Australia are different, recent changes to the educational preparation and supervision requirements of ENs have narrowed these differences. This paper examines the existing literature to determine the perceived differences and similarities between registered and ENs in Australia. Differences identified included registration requirements, educational preparation, supervisory requirements and role expectation. Further research needs to be undertaken to examine the educational preparation of registered and ENs in order to obtain a greater understanding of role expectations on graduation. Supervision processes also require reviewing to demonstrate differences between indirect supervision and independent practice for ENs.
What happens when clinical supervision harms or goes badly?
- Authors: Lovell, Colleen , Crafti, Naomi
- Date: 2006
- Type: Text , Journal article
- Relation: Australian Journal of Psychology Vol. 58, no. (2006), p. 158
- Full Text: false
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Parent/caregiver supervision and child injury : A systematic review of critical dimensions for understanding this relationship
- Authors: Petrass, Lauren , Blitvich, Jennifer , Finch, Caroline
- Date: 2009
- Type: Text , Journal article
- Relation: Family & Community Health Vol. 33, no. 2 (Apr-Jun 2009), p. 123-135
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- Description: This study reviewed the relationship between recognized dimensions of supervision and children's injuries based on Saluja et al's (Injury Control and Safety Promotion. 2004; 11: 17-22) hierarchal model of supervision strategies. A systematic review of peer-review studies was clone with the earliest records available to 2007. There were 112 potentially relevant articles identified; 31 studies met all inclusion criteria. Reported Studies were categorized according to the dimensions Of supervision they addressed. Studies were not evenly distributed across the dimensions. There was evidence from the Study that directly linking dimensions of supervision to child injury risk and outcomes is scarce. future studies should consider attention, proximity, and continuity Of supervision to provide a holistic understanding of the relationship between Supervision and injury
- Description: 2003008201
Pedagogical concerns in doctoral supervision : A challenge for pedagogy
- Authors: Zeegers, Margaret , Barron, Deirdre
- Date: 2012
- Type: Text , Journal article
- Relation: Quality Assurance in Education Vol. 20, no. 1 (2012), p. 20-30
- Full Text: false
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- Description: Purpose: The purpose of this paper is to focus on pedagogy as a crucial element in postgraduate research undertakings, implying active involvement of both student and supervisor in process of teaching and learning. Design/methodology/approach: Drawing on Australian higher degree research supervision practice to illustrate their argument, the authors take issue with reliance on traditional Oxbridge conventions as informing dominant practices of supervision of postgraduate research studies and suggest pedagogy as intentional and systematic intervention that acknowledges the problematic natures of relationships between teaching, learning, and knowledge production as integral to supervision and research studies. Findings: The authors examine issues of discursive practice and the problematic nature of power differentials in supervisor-supervisee relationships, and the taken-for-grantedness of discursive practice of such relationships. The authors do this from the perspective of the student involved in higher degree research programs, a departure from the bulk of the literature that has as its focus the perspective of the supervisor and/or the institution. Originality/value: The paper examines the perspective of the student involved in higher degree research programs, a departure from the bulk of the literature that has as its focus the perspective of the supervisor and/or the institution. © Emerald Group Publishing Limited.
Inside the mentors' experience : Using poetic representation to examine the tensions of mentoring pre-service teachers
- Authors: McDonough, Sharon
- Date: 2018
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 43, no. 10 (2018), p. 98-115
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- Description: The supervision and mentoring of pre-service teachers during professional experience is complex work that requires a range of skills and capacities. Professional development for this work has traditionally been limited, however, and mentor teachers report experiencing tensions in their work stemming from their roles as both supporter and assessor of pre-service teachers. Despite the central role that mentors play in professional experience, their voices are underrepresented in the literature. In this paper, I draw on interview data to examine teachers' experiences as mentors and the tensions they experience. I use poetic representation to illuminate the tensions and emotions of mentoring and present seven poems that provide insight into these tensions. I argue that poetic representation of interview data provides an opportunity to connect with the experience of being a mentor and offer suggestions for teacher educators to work collaboratively with mentor teachers to explore the dimensions of their role.
Underpinning practice-based creative research with quality supervision
- Authors: Mann, Allan , Button, Loris , Sillitoe, Jim
- Date: 2006
- Type: Text , Conference paper
- Relation: Paper presented at Thinking the future: Art, design and creativity Conference, Melbourne : 26th - 29th September, 2006
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- Description: In the past few years, there has been some interestingdebate on the notion of postgraduate research by the exegesis route, which is currently the most favoured approach to higher degree qualification in the creative arts arena. The production of an artwork, which is accompanied by scholarly written exposition, has become a well-accepted way in which cultural and social knowledge is generated within the creative disciplines. Some problems, however, still remain with the quality supervision of creative arts postgraduate students because of the concurrent requirements of having a supervisor with a significant reputation in the student's field of creative endeavour and the skills to advise on the preparation of the scholarly document that expounds on the creative work. In addition, because of the recent history of the exegesis route to higher degrees, there are relatively few experienced research staff in creative arts departments. At the University of Ballarat's Arts Academy, we have been developing an approachto the supervisionof creative Masters and Doctoral exegeses in the context of small staff numbers, a wide variety of practice areas, and a relatively large number of enrolled students. Results to date have been encouraging, and this paper will report on the way in which we are attempting to provide each studnet with the best educational experience possible and produce world-class creative higher degree graduates within a school that has a limited financial and personnel resource base
- Description: E1
- Description: 2003002054
Parental monitoring : A process model of parent adolescent interaction
- Authors: Hayes, Louise , Hudson, Alan , Matthews, Jan
- Date: 2003
- Type: Text , Journal article
- Relation: Behaviour Change Vol. 20, no. 1 (2003), p. 13-24
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- Description: Empirical evidence supports parental monitoring as a moderator of adolescent problem behaviours. A methodical review shows that monitoring has been measured using self-report questions based on parental knowledge of adolescent free-time use; however, inconsistencies in the definition of monitoring have created confusion. A process model of parental monitoring is proposed. This proposed model conceptualises monitoring interactions in a temporal sequence. It proposes that parental monitoring occurs in two distinct stages: before the adolescent goes out and when they return home. Parental and adolescent responses to monitoring interactions impact on future monitoring episodes. The proposed model demonstrates that a functional understanding of parent and adolescent monitoring behaviours is essential to clinical prevention and intervention. [Author abstract]
- Description: 2003002816
An intercultural critical reflection model
- Authors: Redfern, Helen , Bennett, Bindi
- Date: 2022
- Type: Text , Journal article
- Relation: Journal of social work practice Vol. 36, no. 2 (2022), p. 135-147
- Full Text: false
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- Description: Critical reflection is an important tool used by social workers to develop culturally responsive education, practice, and supervision. Current frameworks provide clearly defined processes for learners and professionals to create culturally safe learning and practice. However, in the models currently used in Australian social work, there is no representation of Aboriginal ways of knowing, being and doing. In this paper, we introduce a new model which integrates, for the first time, both Western and Aboriginal Peoples' epistemologies in critical reflection. This model is intended to be used by Aboriginal and Torres Strait Islander and non-Indigenous learners and professionals who are dedicated to creating culturally safe spaces that acknowledge and integrate Aboriginal Peoples' culture and wisdom. The aim of the model is to support social workers to reflect deeply, then integrate and act on their learning in a culturally responsive way that may create transformative practice.
Identifying factors affecting work-integrated learning opportunities in exercise science and exercise physiology
- Authors: Buchan, Jena , Pitcher, Christian , Pascoe, Deborah , McGowan, Courtney , Clanchy, Kelly , Sealey, Rebecca
- Date: 2023
- Type: Text , Journal article
- Relation: International Journal of Work-Integrated Learning Vol. 24, no. 2 (2023), p. 241-259
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- Description: Support from industry professionals is essential to meet the increasing demand for high-quality work-integrated learning (WIL) that forms a core component of university curriculum in various health professions. This qualitative study used an online survey to investigate the current landscape of exercise science and physiology WIL opportunities in Australia, building from a previous 2013 study. Factors were identified from 76 practicum supervisors that restrict and promote willingness to provide WIL opportunities, with recommendations made on how to better support and engage current and future supervisors. Fifteen factors were identified that influenced supervisor WIL engagement, with four factors reported as 'promote', six factors reported as 'restrict' and five factors identified as promoting and restricting. Using these findings, recommendations were made around five key issues related to supporting sustainable, engaging future WIL opportunities. An update was also provided on status of recommendations resulting from the 2013 research and remaining areas for action. © 2023 International Journal of Work-Integrated Learning. All rights reserved.