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Facilitating reflective practice in ...

Pranata, Herlina.

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Facilitating reflective practice in clinical supervision.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Facilitating reflective practice in clinical supervision./
作者:	Pranata, Herlina.
面頁冊數:	175 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-11, Section: B, page: 6290.
Contained By:	Dissertation Abstracts International66-11B.
標題:	Psychology, Clinical. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3194841
ISBN:	0542408554

Facilitating reflective practice in clinical supervision.
Pranata, Herlina.

Facilitating reflective practice in clinical supervision. - 175 p.

Source: Dissertation Abstracts International, Volume: 66-11, Section: B, page: 6290.

Thesis (Ph.D.)--The University of Utah, 2005.

The present study examined the perspectives of eleven nominated reflective supervisors on what they thought and did in facilitating a reflective process in supervision. Data were extracted from individual interviews, audio taped supervision sessions, self-reflective writings, participant checks or follow-up contacts, and the researcher's analytic and self-reflective memos, from immersion in the field and field notes. Two paradigms under the postmodern perspective were used, i.e., constructivism and social construction. Data were analyzed using grounded theory or constant-comparative approach. A total of 11 supervisors (5 females, 6 males) were recruited. Participants' ages ranged from 36 to 67 years old, with years of being a therapist ranging from 7 to 33, and years of being a supervisor ranging from 5 to 30. Ten out of 11 participants were European American and one was African American.

ISBN: 0542408554Subjects--Topical Terms:

524864
Psychology, Clinical.

Facilitating reflective practice in clinical supervision.
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500 $a Adviser: Dorlene Walker.
502 $a Thesis (Ph.D.)--The University of Utah, 2005.
520 $a The present study examined the perspectives of eleven nominated reflective supervisors on what they thought and did in facilitating a reflective process in supervision. Data were extracted from individual interviews, audio taped supervision sessions, self-reflective writings, participant checks or follow-up contacts, and the researcher's analytic and self-reflective memos, from immersion in the field and field notes. Two paradigms under the postmodern perspective were used, i.e., constructivism and social construction. Data were analyzed using grounded theory or constant-comparative approach. A total of 11 supervisors (5 females, 6 males) were recruited. Participants' ages ranged from 36 to 67 years old, with years of being a therapist ranging from 7 to 33, and years of being a supervisor ranging from 5 to 30. Ten out of 11 participants were European American and one was African American.
520 $a Supervisors in the current study reported that their current reflective process in supervision (supervisory alliance, supervisor's ways of being and doing) was shaped by their framework and intention, theoretical orientations, past supervision experiences, current self-reflective practices and contextual factors. Supervisory alliance was critical as it served as the foundation of reflective process in supervision. Supervisory alliance provided the "spaciousness" needed for supervisors to be able to reflect. Supervisors' ways of being and doing facilitated the reflective process. Supervisors used their selves and intuition to facilitate the reflective process. As they did so, reflective process was meant to help supervisees develop their own intuition, and eventually developed their own internal supervisor. Supervisors operated from a positive, growth-conducive framework and intended to draw the best out of supervisees and to facilitate self-exploration. Supervisors' theoretical orientation often determined the choice of language and direction of the intended self-exploration. Supervisors also reported that their past supervision experiences served as a model in facilitating a reflective process. Furthermore, their current self-reflective practices pointed to the importance of self-care, self-expression, personal and professional endeavors. These self-reflective practices helped supervisors to stay reflective by providing the "spaciousness" they needed to be facilitative in their supervisory work. Finally, supervisors also paid attention to contextual factors, such as time, energy, and supervisees' personal and developmental factors in facilitating reflectivity.
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