東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Bridging Theory and Practice: A Crit...

Kahn, Sarah Zeta,

FindBook

Google Book

Amazon

博客來

Bridging Theory and Practice: A Critical Discourse Analysis of a Social Justice Initiative Within a Narrative Supervision Process /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Bridging Theory and Practice: A Critical Discourse Analysis of a Social Justice Initiative Within a Narrative Supervision Process // Sarah Zeta Kahn.
作者:	Kahn, Sarah Zeta,
面頁冊數:	1 electronic resource (210 pages)
附註:	Source: Dissertations Abstracts International, Volume: 74-11, Section: A.
Contained By:	Dissertations Abstracts International74-11A.
標題:	Mental health. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3558956
ISBN:	9781303037733

Bridging Theory and Practice: A Critical Discourse Analysis of a Social Justice Initiative Within a Narrative Supervision Process /
Kahn, Sarah Zeta,

Bridging Theory and Practice: A Critical Discourse Analysis of a Social Justice Initiative Within a Narrative Supervision Process /Sarah Zeta Kahn. - 1 electronic resource (210 pages)

Source: Dissertations Abstracts International, Volume: 74-11, Section: A.

The purpose of this study was to increase the current understanding of what occurs within a narrative supervision process and to explore how this approach to supervision can contribute to the development of educational practices that promote social justice efforts in the field of marriage and family therapy. In particular, this study sought to understand how and in what ways the social justice ideas that inform a narrative therapy approach were applied to a narrative supervision group process. Narrative therapy is informed by the poststructural theorist Michel Foucault and offers a unique perspective on the role that therapists can play in challenging oppressive influences in clients' lives and advocating for social change. This study utilized a critical discourse analysis in order to closely examine a series of narrative supervision group sessions. One narrative supervision group comprised of two supervisors and six supervisees served as participants in this study. Results suggested that the narrative supervision group utilized the following six supervision elements that support a social justice orientation: (a) community as pedagogy: learning through practicing together, (b) co-constructed knowledges: valuing the experiences and perspectives of clients and supervisees, (c) positioning knowledge as discourse: using the skills of deconstruction and transparency, (d) valuing expansive conversations, (e) the use of questions versus directives, and (f) the use of tentative language as a means to mitigate power. An additional in-depth analysis of three of the narrative supervision sessions further validated the narrative supervision group's social justice orientation. In particular, findings indicated that the group consistently contextualized the supervision conversation within a discursive frame, sought to expose taken for granted truths, and challenged normative standards. This encouraged supervisees to deconstruct the power and influence of discourse on their lives as well as the lives of their clients.

English

ISBN: 9781303037733Subjects--Topical Terms:

534751
Mental health.
Subjects--Index Terms:

Clinical supervision

Bridging Theory and Practice: A Critical Discourse Analysis of a Social Justice Initiative Within a Narrative Supervision Process /
LDR:03776nmm a22004933i 4500 001 2401795
005 20250522102110.5
006 m o d
007 cr|nu||||||||
008 251215s2013 miu||||||m |||||||eng d
020 $a 9781303037733
035 $a (MiAaPQD)AAI3558956
035 $a (MiAaPQD)cgu:10355
035 $a AAI3558956
035 $a 2401795
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Kahn, Sarah Zeta, $e author. $3 3771999
245 1 0 $a Bridging Theory and Practice: A Critical Discourse Analysis of a Social Justice Initiative Within a Narrative Supervision Process / $c Sarah Zeta Kahn.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2013
300 $a 1 electronic resource (210 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 74-11, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisors: Dreyer, Philip; Cadiero-Kaplan, Karen Committee members: Monk, Gerald; Perez, William.
502 $b Ph.D. $c The Claremont Graduate University $d 2013.
520 $a The purpose of this study was to increase the current understanding of what occurs within a narrative supervision process and to explore how this approach to supervision can contribute to the development of educational practices that promote social justice efforts in the field of marriage and family therapy. In particular, this study sought to understand how and in what ways the social justice ideas that inform a narrative therapy approach were applied to a narrative supervision group process. Narrative therapy is informed by the poststructural theorist Michel Foucault and offers a unique perspective on the role that therapists can play in challenging oppressive influences in clients' lives and advocating for social change. This study utilized a critical discourse analysis in order to closely examine a series of narrative supervision group sessions. One narrative supervision group comprised of two supervisors and six supervisees served as participants in this study. Results suggested that the narrative supervision group utilized the following six supervision elements that support a social justice orientation: (a) community as pedagogy: learning through practicing together, (b) co-constructed knowledges: valuing the experiences and perspectives of clients and supervisees, (c) positioning knowledge as discourse: using the skills of deconstruction and transparency, (d) valuing expansive conversations, (e) the use of questions versus directives, and (f) the use of tentative language as a means to mitigate power. An additional in-depth analysis of three of the narrative supervision sessions further validated the narrative supervision group's social justice orientation. In particular, findings indicated that the group consistently contextualized the supervision conversation within a discursive frame, sought to expose taken for granted truths, and challenged normative standards. This encouraged supervisees to deconstruct the power and influence of discourse on their lives as well as the lives of their clients.
546 $a English
590 $a School code: 0047
650 4 $a Mental health. $3 534751
650 4 $a Health education. $3 559086
650 4 $a Higher education. $3 641065
653 $a Clinical supervision
653 $a Critical discourse analysis
653 $a Narrative supervision
653 $a Narrative therapy
653 $a Social justice
653 $a Therapist training
690 $a 0347
690 $a 0680
690 $a 0745
710 2 $a The Claremont Graduate University. $b School of Educational Studies. $e degree granting institution. $3 3772000
720 1 $a Dreyer, Philip $e degree supervisor.
720 1 $a Cadiero-Kaplan, Karen $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 74-11A.
790 $a 0047
791 $a Ph.D.
792 $a 2013
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3558956