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An exploration of the issue of sexually abusive behaviour among adolescents who have a learning disability
- Author:
- VAIL Bill
- Journal article citation:
- Child Care in Practice, 8(3), July 2002, pp.201-215.
- Publisher:
- Taylor and Francis
Provides an overview of research conducted as part of the Barnardo's Young Peoples Therapeutic Project. The project was established to provide therapeutic intervention for young abusers with mild, moderate or borderline learning disabilities. The research sought to obtain the views of key multi-disciplinary professionals on their experience and opinions on this issue though focus groups.
Achieving best practice to secure the best interests of children
- Author:
- GILLEN Justice
- Journal article citation:
- Child Care in Practice, 8(4), October 2002, pp.295-304.
- Publisher:
- Taylor and Francis
Identifies when, why and how expert witnesses should be commissioned and examines their role in providing independent advice to the court. Examines ways in which the shortage of expert witnesses in Northern Ireland can be addressed. Explores the benefits of a code of conduct, and argues the need for a multidisciplinary approach if best practice is to be achieved.
Toward discursive presence: advancing a social constructionist approach to self-supervision
- Authors:
- MONK Gerald, SINCLAIR Stacey L.
- Journal article citation:
- Clinical Supervisor (The), 21(2), 2002, pp.109-127.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Many approaches to self-supervision are conducted within a liberal humanist framework which configures the individual as an autonomous unitary being. From this perspective, the self is located within an individualistic framework, dislocated from the socio-cultural and socio-historical context. As a result, the impact of culture on the self-supervisor can sometimes be ignored or underestimated leading to culturally inappropriate actions with clients. This article introduces a social constructionist metaphor, demonstrates its relevance to the field of self-supervision, and highlights its value as an orientation to enhance the cultural sensitivity of therapy. In addition, a social constructionist metaphor offers a new range of self-supervision practices that pay special attention to the multiplicity, contextuality, and active construction of meaning. a series of practical tools are presented to assist therapists to become more critical, intentional, reflexive, and socially just in their work. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580)
Supervisors' personal-professional attributes and approaches to supervision in organizations providing clinical services to Mexican-American persons
- Author:
- RAMIREZ Noe
- Journal article citation:
- Clinical Supervisor (The), 21(2), 2002, pp.67-81.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This paper presents findings from a dissertation study examining variations of personal-professional attributes and approaches to supervision, in clinical settings that provide services to Mexican-American persons. Utilizing an ethnic-sensitive practice perspective and a sample of 323 staff employed in a public MHMR system, two hypotheses were tested to examine variations in personal-professional attributes and approaches to supervision. The hypothesis that demographic traits differentiate supervisors by personal-professional attributes was confirmed. With respect to demographic traits distinguishing supervision there is inconclusive evidence to suggest that significant differences exist among supervisors. This study highlights the urgency in mobilizing organizations to provide greater access to services for Hispanic customers by improving performance of ethnic-sensitive supervision in their operations. Recommendations to develop and promote ethnic-sensitive supervision in public mental health and substance abuse treatment organizations are presented. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Sexual assault: a supervisor's perspective on countertransference
- Author:
- BECKERMAN N. L.
- Journal article citation:
- Clinical Supervisor (The), 21(2), 2002, pp.99-107.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article identifies and discusses the range of countertransferential reactions a direct practitioner may have when faced with their client's experience of sexual assault. The author identifies the role of supervision in aiding the practitioner to cope with and better understand their own countertransference and the use of parallel process. A case is presented from the supervisor's perspective that highlights how clinical supervision can be utilized to better equip the practitioner who is faced with a range of difficult emotional reactions. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580)
Supervising the countertransference reactions of case managers
- Author:
- WALSH Joseph
- Journal article citation:
- Clinical Supervisor (The), 21(2), 2002, pp.129-143.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Most of the literature on countertransference in clinical social work practice is based on assumptions that the relationship between the client and practitioner is structured and formal. These assumptions do not apply in community-based case management practice, where the social worker and client interact in a variety of settings and circumstances. Additionally, the complex problems of clients who have serious mental illnesses may evoke a range of conscious and unconscious reactions from social workers that must be acknowledged for appropriate intervention to occur. In this paper key principles for the supervisor's recognition and management of countertransference are presented and discussed. Case illustrations are included. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580)
Promoting integration of theory and practice in field education: an instructional tool for field instructors and field educators
- Authors:
- DETLAFF Alan J., WALLACE Gail
- Journal article citation:
- Clinical Supervisor (The), 21(2), 2002, pp.145-159.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The integration of theory and practice in field education is a necessary component of an effective social work education. However, students often find this process difficult and complex, creating the need for a structured and organized framework to ensure this integration occurs. This article presents a format for a field journal that requires the use of social work literature and incorporates connections between the literature and the students' practice experiences in the field. This method can be used by field instructors and field educators to further expand on the connections made in the journal, thus increasing opportunities for understanding and integration. Feedback obtained from graduating students to assess the effectiveness of this assignment is presented along with recommendations for use by field instructors and faculty liaisons. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580)
Using developmental processes in supervision: a psychodynamic approach
- Author:
- NYE Christopher H.
- Journal article citation:
- Clinical Supervisor (The), 21(2), 2002, pp.39-53.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Psychodynamic theory describes two processes through which development occurs, maturation and internalization. In maturation, development is understood to occur from an internal, biologically given base. Internalization, in contrast, is a process of taking in form the outside. This paper explores the relevance of these two processes to teaching and learning in supervision and demonstrate their usefulness for conceptualizing professional development. It describes both the developmental challenges these processes pose for supervisor and supervisee, and the ways in which supervisors can consciously use processes of maturation and internalization to facilitate the development of supervisee's clinical competence. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
The effects of solution-focused supervision on the perceived self-efficacy of therapists in training
- Author:
- KOOB Jeffrey J.
- Journal article citation:
- Clinical Supervisor (The), 21(2), 2002, pp.161-183.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Therapist burnout and career changes can be traced to ineffective supervision. Traditional supervision models have been ineffective in developing positive perceived self-efficacy in therapists. Fifty-five supervisors-therapist dyads completed surveys measuring attitudes toward supervision and perceived self-efficacy. Pearson Correlations and Stepwise Multiple Regression demonstrated that supervisors implementing components of a Solution-Focused Supervision model (focus on successes, p = .04, and therapist's work, p = .01) effectively contributed to therapists' positive perceived self-efficacy (18% of the variance explained). Further delineation of this model, a manual describing its components, and longitundinal studies will help to determine its impact on the profession. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580)
Influence of dyadic mutuality on counselor trainee willingness to self-disclose clinical mistakes to supervisors
- Authors:
- WALSH Beverly B., et al
- Journal article citation:
- Clinical Supervisor (The), 21(2), 2002, pp.83-97.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Counsellor trainees identify factors they believed to be relevant to their willingness to disclose mistakes in clinical supervision. Qualities related to the supervisory relationship, in particular a feeling of mutuality, were found to be most important. Two measures developed by the Stone Center indicated a significant relationship between self-disclosure and perceptions of mutual empathy and mutual empowerment. The study was conducted with 75 pastoral and counselling students who reported high levels of both mutuality and self-disclosure in their supervisory relationships. This finding contrasts with previous research on other trainee populations. Participants were from two different types of counselling programmes, but results related to mutuality and the supervisory relationship did not vary significantly between the two programmes. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580)