Within the field of systemic family therapy, the collaborative team is emerging as a powerful training approach as well as a valuable therapeutic tool. This article presents the collaborative team as a method of counselor supervision and training. Issues around the developing team process and potential pitfalls are elaborated. (Author/BL)

Presents a framework of different sources of outcome data in supervision, and classifies research according to this framework. Challenges assumptions of previous research in supervision. Emphasizes influences of trainee and client in supervision and counseling contexts, respectively. Supports broader definition and expanded view of outcome in…

In order to qualify as a lawyer in Australia, each law graduate must complete a recognised practical qualification. In 2002, the Australasian Professional Legal Education Council (APLEC) published a recommended set of competency standards which all entry level lawyers should meet in order to be eligible to be admitted as a legal practitioner. Upon…

Supervision of students engaged in research projects and theses is an important site of teaching. Schon's (1987) well-known framework-educating for reflective practice-proves aptly suited for this teaching forum, offering insights for research supervision at multiple university levels. Conceptually, a research and writing studio where a practicum…

A college supervisor responds to a student teacher who is frustrated by her experience. (HMD)

This speech describes a clinical experience program designed to a) illustrate and demonstrate principles of practice, b) involve the application and testing of teaching and learning theory, and c) provide opportunities for developing competency in a full range of teaching tasks. Clinical experiences in the school are composed of three phases:…

Many mental health counselors develop apprenticeships characterized by submission to more experienced clinicians. Recommendations for the prevention of professional dependence are offered. (Author)

Provides a professional model for practicum supervision using supervisors with equal responsibility and status. The model stresses the use of professional knowledge in both the content and process of practicum supervision. Dual-focus supervision is seen as the integration and application of theory congruency and interpersonal dynamics. (Author/BL)

Medical education in the US has adapted to the shift of patient care from hospital to ambulatory settings by developing educational opportunities in outpatient settings. Faculty development efforts must acknowledge learners' perspectives to be effective in improving teaching and learning. Clinics provide important and unique learning…

This article describes the transformations that took place as two veteran teachers grappled with the insertion of video-mediated videoconferencing (VMC) for practicums during an initial study that focused on teacher candidates. Through their stories, the following themes were identified: teacher as risk-taker, VMC as a motivating device to…

This paper explores the student teachers' perceptions about the most positive aspects of the supervision provided during their teaching practice. The authors developed a study based on the reflections of a group of 224 student teachers about their cooperating teacher's and university supervisor's performance. Student teacher's appraisals regarding…

A program at American International College (Springfield, MA) and the local public school system allows student teachers to have practical classroom experience with special needs students. Orientation sessions are followed by ongoing instruction (demonstration by the cooperating teacher), participation by the practicum student in classroom…

Examined and compared both process and outcome variables within supervision. The results support previous findings that emphasized the importance of supervisory support and client-treatment planning for trainees. In addition, the results support a developmental model of supervision. (Author/BL)

Self-, peer, and supervisor ratings were obtained for simulated interviews using seven different measures of counseling performance. Results indicated significant differences among self, peer, and supervisor ratings and among four of the seven dependent measures. (Author/BL)

This study identifies the expectations and problems of university supervisors of early field experiences. Three broad categories of problems factors emerged. These are dimensions of professionalism, program control, and institutional problems. Implications for structuring field experiences are discussed. (Author/MT)