v. ___ a two or three page paper describing how the Associate Supervisor’s
thinking has evolved in relation to the approved supervisory theories.
Attach the original preface of those papers
In this paper I will briefly present several enhancements to my supervisory theory as it has evolved over the last several years. Learning continues to be fun for me! I will share what I’ve been learning related to my theory of supervision through my experience and study.
Process theology continues to be the anchor for my theological understanding. The events in my religious denomination, the Evangelical Lutheran Church in America, surrounding the ordination of gay and lesbian clergy in committed relationships (of which I am one) have brought me to a greater appreciation for what it means to be from the reformed tradition. How this relates to my supervision is in how I experience God in the process of my CPE group’s moving toward true community. God works in the chaos as we risk disconnection, faith is necessary in ‘letting go’, and grace is experienced in authentic connection. I am inspired by Luther’s legacy in each of these ways.
I’ve learned in supervision that disconnection may be necessary for deeper connection. What holds the disconnection that makes learning possible is a strong learning alliance. My theory related to the how and why of my supervision has been enhanced in how I understand resistance, confrontation, and thinking patterns.
Growth and learning in any form is a challenge for human beings because it can evoke deep fear. Even with a student who comes to CPE with a large investment in the process of professional growth, I expect resistance. Supervising students who are becoming more aware and developing...
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... in a case study and didactic with University of Minnesota medical residents. As part of my approach to supervision I require students to learn about and become conversant in medical language outside of but related to chaplaincy. I have found this brings greater clarity to CPE student’s understanding of the context of the discipline of chaplaincy care.
In my chaplaincy work and teaching related to older adults with dementia I’m a firm believer in validation theory. This work has made its way into my supervision as I have more specifically named pillars in my supervisory approach. For me to build an alliance with my students and for my students to create pastoral relationships they learn to validate experience, provide unconditional positive regard, intimacy, connection and vulnerability, and the importance of self-education regarding physical data.
It is key, when supervisors are employing a developmental approach of supervision, to identify the current stage the supervisee is in and to provide feedback and support appropriate to that particular developmental stage, whilst at the
The developmental model, summarized in an article by Stoltenberg (2005), summarizes a supervision approach that uses developmental framework in clinical supervision. The author, Stolenberg (2005) and Ursula Delworth created a developmental model titled Integrated Developmental Model of supervision (IDM). IDM provided specific details about the changes in the supervisee throughout their time in clinical supervision. It also provided specific details on the types of supervision environments and supervisor intervention for each level of development (Stoltenberg, 2005).
In “Carol Dweck Revisits the ‘Growth Mindset,’” Dweck explains that while having a “growth mindset” is ideal, students all possess fixed mindset tendencies, which need to be acknowledged before they can move to a growth mindset. In the article, Dweck hammers home the importance of a growth mindset, how the growth mindset is being misinterpreted, and how all students have a mixture of mindsets.
As a teacher, my job is to help prepare students to become strong adults capable of meeting their own basic needs and prepared to participate in, and contribute to, a connected global society. To accomplish this, students need to learn academic content and twenty-first century skills, but just as importantly they need to develop traits and learn behaviors that will enable them to apply their knowledge. By addressing students’ needs while simultaneously developing strengths, teachers can help students develop the courage, confidence, and character necessary to continue to learn, adapt, and grow long after they leave our classrooms.
The career of nursing has countless aspects that are imperative for the effectiveness and overall satisfaction of care for the average person. These aspects include physical care, mental health care, and spiritual care. The aspect of spiritual care includes the nurse assessing her clients’ spiritual health and creating a plan for complete treatment. Spirituality may be a specific object or person the client connects with, so nurses must be aware of each client’s spiritual preference. The United States has a vast diversity of people where every client the nurse encounters will value something completely different. More religious people might value a cross or a bible in their room. Some might want their family to frequently visit. Others might prefer a certain type of music playing at a certain time of the day. With violent protests, mass shootings, and threat of war looming over the Unites States’ head every day, spiritual care is going to be on a major upsurge in the health career fields.
It seems as though the future of chaplaincy is in the balance. Do chaplains move with the times, accept change and development, work towards professional status or do they maintain the status quo, remain important to the well-being of the whole community but fail to communicate this and risk extinction or at best compassionate tolerance? More than ever society demands that employees prove their value through research, audit and refining of practice chaplains are part of this! Alongside retaining their distinctive role as those who are accountable to their faith communities chaplains need to ensure they articulate their distinctive role as those who care for the spiritual. This involves time, energy and action and being in many roles simultaneously. It involves being prepared to assess and review practice and above all to change.
Is there a radical conceptual shift in theory of mind between the ages of 3 and 4 years? Explain how research evidence supports your views
...stitution. Chaplaincy taught one the importance of caring for the patient as a whole; mind, body, and soul. This can help improve the overall care that any health provider gives and can help prevent further admission to the hospital with the same condition. It is also important to promote good health to patients, and as well to ourselves. One can get caught up in giving quality healthy living tips to patients, but as care providers, using our knowledge on health can also improve our own health and living habits.
Ruth presented aspects of “An education model for explaining hospice services” (Welk, 1991). She discussed the four dimensions of support for the patient and family within hospice care, which are physical, emotional/psychological, social, and spiritual and gave examples of how the various dimensions of support could occur. She explained the purpose of hospice is to allow the patient to live as full as possible and comfortably until the end of life. She explained hospices services takes the “…conflict out of social situations, helps to subside the fear emotionally, attempts to remove as much pain physically and addresses decreasing despair spiritually thus easing the suffering” (Welk, 1991, p. 16) of the patient and
Means, R. (2007). Getting on the Same Page: Minimizing Supervisory Inconsistency. Police Chief Magazine, 74, 10.
Hills, J. (1991). Issues in research on instructional supervision: A contribution to the discussion. Journal Of Curriculum & Supervision, 7(1), 1-12.
...attern depict Kolb’s four-stages of continuous learning. Whereas, the five red arrows in the center of the model indicate faculty’s desire to progress from that of a novice to an expert. Cooley and De Gagne (2016) suggest that novice faculty often face significant challenges teaching other’s due to their lack of experiences. According to the author’s, novice faculty must strive to acquire a vast amount of new knowledge, which requires sufficient time, guidance, and support to progress from that of a novice to an expert clinician (Cooley & De Gagne, 2016). By integrating Kolb’s and Benner’s theories, IC practitioners are promoting a continuous process of learning to support faculty’s movement from that of novice by way of engaging in concrete experiences, reflective observation, and active experimentation in order to gain clinical expertise (Benner, 1982; Kolb, 1984).
Reeves, D. (June 2010 r.). How Teacher Learn. The Learning Leader/ Model Teachers , 66, стр. 85-87.
Waite, D. (1995). Rethinking Instructional Supervision: Notes on Its Language and Culture. New Prospects Series: 1.
My stage of development would be proficient in all four domains and components of professional practice, however, few domains and components are my higher strength and the other areas are needed improvement. The four years of my teaching experience, I had the opportunity to be evaluated by my principle, and she used these four domains of professional practice. Through her expertise and suggestions, she provided guidance to develop and improve my skills in the stage of proficiency or to the expert stage. The classroom environment and professional responsibilities domains are my strength that I worked on past few years. Nevertheless, I am continually building more skills and foundation on components of planning and preparing for the content and instruction part. I work with different students need and learning styles every year, therefore I am continually learning the new strategies and information to help all my learners to success. Furthermore, I have been developing and working on improving in content, pedagogy, knowing student’s learning and self-knowledge areas. However, my weakness in knowledge areas is performing higher co...