While there is a small but growing body of literature on group supervision, it has been limited to a handful of qualitative studies, and quantitative studies that have focused on specific aspects of the supervision process. Therefore, the purpose of this study was to develop a theoretical model of the process of group supervision and its relation to student learning. A grounded theory design with some features of consensual qualitative research was utilized to achieve this goal. Fifteen counseling psychology doctoral students and three supervisors comprising 13 supervision groups completed questionnaires following each group supervision session over the course of six semesters. Varying degrees of safety were reported by participants and group supervision was either facilitated by safety or inhibited by a lack of safety. However, when students reported feeling safe, a greater variety of learning occurred than when they reported they felt less safe. Also, within a supervision group, students experienced the group differently based on their ability to manage anxiety and develop supportive relationships with other peers in the group. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
"De hecho, los estudiantes de doctorado, desde el inicio de sus estudios, combinan la expectativa de formarse como investigadores con la expectativa de contar con el apoyo de un equipo durante el proceso de aprendizaje (Yániz y Villardón, 2013). Fleming et al. (2010) estudian los procesos grupales en la formación doctoral. De la revisión realizada concluyen que no existe un modelo teórico sobre tutoría grupal y pretenden elaborarlo basándose en la teoría fundamentada. "
[Show abstract][Hide abstract] ABSTRACT: This paper describes a proposal of a Tutoring and Support Plan for PhD students, designed and conducted by the Competences and Values Development Team of Deusto University. This plan aims to provide the training of the members of the research team with strategies and it is also conceived as an alternative to avoid the feeling of loneliness experienced by PhD students while doing their theses as well as to minimize the dropout rate. The basics of the plan are aimed at developing learning autonomy, collaborative work competence on research teams, reflection practising and scientific knowledge construction. The objectives, the main activities and the results based on the opinions of people involved in the Plan are included in this paper. The evaluation of the Plan carried out both by directors and students is positive.
Key Words: PhD tutoring, PhD thesis supervision, autonomy, learning community, PhD studies
[Show abstract][Hide abstract] ABSTRACT: Group supervision is commonly employed in graduate psychology training but has received insufficient attention in research. Supervisees' own perceptions and experiences in group supervision can provide valuable information in guiding our understanding and exploration of the benefits and uses of this form of training. This paper reviews 11 empirical studies exploring supervisee perceptions of group supervision experiences. Research, to date, appears to be largely in line with conceptual hypotheses regarding the benefits of group supervision experiences, and implications are discussed with regard to current practice. However, this review also points to the need for more in-depth and advanced research efforts in the area that can further explore supervisee experiences and identify means of optimizing this experience as a component of clinical training. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Training and Education in Professional Psychology 04/2011; 5(2):102-111. DOI:10.1037/a0023567 · 1.58 Impact Factor
[Show abstract][Hide abstract] ABSTRACT: Despite the known positive child outcomes associated with father involvement, how fathers are involved in the health and healthcare of their children is largely unexplored. This qualitative study conducted interviews with a subsample of fathers from the national Fragile Families and Child Well-being Study to explore fathers' perceptions of their involvement in their child's health and healthcare. Using an integration of Grounded Theory and Consensual Qualitative Research qualitative methodologies, results indicated that fathers reported being involved in their child's health through encouraging healthy eating and exercise, monitoring their child's well-being and development, and understanding their child so they know how to respond when their child becomes sick. Some fathers also expressed “messing up”, not adhering to medical advice, and lacking confidence in the healthcare setting. This study concluded that fathers are involved in their child's health in ways that promote child health and well-being as well as respond to acute care situations. Findings were applied to models of father involvement and led to an expanded conceptualization of father involvement. Health professionals are encouraged to educate and support fathers regarding proper medical care of children and to increase fathers' self-efficacy in this involvement domain through parenting education and active support. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Psychology of Men & Masculinity 12/2011; 13(1):32-48. DOI:10.1037/a0025696 · 2.08 Impact Factor
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