.
Supervisor's Personal Qualities
Study Course Description
Course Description Statuss:Approved
Course Description Version:9.00
Study Course Accepted:18.08.2022 14:40:52
| Study Course Information | |||||||||
| Course Code: | VPUPK_133 | LQF level: | Level 7 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Pedagogy | Target Audience: | Pedagogy | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Baiba Pumpiņa | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Health Psychology and Paedagogy | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 5 J. Asara Street, vppk rsu[pnkts]lv, +37167061587 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 3 | Lecture Length (academic hours) | 1 | Total Contact Hours of Lectures | 3 | ||||
| Classes (count) | 3 | Class Length (academic hours) | 1 | Total Contact Hours of Classes | 3 | ||||
| Total Contact Hours | 6 | ||||||||
| Full-Time - Semester No.2 | |||||||||
| Lectures (count) | 3 | Lecture Length (academic hours) | 1 | Total Contact Hours of Lectures | 3 | ||||
| Classes (count) | 3 | Class Length (academic hours) | 1 | Total Contact Hours of Classes | 3 | ||||
| Total Contact Hours | 6 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Acquired study course "Supervisor's Professional Work". | ||||||||
| Objective: | To create an opportunity for Master's students to develop professional competencies related to student's personality qualities: empathy, self-awareness and self-reflection, awareness and presence, stress management and self-regulation skills to recognise and prevent the risk of burnout. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Supervisor's professional competence. Personality maturity. | Lectures | 1.00 | E-Studies platform | |||||
| 2 | Qualities of a supervisor's personality, qualities of a good teacher and a good specialist. | Classes | 1.00 | auditorium | |||||
| 3 | The supervisor's personality, supervisory relationship, the role of empathy in building cooperation. | Lectures | 1.00 | auditorium | |||||
| 4 | Supervisory relationship, alliance, presence, self-reflection, body awareness skills. | Classes | 1.00 | auditorium | |||||
| 5 | Stress situations in supervision practice, principles of stress management. Prevention of professional burnout. | Lectures | 1.00 | auditorium | |||||
| 6 | Study of stressful situations, use of stress management principles. | Classes | 1.00 | auditorium | |||||
| 7 | Self-care, self-care skills – relaxation, visualization, mindfulness practice. | Lectures | 1.00 | auditorium | |||||
| 8 | Research, learning, application of self-care skills. | Classes | 1.00 | auditorium | |||||
| 9 | Assessment, self-reflection and feedback of your supervisor's competence. | Lectures | 1.00 | E-Studies platform | |||||
| 10 | Work with supervisor competence assessment, giving and receiving feedback. | Classes | 1.00 | E-Studies platform | |||||
| 11 | Professional development as an ethical and professional responsibility. | Lectures | 1.00 | E-Studies platform | |||||
| 12 | Creation of a professional further education plan. | Classes | 1.00 | E-Studies platform | |||||
| Assessment | |||||||||
| Unaided Work: | Independently strengthen the study course material on professional competencies by reading the indicated sources, making notes on the worksheet. Carry out a self-reflective analysis of your personality traits that are encouraging and disruptive in the supervisor's work, record and reflect the received feedback in the experience diary. Record your experience in a diary by choosing appropriate self-regulation techniques and practicing them on a daily basis. Carry out an assessment of your professional competence, which is documented in the protocol. To make a reflection on the experience in conferences. To plan further professional development, to evaluate the development of one's competencies. | ||||||||
| Assessment Criteria: | Active participation in classes and entries in the worksheet (30%); Entries have been made in the professional development diary (10%); Reflection on experience at conferences (10%); Submitted work on one's professional development plan, including assessment of one's competence development and one's competence development planning (50%). | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Students describe the personality characteristics and competences necessary for the supervisor's work, explain the conditions of the working alliance. | ||||||||
| Skills: | Students purposefully improve their professional skills by understanding the importance of continuous qualification improvement. Use analytical, self-reflection and self-regulation skills to reduce stress and self-care in the process of supervision. Elements of awareness practice, relaxation, visualisation are applied. | ||||||||
| Competencies: | Students reflect on their skills and experience and give feedback to other students about their skills. Assess their own expertise and set tasks for own future professional development. Create a justified professional development plan. | ||||||||
| Clinical Skills: | |||||||||
| No. | Skill | Level | |||||||
| 1 | Feedback | B2 - Intermediate level | |||||||
| 2 | Professional self-reflection in consulting | B2 - Intermediate level | |||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Mārtinsone, Mihailova (Sast.). (2017). Supervīzija: Teorija. Pētījumi. Prakse. RSU. | ||||||||
| 2 | Falender, C. A., Cornish, J. A. E., Goodyear, R., et.al. (2004). Defining Competencies in Psychology Supervision: A Consensus Statement. Journal of Clinical Psychology, 60(7), 771-785. (akceptējams izdevums) | ||||||||
| 3 | Aasheim, L. L. (2012). Practical Clinical Supervision for Counselors: an Experiential Guide. NY: Springer. (akceptējams izdevums) | ||||||||
| 4 | Culbreth, J. R., & Brown, L. L. (Eds). (2010). State of the Art in Clinical Supervision. N.Y.: Routledge. (akceptējams izdevums) | ||||||||
| 5 | Mārtinsone, K. (sast.). (2010). Supervīzija un tās specifika mākslu terapijā. Rīga: Drukātava. (akceptējams izdevums) | ||||||||
| 6 | Perepjolkina, V., Mārtinsone, K. (Red.). (2020). Metodiskie norādījumi maģistra darbu izstrādei. RSU veselības psiholoģijas un supervīzijas studiju programmām. Rīga: RSU. | ||||||||
| Additional Reading | |||||||||
| 1 | Germer, C. K., Siegel, R. D., & Fulton, P. R. (Eds.). (2005). Mindfulness and Psychotherapy. Guilford Press. | ||||||||
| 2 | Hanson, R. (2009). Buddha's Brain: The Practical Neuroscience of Happiness, Love, and Wisdom. New Harbinger Publications. | ||||||||
| Other Information Sources | |||||||||
| 1 | Journal of Supervision | ||||||||
| 2 | Journal of Clinical Supervision | ||||||||
| 3 | Journal of Supervision and Training | ||||||||
