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Placement I
Study Course Description
Course Description Statuss:Approved
Course Description Version:8.00
Study Course Accepted:03.05.2022 09:08:04
| Study Course Information | |||||||||
| Course Code: | VPUPK_259 | LQF level: | Level 7 | ||||||
| Credit Points: | 4.00 | ECTS: | 6.00 | ||||||
| Branch of Science: | Pedagogy; Adult 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) | 0 | Lecture Length (academic hours) | 0 | Total Contact Hours of Lectures | 0 | ||||
| Classes (count) | 6 | Class Length (academic hours) | 4 | Total Contact Hours of Classes | 24 | ||||
| Total Contact Hours | 24 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Professional activity of supervisor; Individual supervision; Consultation and troubleshooting techniques in supervision; Supervisor's personality qualities. | ||||||||
| Objective: | Develop professional notions of supervision in different professional environments. By watching, describing and analysing the supervision process, develop an understanding of the diversity and capabilities of the supervisor's professional activities. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Establishing a contact. The importance of non-verbal reactions of the body. Supervision contract. Assessment of difficulties, problems and evaluation of the situation of the supervisee. | Classes | 1.00 | auditorium | |||||
| 2 | Identification of methods and techniques applied by the supervisor at different stages of supervision. Functions and focal points of the supervision. Psychodynamic aspects. | Classes | 1.00 | auditorium | |||||
| 3 | Video training (role plays). Reflection on the supervision process. Analysis of the observation protocols. Evaluation of the process of forming professional relationship. | Classes | 4.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | Independently read the sources and literature indicated by compiling summaries. Perform a written analysis of the case of supervision. The case analysis shall be described in the protocols of the given sample. Criteria for completing a protocol: 1) Analyse and justify the initial and central objective/issue of supervision which is being addressed. 2) Analyse and justify which type of supervision focus is consistent with the supervision objective and/or the question (to justify it). 3) Describe the supervision process, the methods applied, analyse them. 4) Analyse and justify whether there is and what is the supervision transfer and/or the supervisor's anti-transfer. 5) Analyse whether the target of supervision was achieved/ the question of supervision answered (justify why it is considered that it was/was not achieved). 6) Analyse and justify the outcome of supervision. 7) Analyse and justify the function(s) performed in supervision. 8) Make recommendations for future work. 9) Reflect on teaching supervision. | ||||||||
| Assessment Criteria: | 1) Activity in lessons. Participation in role plays. Reflections on the observed supervision process on the basis of the given criteria – 20%. 2) Supervisions observed shall be reported using appropriate professional terms; correctly completed, analysed and submitted observation protocols – 80%. | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Recognise the professional relationship and the quality of the relationship between the supervisor and the supervisee. Recognise the methods and techniques applied by the supervisor at the various stages of supervision. Explain the functions of supervision, the preconditions of the process and the constituent factors. Explain the process of supervision in professional terminology. | ||||||||
| Skills: | Describe the observed supervision process. Draw up protocols related to the collection of learning supervision processes and results. The protocols reflect the main themes and solutions, including theoretical knowledge and questions about the observed process. | ||||||||
| Competencies: | Analyse the methods and techniques applied at the various stages of supervision. Use the acquired knowledge and observations to increase own professionalism. Is able to link theoretical aspects to their experience and observations during supervision. Formulate ideas for improving the process of supervision and supplementing its professional resources. | ||||||||
| Clinical Skills: | |||||||||
| No. | Skill | Level | |||||||
| 1 | Application of the body language and facial expression in consulting | B2 - Intermediate level | |||||||
| 2 | Application of voice and speech qualities in consulting | B2 - Intermediate level | |||||||
| 3 | Asking questions | B2 - Intermediate level | |||||||
| 4 | Confrontation | B2 - Intermediate level | |||||||
| 5 | Eye contact in consulting | B2 - Intermediate level | |||||||
| 6 | Feedback | B2 - Intermediate level | |||||||
| 7 | Focusing | B2 - Intermediate level | |||||||
| 8 | Hear key words | B2 - Intermediate level | |||||||
| 9 | Noticing of body language in counseling | B2 - Intermediate level | |||||||
| 10 | Noticing of facial expressions in counseling | B2 - Intermediate level | |||||||
| 11 | Paraphrasing | B2 - Intermediate level | |||||||
| 12 | Pause of silence | B2 - Intermediate level | |||||||
| 13 | Professional self-reflection in consulting | B2 - Intermediate level | |||||||
| 14 | Structuring the session / consultation | B2 - Intermediate level | |||||||
| 15 | Summarizing | B2 - Intermediate level | |||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Supervīzija: teorija, pētījumi, prakse: rakstu krājums. Rīga: Rīgas Stradiņa universitāte, 2017. 422 lpp. | ||||||||
| 2 | Conlow, R. (2001). Exellence in Supervision. Essential skills for the new supervisior. Axzo Press. (akceptējams izdevums) | ||||||||
| 3 | Berger, S.S., Buchholz, E.S. (1993). On becoming a supervisee: preparation on learning in a supervisory relationship. Journal of the Division of Psychotherapy, 30(1): 86-92. (akceptējams izdevums) | ||||||||
| 4 | Watkins, E. (2010). Considering Characterological Resistances in the Psychotherapy Supervisor. American Journal of Psychotherapy, 64(3): 239-256. (akceptējams izdevums) | ||||||||
| 5 | Scharff, J.S. (ed.) (2012). Clinical Supervision of Psychoanalytic Psychotherapy. International Psychotherapy Institute E‐Books. (akceptējams izdevums) | ||||||||
| 6 | Apine, E. (2007). Supervīzija sociālajā darbā. Supervizora rokasgrāmata. Rīga: Latvijas Universitāte. (akceptējams izdevums) | ||||||||
| 7 | Mārtinsone, K. (2010). Supervīzija un tās specifika mākslu terapijā. Rīga: Drukātava. (akceptējams izdevums) | ||||||||
| 8 | Ivey, A., Ivey, M., Zalaquett, C. (2018). Intentional Interviewing and conseling. USA: Cengage learning | ||||||||
| Additional Reading | |||||||||
| 1 | Yourman, D.B. (2003). Trainee disclosure in Psychotherapy Supervision: The Impact of Shame. JCLP/In Session, 59(5): 601-609. | ||||||||
| 2 | Watkins, E. (2010). Toward a Tripartite Vision of Supervision for Psychoanalysis and Psychoanalytic Psychotherapies: Alliance, Transference–Countertransference Configuration, and Real Relationship. Psychoanalytic Review, 98(4): 557-590. | ||||||||
| 3 | Wisconsin Child Welfare. (2011). Supervisor Guide Book: A Comprehensive Guide to Getting Started as a Supervisor in Child Welfare. | ||||||||
| Other Information Sources | |||||||||
| 1 | Journal of Supervision | ||||||||
| 2 | Journal of Clinical Supervision | ||||||||
| 3 | Journal of Supervision and Training | ||||||||
