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Lecturer(s)
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Kroutilová Nováková Radana, Mgr. Ph.D.
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Course content
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- Definition of supervision, its goals, and functions - Conditions and barriers of supervision - Myths about supervision - Types of supervision - Seven-eyed model of supervison - Supervision contract
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Activating (Simulation, games, dramatization), Practice exercises, Students working in pairs
- Participation in classes
- 28 hours per semester
- Term paper
- 45 hours per semester
- Home preparation for classes
- 47 hours per semester
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| learning outcomes |
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| Knowledge |
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| Defines basic terminology in the field of supervision in the helping professions. |
| Defines basic terminology in the field of supervision in the helping professions. |
| Explain the objectives and functions of supervision. |
| Explain the objectives and functions of supervision. |
| Define the conditions for successful supervision. |
| Define the conditions for successful supervision. |
| Debunks the myths surrounding supervision. |
| Debunks the myths surrounding supervision. |
| Explain the advantages and disadvantages of individual and group (or team) supervision. |
| Explain the advantages and disadvantages of individual and group (or team) supervision. |
| Explain the importance of reflection and self-reflection in supervision work. |
| Explain the importance of reflection and self-reflection in supervision work. |
| Skills |
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| Identify the differences between the different types of supervision, evaluate their pros and cons. |
| Identify the differences between the different types of supervision, evaluate their pros and cons. |
| Analyzes the seven-eyes model of supervision |
| Analyzes the seven-eyes model of supervision |
| Evaluate the conditions needed to be safe as a supervisee. |
| Evaluate the conditions needed to be safe as a supervisee. |
| Recognize the signs of good and poor supervision. |
| Recognize the signs of good and poor supervision. |
| Propose the features of a supervisory contract. |
| Propose the features of a supervisory contract. |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Analysis of a presentation |
| Analysis of a presentation |
| E-learning |
| E-learning |
| Methods for working with texts (Textbook, book) |
| Methods for working with texts (Textbook, book) |
| Self-reflection |
| Self-reflection |
| Dealing with situational issues - learning in situations |
| Dealing with situational issues - learning in situations |
| Skills |
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| Practice exercises |
| Practice exercises |
| Self-reflection |
| Self-reflection |
| E-learning |
| E-learning |
| Individual work of students |
| Individual work of students |
| assessment methods |
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| Knowledge |
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| Systematic observation of the student |
| Systematic observation of the student |
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Recommended literature
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CARROLL, M.; THOLSTRUPOVÁ, M. Integrativní přístupy k supervizi.
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CASPI, J.; REID, J.W. Educational Supervision in Social Work. .
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HAVRDOVÁ, Z.; HAJNÝ, M. a kol. Praktická supervize: průvodce supervizí pro začínající supervizory, manažery .
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HAWKINS, P.; SHOHET, R. Supervize v pomáhajících profesích. .
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SVOBODOVÁ, P.; VALÁŠEK, M. Úvod do supervize: cyklický model. .
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