|
Lecturer(s)
|
-
Kroutilová Nováková Radana, Mgr. Ph.D.
|
|
Course content
|
- Concept of supervision - Goals, functions, forms of supervision - Roles of supervisor and supervisee - Personality traits of a supervisor - Ethical principles of supervision - Supervision contract
|
|
Learning activities and teaching methods
|
- Preparation for course credit
- 30 hours per semester
- Participation in classes
- 15 hours per semester
- Home preparation for classes
- 15 hours per semester
|
| learning outcomes |
|---|
| Knowledge |
|---|
| define basic terminology in the field of supervision |
| define basic terminology in the field of supervision |
| describe the goals and functions of supervision |
| describe the goals and functions of supervision |
| explain the role of the supervisor and the supervisee in the supervision process |
| explain the role of the supervisor and the supervisee in the supervision process |
| defines the purpose and content of a supervision contract |
| defines the purpose and content of a supervision contract |
| debunk myths surrounding supervision |
| debunk myths surrounding supervision |
| Skills |
|---|
| evaluate the differences between various types of supervision |
| evaluate the differences between various types of supervision |
| analyzes the seven-eyed model of supervision |
| analyzes the seven-eyed model of supervision |
| evaluates the conditions that a supervisee needs for their safety |
| evaluates the conditions that a supervisee needs for their safety |
| recognizes signs of quality and inadequate supervision |
| recognizes signs of quality and inadequate supervision |
| integrates helpful support stimuli to enhance one's own professional competencies |
| integrates helpful support stimuli to enhance one's own professional competencies |
| teaching methods |
|---|
| Knowledge |
|---|
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Practice exercises |
| Practice exercises |
| Students working in pairs |
| Students working in pairs |
| Demonstration |
| Demonstration |
| Self-reflection |
| Self-reflection |
| Teamwork |
| Teamwork |
| Experience (self-experience) |
| Experience (self-experience) |
| Skills |
|---|
| E-learning |
| E-learning |
| Individual work of students |
| Individual work of students |
| Experience (self-experience) |
| Experience (self-experience) |
| Teamwork |
| Teamwork |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Self-reflection |
| Self-reflection |
| Practice exercises |
| Practice exercises |
| assessment methods |
|---|
| Knowledge |
|---|
| Analysis of another type of paper written by the student (Casuistry, diary, plan ...) |
| Analysis of another type of paper written by the student (Casuistry, diary, plan ...) |
| Systematic observation of the student |
| Systematic observation of the student |
|
Recommended literature
|
-
Supervize. .
-
Bärtlová, Eva. Supervize v sociální práci. 1. vyd. Ústí nad Labem : Univerzita J.E.Purkyně, 2007. ISBN 978-80-7044-952-3.
-
BAŠTECKÁ, B. Týmová supervize: teorie a praxe. Praha: Portál, 2016.
-
CASPI, J.; REID, J.W. Educational Supervision in Social Work. .
-
HAVRDOVÁ, Z. a kol. Kultura organizace a supervize ve vzájemném působení. Praha: Univerzita Karlova, 2011.
-
HAVRDOVÁ, Zuzana; HAJNÝ, Martin. Praktická supervize. Praha : Galén, 2008. ISBN 9788072625321.
-
Hawkins, P., Shohet, R. Supervize v pomáhajících profesích. Praha: Portál, 2004.
-
KALINA, K., ŠIMEK, A. Supervize - kazuistiky. Praha: Triton, 2004.
-
PROCTOR, B. Group Supervision. A Guide to Creative Practice. London: SAGE Publications, 2008.
|