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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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- Concept of supervision - Goals, functions, forms of supervision - Roles of supervisor and supervisee - Personality traits of a supervisor - Ethical principles of supervision - Supervision contract
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Learning activities and teaching methods
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- Preparation for course credit
- 30 hours per semester
- Participation in classes
- 10 hours per semester
- Home preparation for classes
- 20 hours per semester
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| learning outcomes |
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| Knowledge |
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| 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 |
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| 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 |
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| Knowledge |
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| 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 |
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| 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 |
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| Knowledge |
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| 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 |
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Recommended literature
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Supervize. .
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Bärtlová, Eva. Supervize v sociální práci. 1. vyd. Ústí nad Labem : Univerzita J.E.Purkyně, 2007. ISBN 978-80-7044-952-3.
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BAŠTECKÁ, B. Týmová supervize: teorie a praxe. Praha: Portál, 2016.
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CASPI, J.; REID, J.W. Educational Supervision in Social Work. .
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HAVRDOVÁ, Z. a kol. Kultura organizace a supervize ve vzájemném působení. Praha: Univerzita Karlova, 2011.
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HAVRDOVÁ, Zuzana; HAJNÝ, Martin. Praktická supervize. Praha : Galén, 2008. ISBN 9788072625321.
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Hawkins, P., Shohet, R. Supervize v pomáhajících profesích. Praha: Portál, 2004.
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KALINA, K., ŠIMEK, A. Supervize - kazuistiky. Praha: Triton, 2004.
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PROCTOR, B. Group Supervision. A Guide to Creative Practice. London: SAGE Publications, 2008.
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