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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. - Objectives and functions of supervision. - Types of supervision. - Modelling of various types of supervision. - Personal equpment of supervisor. - Competences. - Reflection and selfreflection. - Ethical principles.
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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
- 22 hours per semester
- Term paper
- 48 hours per semester
- Home preparation for classes
- 50 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 |
| lists the importance of the objectives and functions of supervision |
| lists the importance of the objectives and functions of supervision |
| explains the conditions for successful supervision |
| explains the conditions for successful supervision |
| identifies the different types of supervision |
| identifies the different types of supervision |
| explains the principles of the Balint Group |
| explains the principles of the Balint Group |
| identify the importance of reflection and self-reflection in supervision work |
| identify the importance of reflection and self-reflection in supervision work |
| Skills |
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| proposes the differences between the different types of supervision, evaluate their pros and cons |
| proposes the differences between the different types of supervision, evaluate their pros and cons |
| analyzes the different models in supervision (cyclical model, seven-eyes model of supervision and developmental model) |
| analyzes the different models in supervision (cyclical model, seven-eyes model of supervision and developmental model) |
| 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 |
| respects the principles of the Code of Ethics for Social Workers of the Czech Republic |
| respects the principles of the Code of Ethics for Social Workers of the Czech Republic |
| teaching methods |
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| Knowledge |
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| Activating (Simulation, games, dramatization) |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Students working in pairs |
| Dialogic (Discussion, conversation, brainstorming) |
| Practice exercises |
| Practice exercises |
| Activating (Simulation, games, dramatization) |
| Dialogic (Discussion, conversation, brainstorming) |
| Students working in pairs |
| Analysis of a presentation |
| Analysis of a presentation |
| Demonstration |
| Demonstration |
| assessment methods |
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| Oral examination |
| Oral examination |
| Grade (Using a grade system) |
| Grade (Using a grade system) |
| Written examination |
| Written examination |
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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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