Dimensions and Competencies for Supervision and Guidance



Dimensions and Competencies for Supervision and Guidance

Supervision

The provided case defines problem of having unprofessional relationship between supervisor and supervisee. The supervision may include different forms, areas and spaces: can range from monitoring in relation to specific clinical work which is the one that is processed and to which I refer specifically to corporate oversight in relation to care work, teaching, or specifically labor-political institutions, this type of monitoring will be aimed at elucidating and working the kind of bad-understood set among the members of an institution and the area where it is registered, that result from the discomfort Concomitant to the link between the speakers and, from psychoanalysis, known generically as civilization and its discontents (Scott, 2000).

With respect to supervision in the clinical area, we call supervision to the possibility of having another hears about the particularities and the direction of a cure, and we can also say that since the demand for professional supervision, is, from implicit in the word supervision, the idea that has a 'visa' task and that it has passed under the eyes super of someone else that is deposited a plus to know: to know that places the on-site supervisor subject supposed to know, and will promote from their place of analyst certain institutional deployment and subjective.

Professional Supervision

Unlike the supervision of students, professional supervision is one that is aimed at people who already have academic qualifications to practice as professionals. Therefore, their level of basic training has been completed. The approach must be that supervision is a means of improving professional in all cases and it is also important that professionals Experts have a space to confront what they do and what they are learning. It is consequently, the application of supervision as a professional development method in any case, since all actions are for improvement. Clearly, the motivations of a novice to professional differ from the supervision of a professional expert, the former has really feel that he needs supervision to perform properly their work and receive feedback that could improve their techniques.

In the case of experts, monitoring ensures the maintenance of a space for reflection on the work itself, the contrast of professional opinions and possible personal implications, which do not have space monitoring hardly be addressed. Many times, despite the professional has very clear how to work methodologically and how to follow the different phases for appropriate intervention, the excessive demand from users or by the institution and sometimes inappropriate demands have the effect that if the professional does not stop to reflect on how their work is developing, it is performed each time a more mechanically instead of having a higher percentage of possibilities for carried out with due efficiency, for example if properly evaluated (Bradley, 2001).

Relationship

The problem in the given case is about unprofessional relationship between supervisor and supervisee. Such relationship might become informal and keeps supervisee to learning. There has always been a relationship between supervisors and their supervisees, which are two ...