Clinical Supervision

e-Pemantauan Klinikal project is a web-based application developed to replace traditional, paperbased clinical supervision reporting at ILKKM Kota Kinabalu. It addresses critical inefficiencies and high operational costs associated with manual documentation. This study aimed to evaluate e-Pemantauan Klinikal's impact on clinical supervision efficiency, cost savings, and user satisfaction at ILKKM Kota Kinabalu. Developed by the Digital Dream team using PHP and XAMPP. The system provides secure, real-time data entry accessible via computer or mobile devices. Echo-training was conducted to ensure seamless adoption among all ILKKM educators and clinical instructors. A quasi-experimental pre-post evaluation was conducted over a 21-month period (May 2023-February 2025) with 90 clinical educators and instructors participating, selected through convenient sampling. User satisfaction scores, measured by a self-administered questionnaire adapted from the Technology Acceptance Model (TAM), were analysed using SPSS Version 27 through univariate, descriptive, and paired sample t-tests. The application achieved substantial annual cost savings totalling RM 86,184 (USD 18,960), with RM 5,616 (USD 1,235) saved on paper, RM 37,260 (USD 8,197) on toner, and RM 4,330.80 (USD 921) on photocopying. Report processing times decreased by 50-80%, reducing average completion time from 30-80 minutes to 10-20 minutes. Environmental impact was reduced with an estimated saving of 468 reams (234,000 sheets) of paper annually. Postimplementation surveys showed a statistically significant increase in user satisfaction, with scores rising from M = 3.2 (SD = 0.7) to M = 4.8 (SD = 0.3), t (89) = 10.45, p < 0.001, and a large effect size (Cohen's d = 1.10). Through this web-based application, users reported significant improvements in usability, accessibility, and readability. Additionally, e-Pemantauan Klinikal offers a scalable and sustainable digital solution for clinical supervision documentation. It enhances operational efficiency, supports Malaysia's Sustainable Development Goals (SDGs), and is poised for nationwide adoption across all 19 ILKKM institutions.

This paper examines the key issues in clinical supervision and explores ideas concerning establishing safe working arrangements for clinical supervision. Drawing on the author's experiences of research, education and clinical practice, it considers roles and tasks of both the supervisor and supervisee(s) relevant to applied phases of the clinical supervision relationship.

Geçtiğimiz günlerde 16. Ulusal Fen ve Matematik Eğitimi Kongresi'nde önemli bir panele katılma fırsatım oldu. Panelin başlığı "Türkiye'de Alan Eğitimin Geleceği ve Sürdürülebilirliği" ve konuşmacı, matematik eğitiminin duayenlerinden Prof. Dr. Adnan Baki'ydi. Baki, matematikçiler ve matematik eğitimcilerinin çalışma alanları ve uzmanlıkları üzerine enfes bir sunum yaptı. Bu sunum, eğitim dünyasında sık sık tartışılan bir soruyu aklıma getirdi: Gerçekten de öğretebilmek için sadece bilmek (bilgiye sahip olmak) yeterli mi? Bu mesele, yalnızca eğitim bilimlerinde değil, yüzyıllardır tüm toplumlarda ele alınmıştır. Öğretmenin sadece bildiği kadarını mı öğretebileceği, yoksa daha fazlasına mı ihtiyaç duyduğu sorusu, eski Yunan'dan günümüze kadar eğitim felsefesinin temel konularından biri olmuştur. Platon ve Aristoteles gibi düşünürler, eğitimin temelinde sadece bilgi aktarımının değil, bilgiye ulaşma yöntemlerinin de öğretilmesi gerektiğini savunmuşlar. Ancak modern dünyada bu soru daha da derinleşiyor. Yani, bilen öğretebilir mi?

Kepala sekolah mempunyai peran ganda, salah satunya adalah sebagai supervisor untuk melakukan pengawasan. Namun ada kalanya karena tumpang tindih pekerjaan mengakibatkan tugas sebagai supervisor tidak dilakukan dengan maksimal dan kontribusi kepala sekolah dipertanyakan karena adanya tugas yang sama yakni supervisi yang dilakukan oleh pengawas. Adanya fenomena tersebut maka dirumuskan permasalahan bagaimana kontribusi supervisi kepala sekolah dalam hal peningkatan kualitas pembelajaran. Adapun tujuan dilakukan penelitian ini adalah untuk mendeskripsikan dan menganalisa kontribusi yang dilakukan oleh kepala sekolah khususnya dalam hal supervisi yang telah dilakukan pula oleh pengawas. Metode penelitian yang dilakukan adalah dengan menggunakan pendekatan kuantitatif. Penelitian dilakukan dengan survey pada 39 responden. Hasil penelitian, kepala sekolah memberikan kontribusi yang cukup kuat pada upaya peningkatan kualitas pembelajaran. Hal ini dapat dibuktikan dengan nilai persentase s...

Education is a process of building human quality. Education is carried out with various educational plans, implementation of national education standards and supervision to produce evaluations. However, the implementation of academic supervision still has weaknesses, so a comparison with clinical supervision that is more focused on improvement efforts is needed. The research objective is to analyze the factual conditions of academic supervision and to compare the effectiveness of academic supervision with clinical supervision. This research was conducted with a descriptive qualitative approach. The results of the study, the implementation of academic supervision by forming a supervision team was not in accordance with the essence of academic supervision that was carried out to develop the ability of teachers, because there were teachers who had problems in teaching and learning process that were not getting optimal treatment. The way to increase professionalism is by clinical superv...

The implementation of clinical supervision in the practice setting presents a major challenge for the nursing profession. There have been numerous reports and papers promoting its importance, and providing the impetus for this challenge (Department of Health, 1993;. Clinical supervision has been well established as part of social work, counselling, psychotherapy and psychoanalytic practice, and in the nursing specialities of mental health and midwifery . Its utilisation by nurses and health visitors is clearly important and should be seen as integral to professional practice. This enquiry evaluated a programme purchased by a south coast of England Trust. The programme aimed to provide the knowledge and skills required for nurses and health visitors to practice as supervisors and supervisees in their clinical areas. This report forms the final stage of the evaluation of the programme. The evaluation process is guided by the work of and used utilisation-focused evaluation as a flexible framework on which to complete the evaluation. A qualitative methodology was used, data were collected using focused interviews with supervisors and supervisees who had participated on the programme. The findings are presented and discussed in the context of the literature on clinical supervision. The recommendations made to the Trust are also presented.

othom no veu pas les coses de la mateixa manera. Fins i tot havent-hi bona intenció i una intel•ligència acceptable, les perspectives, expectatives i emocions generen contrastos o conclusions que semblen incompatibles. No fa gaire, amb la Cap d'Estudis de l'escola rèiem considerant aquella imatge d'un número sis escrit a terra que la persona de l'altre costat veu com un nou. I és clar que les perspectives en són, d'importants. En educació, que és del que vull parlar, no hi ha una única estratègia a seguir ni tampoc una mateixa percepció de la dificultat que cal resoldre. Tot i això, la persona més beneita del món sol distingir entre "el que ara vull fer o necessito" (tinc gana, o son, o em cal cridar) i el que es pretén a mitjà o llarg termini: per exemple, aconseguir més bon rotllo a la família, que no em mati l'excés de colesterol o quins estudis o feina poden fer els meus fills o jo mateix. És a dir, hi ha un espai entre allò immediat -l'ocurrència del moment-i com visualitzo el futur. Ho podríem anomenar visió estratègica. Abans m'agradaria compartir com em va impactar saber què passava amb els meninos da rua, els nens del carrer, a Fortaleza (Brasil). Són uns disset mil vailets, entre els cinc i els disset anys, que es busquen la vida com poden: passen tot el dia sols, malviuen amb la venda de bosses de plàstic, netejant botes o parabrises, o traficant amb tot el que sembli tenir algun valor, furtant alguna cartera i fentse veure als hotels de la platja on arrepleguen algun calerot dels turistes. Els minsos diners que aconsegueixen sovint se'ls gasten immediatament, el mateix dia, per por que els els robin quan s'adormen: el seu "horitzó vital de planificació estratègica" no supera unes poques hores o només uns minuts. Però, renoi!, si ets un dels dirigents de la Conselleria d'Educació, sí que valdria la pena tenir alguna competència en planificació, sobretot si depèn de tu la manera de treballar, l'eficiència i la serenitat psicològica de milers de professionals. La visió estratègica és una necessitat -que tots practiquem, al nostre nivell-per descriure, decidir i visualitzar un estat futur assolible. No és un sinònim de la "missió", sinó un pas més enllà. Alguns errors estratègics que descobrim en l'àmbit de l'Educació: (a) prometen diners, ordinadors o recursos que sempre s'endarrereixen; (b) no copsen bé les

This article describes the rationale and design of a “What is Privilege?”
tool designed to help counselor trainees become aware of the privileges
they hold and the role these may play in their personal and professional
lives. This tool serves as a critical self-awareness assessment instrument
that can be used to operationalize the American Counseling Association’s
Multicultural and Social Justice Counseling Competency (MSJCC)
framework within counselor education programs, particularly the domain
of “counselor self-awareness”. It also serves as a critical training tool that
defines the term of “privilege” within three pillars: powers, resources and
freedoms, using probing prompts to identify how counselor trainees have
experienced these, and/or from which they have benefitted.

Yapay zekâ teknolojilerinde son yıllarda yaşanan gelişmeler, hayatın birçok alanında olduğu gibi eğitimde de önemli dönüşümleri beraberinde getirmiştir. Geleneksel materyallerin, öğrencilerin bireysel ihtiyaçlarını karşılamada yetersiz kalması, yapay zekâ destekli dijital araçların potansiyelinin eğitim süreçlerine katılımını gerekli kılmıştır. Yapay zekânın eğitimde yaygınlaşmasıyla birlikte, yabancılara Türkçe öğretiminde dijital materyallerin geliştirilmesi ve pedagojik entegrasyonu da kritik bir ihtiyaç haline gelmiştir. Bu çerçevede hem güncel teknolojik uygulamalar hem de çağdaş pedagojik yaklaşımlar ışığında etkili ve sürdürülebilir öğretim materyallerinin nasıl geliştirilebileceğini araştırmak gerekir. Bununla birlikte, yapay zekâ destekli materyallerin etkinliği ve kullanım süreçleri hem dil edinimi hem de kültürel bağlamın öğretimi açısından ne gibi soruları beraberinde getireceğini de ortaya koymak gerekir. Bu düşünceden yola çıkılarak yapılan bu araştırmanın temel amacı, yapay zekâ teknolojilerinin yabancı dil olarak Türkçe öğretiminde materyal geliştirme sürecine nasıl entegre edilebileceğini ve bu teknolojilerin pedagojik etkinliğini değerlendirmektir. Nitel araştırma deseni kapsamında durum çalışması yöntemiyle yürütülen araştırmada, yarı yapılandırılmış görüşmeler, doküman analizi ve sınıf içi gözlemler yoluyla veriler toplanmıştır. Deneysel uygulama ve nitel veri analizleri sonucunda, AI teknolojilerinin Türkçe öğretiminde hem önemli avantajlar sunduğu hem de bazı kritik sınırlılıkları olduğu ortaya çıkmıştır. Toplanan veriler, yapay zekâ destekli materyallerin (özellikle NLP ve uyarlanabilir öğrenme sistemleri) öğrencilerin dil edinim sürecini kişiselleştirmede ve motivasyonu artırmada etkili olduğunu ortaya koymuştur. Özellikle dil bilgisi ve yazma becerilerinin gelişiminde anlamlı bir katkı sağladığı görülmüştür. Yapay zekâ destekli materyaller, özellikle öğretmenlerin iş yükünü hafifletme ve öğrencilere kişiselleştirilmiş içerik sunma konusunda önemli avantajlar sağlamıştır. Bununla birlikte, pedagojik tasarımda kültürel uygunluk ve teknik altyapı sınırlılıkları önemli engeller olarak belirlenmiş, dil öğretmenleri ile yazılımcılar arasında iş birliğinin gerekliliği anlaşılmıştır. Kültürel duyarlılığı yüksek, çevrim dışı çalışabilen ve duygusal zekâ bileşenlerine sahip yapay zekâ destekli dijital materyallerin geliştirilmesi gerekmektedir. Elde edilen bulgular, yapay zekâ teknolojilerinin dil öğretiminde ancak insan merkezli bir yaklaşımla bütünleştirildiğinde başarılı olabileceğini göstermektedir. Teknolojik gelişmelerin hızla ilerlediği günümüzde, yapay zekânın dil eğitimindeki rolünü yeniden tanımlamak ve insan-yapay zekâ iş birliğini optimize etmek gelecekteki çalışmaların odak noktası olmalıdır.
Anahtar Kelimeler: Yapay zekâ, Türkçe öğretimi, materyal geliştirme, dijital araçlar, pedagojik yaklaşımlar, nitel araştırma.

Bu çalışma, gençlere dil öğretiminde teknolojinin rolünü, özellikle Arapça öğretiminde Rosetta Stone programını merkeze alarak incelemektedir. Teknolojinin dil eğitimine entegrasyonu, öğrenme süreçlerini kökten dönüştürmüş ve özellikle Arapça gibi bir dilin öğretiminde yenilikçi çözümler sunmuştur. Bu çalışmada, Rosetta Stone programının Arapça modülünün pedagojik yapısı sistematik olarak incelenmiş, programın müfredatı, dil becerilerine yaklaşımı (kelime, gramer, telaffuz) ve entegrasyonu analiz edilmiştir. Arapça, harf sistemleri, telaffuz zorlukları ve lehçe çeşitliliği nedeniyle öğrenenler için diğer dillerden farklı bazı süreçlere sahiptir. Geleneksel sınıf ortamları bu süreçleri aşmakta kimi zaman yetersiz kalabilir. Teknoloji ise etkileşimli içerikler, anlık geri bildirim ve kişiselleştirilmiş öğrenme yollarıyla bu sınırları aşmada kritik bir rol oynar. Rosetta Stone, 30 yılı aşkın süredir dil öğreniminde "daldırma yöntemi" (immersion) adlı yöntemi kullanmaktadır. Temel prensibi, ana dil öğrenimini taklit ederek kelime ve grameri bağlamsal ilişkilerle sunmaktır. Rosetta Stone'un günlük iletişimde yaygın olan lehçelere odaklanmaması bir eksiklik olarak değerlendirilebilir. Programla beraber öğrenme sürecinin çevrimiçi dil değişim platformları veya kültürel içeriklerle (film, podcast) desteklenmesi önerilir. Rosetta Stone, Arapça öğreniminde teknolojinin sağladığı avantajları somutlaştıran etkili bir araçtır. Ancak dilin sosyokültürel boyutunu kapsayacak şekilde genişletilmiş bir müfredat ve hibrit öğrenme modelleriyle desteklenmesi, dil becerilerinin bütüncül gelişimi açısından elzemdir.

While supervision is a reflective space for practitioners, supervisors must also reflect on their practice. Researching supervision is one way to do this. I conducted a research project on one aspect of my supervision practice – a creative narrative therapy approach which involved writing a found poem from a supervisee’s talk about a practice value and offering the poem back to them. In a small narrative inquiry, I interviewed three former supervisees about the effect of their found poem on their practice identity. All three supervisees saw the value expressed in the poem as continuing to be important to them, showing a semi-stable sense of practice identity which the poem contributed to. Additionally, one participant saw her identity as evolving on from the poem, showing a narrative sense of identity. These findings highlight the potential of supervision to grow practice identities through found poetry, although the supervisor must manage power mindfully.

The researchers investigated two formats of site-supervision training based on the school counselor supervision model: in-person and web-based. Using a quasiexperimental pre-post design, this study examined the multicultural competency and self-efficacy of school counselor supervisors. The findings revealed significant improvements in self-efficacy regardless of the format; however, in-person training led to greater gains in multicultural knowledge and awareness. The implications of this study are discussed.

This paper examines the use of the Tricky Topics (TTs) technique in focus groups as a data collection method in qualitative research. This methodological study originated from a two-phase exploratory study that explored the perspectives of 23 senior Psychological Counseling and Guidance students on their online psychological counseling experiences. The data of the original study comprised indepth conversations via focus group meetings using the TTs technique. The collected data sets were analyzed through thematic analysis using MAXQDA 2022. During the data collection with the TTs technique, each participant builds on the opinions of others as they investigate and analyze the issues covered during the focus group. The experiences of the senior Psychological Counseling and Guidance program students on the use of the TTs technique indicated that using this technique helped them explore the barriers that stop them from understanding a concept in greater depth. The TTs technique encouraged and motivated participants to further explore the issues of online counseling when they observed others struggling, hesitating, and pausing to conceptualize what prevented them from being more active and effective in their practices and learning. This study suggests methodological implications for the TTs technique. When used in focus group research, the TTs technique provides participants with additional time to analyze how others reacted to the main discussion points. In this study, participants engaged in collaborative discourse and co-created practical measures to strengthen online counseling practices. These interactions resulted in the enhancement of Psychological Counseling and Guidance students' perceptions of online counseling. This study explains the possible benefits of adopting the TTs technique in focus group interviews in terms of revealing the depth of the data. The implications of this methodology are further discussed, including how the findings could inform other studies that investigate specific concerns within a profession.

This document outlines guidelines for supervision of students in health service psychology education and training programs. The goal was to capture optimal performance expectations for psychologists who supervise. It is based on the premises that supervisors (a) strive to achieve competence in the provision of supervision and (b) employ a competency-based, meta-theoretical approach to the supervision process. The Guidelines on Supervision were developed as a resource to inform education and training regarding the implementation of competency-based supervision. The Guidelines on Supervision build on the robust literatures on competency-based education and clinical supervision. They are organized around seven domains: supervisor competence; diversity; relationships; professionalism; assessment/evaluation/feedback; problems of professional competence, and ethical, legal, and regulatory considerations. The Guidelines on Supervision represent the collective effort of a task force convene...

No presente texto, tomando como base a logica do (im) possivel do ato educativo a partir do referencial psicanalitico, disserta-se acerca do realizavel na experiencia docente nos cursos da area da saude no componente curricular de psicologia. A experiencia a ser compartilhada toma para as discussoes dois elementos: a posicao docente e o conteudo programatico. No texto buscamos situar a compreensao de educacao como ato impossivel, apontamos algumas consideracoes sobre o ensino tecnico, indicamos as diferencas de compreensoes sobre o corpo a partir da compreensao medica e da psicanalise, e por fim sao apresentados elementos da experiencia docente a partir de reflexoes teoricas. O texto posiciona-se como uma breve contribuicao aos que se dedicam as possibilidades de interlocucao da psicanalise em contextos de ensino tecnico na area da saude.

Bu sunum, Türkiye'nin Milli Eğitim Bakanlığı (MEB) tarafından yayımlanan ilkokul düzeyindeki İngilizce ders kitaplarının, dillerin sosyo-kültürel çevreleriyle etkileşimini vurgulayan Türk dil ekolojisi ilkeleriyle uyumunu eleştirel bir şekilde incelemektedir. Araştırma, bu ders kitaplarının Türkiye'nin dilsel ve kültürel bağlamını, Türkçe'nin etkisi, yerel lehçeler ve azınlık dilleri dahil olmak üzere, ne ölçüde dikkate aldığını değerlendirmektedir. Bulgular, kitapların İngilizceyi küresel bir dil olarak etkili bir şekilde tanıttığını, ancak Türkiye'nin zengin dil çeşitliliğini yeterince ele almadığını ve bu durumun dil öğrenimi ile yerel dil ortamı arasında bir kopukluk yaratabileceğini göstermektedir. Ders kitapları genellikle standart İngilizceyi yerel dillerin önüne koymakta, bu da öğrencilerin dilsel miraslarına olan takdirlerini zayıflatmakta ve daha kapsayıcı bir dil politikası geliştirilmesini zorlaştırmaktadır. Sonuç olarak, Türkiye'nin çeşitli dil ortamını tanıyan ve bunu içeren daha bağlama duyarlı bir dil yaklaşımına acil ihtiyaç bulunmaktadır. Öneriler arasında yerel lehçelerin ve azınlık dillerinin müfredata entegre edilmesi, öğrencilerin sosyo-kültürel bağlamları içinde dil hakkında daha kapsamlı bir anlayış geliştirmelerine yardımcı olma hedefi yer almaktadır.

Familiarity with supervision models has its own constructive effect on both teacher classroom practice and positive classroom outcomes. In this line, this study investigated the pre-service and in-service EFL teachers’ attitudes towards prescriptive and collaborative supervision models. For this purpose, 200 participants, 100 pre-service and 100 in-service EFL teachers of schools and institutions in different levels and from both genders were recruited. The participants were selected through simple random sampling and the required data was collected through a 5-point Likert scale questionnaire. To analyze the data, descriptive statistics and chi-square  analysis were used. The results demonstrated that both pre-service and in-service EFL teachers had the same attitude towards prescriptive and collaborative models of supervision. Furthermore, most of the teachers of both groups were in agreement with the collaborative model. The results also revealed that gender did not have any significant effect on the preference for already-mentioned models of supervision albeit most of them were in agreement with the collaborative model. The findings of this study can be fruitful for supervisors and teacher mentors in order to inform them with new and more efficient supervision models to improve the teachers’ performance and educational programs as well.

The combination of language and mental health has a significant effect on how effective counseling is, especially in varied communities. This study emphasizes the importance of linguistic accessibility for enhancing counseling results by overcoming language barriers that may cause confusion, incorrect diagnoses, and decreased effectiveness of treatment. Emphasizing the need for counselors and interpreters who are fluent in multiple languages to guarantee effective communication and support. Furthermore, the use of therapy techniques that are culturally and linguistically appropriate helps enhance client involvement, precise emotional communication, and overall contentment with mental healthcare. Research shows that delivering mental health services in the language preferred by clients increases trust, comfort, and positive therapeutic results. The article promotes the inclusion of multilingual professionals and culturally tailored approaches in mental health policies to enhance equity and inclusivity. Additional research studies are required to confirm current results and guide future actions regarding linguistic accessibility. Prioritizing linguistic accessibility in mental health services can enhance their ability to serve diverse populations, resulting in better mental health outcomes and overall well-being. This all-encompassing method guarantees that interventions consider both personal requirements and the larger environmental setting, leading to lasting enhancements in mental health services and equality among various linguistic and cultural groups.

Background The policies on resident supervision in the psychiatry training program at Hamad Medical Corporation (HMC), Qatar, meet the requirements of the Accreditation Council of Graduate Medical Education-International (ACGME-I). The psychiatry department has mandated one-hour weekly supervision of residents. Unlike clinical supervision, little is known about how residents perceive individual supervision and its impact on their training. The purpose of this study was to explore psychiatry residents’ feedback on weekly individual supervision, focusing on frequency, content, and perceived quality. Results We conducted an anonymous survey among all residents in the psychiatry department of HMC, exploring the number and content of individual supervision sessions received during the previous six months, and their satisfaction with supervision provided. Out of 25 residents, 20 responded to the survey. The results showed that 95% (n=19) of those who responded had received some form of su...

Teacher training and professional development (PD) are critical factors influencing child development outcomes, yet their effectiveness varies across high-and low-performing education systems. This study examines how differences in teacher preparation, ongoing PD, and systemic support contribute to disparities in student cognitive, social, and emotional development. By analyzing case studies from high-performing systems (e.g., Finland, Singapore) and lowperforming systems (e.g., under-resourced regions), the paper identifies key practices-such as mentorship programs, evidence-based PD, and policy alignment-that enhance teacher efficacy and, consequently, child outcomes. The findings highlight the importance of context-responsive training, sustained investment in teacher growth, and equitable access to quality PD in bridging educational gaps. Recommendations for policymakers and educators emphasize systemic reforms to optimize teacher development for improved child outcomes globally.

tarafından geliştirilen Young Ebeveynlik Ölçeği (YEBÖ)'nin Türk üniversite örneklemi üzerinde geçerlik ve güvenirliğinin incelenmesi amaçlanmıştır. Çalışma farklı fakülte ve sınıfl ara devam eden üniversite öğrencilerinden oluşan bir örneklem üzerinde yürütülmüştür (N = 107-994). Varimaks rotasyonuyla yapılan temel bileşenler analizi sonucu, ölçeğin Türkçe Anne ve Baba formları için 10 faktörlü ortak bir yapının uygun olduğu görülmüştür. Belirtilen faktörler açısından yürütülen test-tekrar test ve iç tutarlık analizlerinde istatistiksel olarak anlamlı katsayılara ulaşılmıştır. Birleşen geçerliğine ilişkin incelemeler açısından, SCL-90-R ile incelenen korelasyon katsayıları istatistiksel olarak anlamlı olup, ilişkilerin yönü kuramsal olarak beklendik şekilde gözlenmiştir. Bir ön çalışma kapsamında, normal ve klinik örneklem verileri üzerinde yürütülen t-testi analizine göre, bazı ebeveynlik boyutları bakımından gruplar arasında istatistiksel olarak anlamlı farklılık olduğu izlenmiştir (N = 100-38). Bulgular doğrultusunda, YEBÖ'nün, Türkiye'de yürütülen klinik uygulama ve araştırma faaliyetlerinde kullanılabilirliği açısından, kabul edilebilir düzeylerde geçerli ve güvenilir bir değerlendirme aracı olduğu düşünülmektedir.

The combination of language and mental health has a significant effect on how effective counseling is, especially in varied communities. This study emphasizes the importance of linguistic accessibility for enhancing counseling results by overcoming language barriers that may cause confusion, incorrect diagnoses, and decreased effectiveness of treatment. Emphasizing the need for counselors and interpreters who are fluent in multiple languages to guarantee effective communication and support. Furthermore, the use of therapy techniques that are culturally and linguistically appropriate helps enhance client involvement, precise emotional communication, and overall contentment with mental healthcare. Research shows that delivering mental health services in the language preferred by clients increases trust, comfort, and positive therapeutic results. The article promotes the inclusion of multilingual professionals and culturally tailored approaches in mental health policies to enhance equity and inclusivity. Additional research studies are required to confirm current results and guide future actions regarding linguistic accessibility. Prioritizing linguistic accessibility in mental health services can enhance their ability to serve diverse populations, resulting in better mental health outcomes and overall well-being. This all-encompassing method guarantees that interventions consider both personal requirements and the larger environmental setting, leading to lasting enhancements in mental health services and equality among various linguistic and cultural groups.

This grounded theory study addressed the question What model explains the essential qualities, skills, and competencies of an effective supervisory relationship for transpersonal therapists in training? It emerged out of a recognition that current training models for supervisors were not inclusive of competencies to address the needs of therapist trainees who are oriented toward a transpersonal approach to psychotherapy. The results of 22 interviews with trainees and supervisors surfaced a fundamental tension within the supervisory relationship in the distinction among the primary responsibility of the supervisor for ensuring client welfare, and encouraging supervisees to develop their personal therapeutic orientation and the self of the therapist. Emergent themes describe the nature of a supervisory relationship that encourages development of all of the gifts of the therapist while training for competence.

This literature review examines substance addiction amongst lesbian, gay, bisexual,
transgender, intersex, and questioning (LGBTIQ) youths and its relationship with both suicide
ideation and suicide amongst LGBTIQ youths. To determine the relationship between substance
addiction, suicide ideation and suicide, this piece examines different factors that influence
substance addiction. This examination includes an evaluation of the socio-cultural stigma that
LGBTIQ youths experience and how it may increase the risk of addiction. The review suggests
LGBTIQ youths have a high degree of substance addiction, due to the prevalence of the different
stressors that they experience. Stressors like impulsivity as measured by extraversion and
neuroticism are also shown to contribute towards addiction (Livingstone et al., 2015). Substance
dependency amongst the LGBTIQ is increased by the need to cope with external and internal
factors as a result of their sexual orientation (Chaney et al., 2011). Drug use and substance
addiction amongst the LGBTIQ youths may be increased by the need to cope with the isolation
arising from discrimination and lack of social acceptance (Green & Feinstein, 2012). Substance
addiction increases the likelihood of suicide and suicide ideation amongst LGBTIQ youths
compared to their heterosexual counterparts (Russell & Fish, 2012). Moreover, the study by
Russell and Fish (2012) suggest that the prevalence of prejudice, victimisation, discrimination and
hate crime perpetrated towards LGBTIQ youths increases their risk of drug use and substance
addiction, which adversely affects their mental health. Consequently, LGBTIQ youths are likely
to engage in risky and antisocial behaviour, for example, risky sexual activities (Russell & Fish,
2012). The review proposes a number of recommendations that could be taken into consideration
in minimising suicide ideation associated with substance addiction amongst LGBTIQ youths. They include increasing the level of social and family support to the LGBTIQ community. Structural implementation of these measures may reduce the risk of substance addiction.

Over the past decade attachment theory has undergone an intense expansion of both its original scientific foundations as well as its applications to clinical work. Bowlby's original description occurred during a period of behaviorism and an emphasis on the strange situation and secure base behaviors, which then gave way to a dominance of cognition and an emphasis on attachment narratives and reflective capacities. We will argue that in line with Bowlby's fundamental goal of the integration of psychological and biological models of human development, the current interest in affective bodily-based processes, interactive regulation, early experience-dependent brain maturation, stress, and nonconscious relational transactions has shifted attachment theory to a regulation theory. This emphasis on the right brain systems that underlie attachment and developmental change has in turn forged deeper connections with clinical models of psychotherapeutic change, all of which are consonant with psychoanalytic understandings. Modern attachment theory can thus be incorporated into the core of social work theory, research, and practice.

This paper presents a brief review of a relational approach to clinical supervision and argues for its application in social work settings. Although an integral and essential part of practice, clinical supervision is underrepresented in the practice literature. Given this paucity of writings on supervision, the recent book by Mary Gail Frawley-O'Dea and Joan Sarnat, The Supervisory Relationship: A Contemporary Psychodynamic Approach, stands out as a seminal contribution because the authors present a fully developed relational model of supervision that fills a major gap in the development of contemporary relational theory and practice. We selectively review the basic concepts and principles of Frawley-O'Dea and Sarnat's model and apply this supervisory approach to current social work practice. Our focus will be on exploring three controversial and much-debated topics: self-disclosure, regression, and the teach or treat dilemma. Case vignettes from two supervisory experiences will serve to illustrate how a relational approach enhances both the treatment and the supervisory relationship.

The leitmotif for this piece is the development of social work supervision in Malta as a specialism. As background, I present concentric circles of influence on supervision. I first consider Malta's geo-socio-cultural context, then the professional status of social work, followed with a focus on supervision. I next introduce the supervisors and review pertinent research studies, followed by supervisor education and supervisory practices, and then propose recommendations for future practice and research. Finally, I ask: Can social work supervision in Malta be considered a specialism in the making? My answer is yes, but it is at a rudimentary stage of development.

Mary Thomas examines the 'Artist's Fear of the Psychotherapist', which she understands to be based on the artist's belief that it is suffering that feeds their creativity. She points out the reality that for many people, including artists, psychotherapy can facilitate and nurture the creative capacity. David Black's chapter 'Religions in Relation to Values' argues succinctly for a change of attitude within psychoanalytic thinking which is based fundamentally on Freud's sceptical attitude to religion. He argues that transgenerational internal religious objects, such as rituals, beliefs and values, have an impact both for good and for bad. He also suggests that Freud had a number of friendships with men he admired whose thinking was influenced by religious values. The final paper is by Lesley Murdin who writes about 'Time and Rites of Passage', with reference to the difference between the temporal nature of the conscious mind as compared with the unconscious, which does not recognize temporality and so has no sense of past, present or future. She shows how social events around significant life changes help our deep sense of loneliness, how marking change connects individual development to the wider social context. She argues that the 'rituals' at the beginning and end of psychotherapy help the individual to recognize that a process is taking place that assists an individual in moving from one state of mind to another. In particular, she notes the change of pace as the client enters the consulting room, moving from the external world of daily life to the internal world of quiet reflection and the ending, when they walk back into the outside world. Like Alice falling down the rabbit hole. This is an interesting collection of papers which contributes thoughtfully to many of the essential issues in the psychotherapeutic encounter and raises questions for further reflection. Whilst I found many of the chapters thought provoking, my general sense of the book was of a rather eclectic mix of humanistic and existential approaches where at times I would have welcomed more substantially developed psychodynamic understanding. I think, however, that it will be of real interest to trainees and newly qualified psychotherapists who are developing their identity in the consulting room.

Senior volunteers represented a significant, mostly untapped lay resource of informal social care. In this study, we evaluated the effectiveness of the training program on improving senior volunteers’ competency toward peer counseling, and explored its impact on their well-being after three months of the program implementation. We conducted a pre- and post-intervention analysis among 60 senior volunteers aged 60–82 years. They participated in 40 h of training and performed weekly peer counseling home visits for three months. We evaluated the program using survey questionnaires, trainer observation and debriefing, and focus group discussions. After the training, peer counselors showed a significant improvement (p &lt; 0.001) in knowledge (17.1 versus 22.3) and skills (17.0 versus 17.9). All of them met the minimum required passing level of 70% for the knowledge test, and their overall performance was satisfactory as rated by two independent trainers. After three months, peer counselo...

A positive and caring learning climate is predictive of academic achievement, healthy development and safety of young people It also has significant positive impact on learning for those with learning difficulties and problem behaviors . Students with behavioral and emotional problems are often less successful in learning

Clinical practice experiences involving the delivery of psychological services in correctional and forensic settings can improve quality of care for underserved populations. The systematic study of how and where these experiences are obtained is also an integral yet empirically unexplored aspect of developing a workforce uniquely qualified for clinical practice in corrections. This study examines the clinical services provided by psychological practicum students to offenders in corrections, the clinical expertise they gain from doing so, and selected aspects of the training programs that place them in correctional settings. Eighty-eight chief psychologists from the Federal Bureau of Prisons (BOP; response rate ϭ 95%) provided information on psychology services delivered as part of practicum training. Twenty-six institutions were identified as hosting doctoral level psychology students. The most frequent clinical services provided were in individual therapy, group therapy, and assessment. More than a third of the institutions had students on site for 16 hours or more per week. Among the 26 institutions, urban and Mid-Atlantic correctional institutions were most likely to be guiding students to provide services and obtain experience. As students gain and refine their clinical practice skills in corrections, it is hoped that these skills will later be applied in criminal justice systems to the benefit of both offenders and the staff responsible for their custody and care.

This paper explores how trauma enabled embodiment to be forcefully felt and later usefully used in doctoral research. The shocking murder of my sister by her husband created intense physical reactions within me . Previous years of teaching enabled observation of the body as a source of information but nothing prepared me for the shock and impact of murder. Although a client in therapy at the time, I wrote poetry to manage such intense reactions. I felt the horror of containing murder while also wanting freedom from it . Writing poetry brought opposing aspects of myself together and eventually enabled the conception of research to discover if other clients experienced such opposition between containment and freedom. During the research process, embodiment, experienced and used through trauma, helped analyse participants' journals. Trauma's impact created a learning process which seems to demonstrate how such personal learning may influence qualitative research.

As a response to an Australian shortage of clinical health, nursing, and medical placements, Commonwealth Government funding has been directed to expand student training opportunities and increase the competence and number of available clinical supervisors. This paper evaluates the application of a particular supervision training model for this purpose. It considers the model&#39;s suitability and relevance across professions and its impact on supervisory knowledge, skills, and values as well as the intention to supervise students. The design, delivery, and evaluation of a series of one-day introductory student clinical supervision training workshops for allied health disciplines, nursing, and medicine are considered. Participants evaluated Proctor&#39;s model of clinical supervision, which was expanded by the trainers to incorporate diversity and power relations in student supervision. Evaluation results suggest that adapting Proctor&#39;s model for student clinical supervision is ...

This article describes a follow-up analysis of the Spiritual Competency Scale, which initially validated ASERVIC's (Association for Spiritual, Ethical and Religious Values in Counseling) spiritual competencies. The study examined whether the factor structure of the Spiritual Competency Scale would be supported by participants (i.e., ASERVIC members) who were expected to be more spiritually competent than the original student group. The data revealed an internally consistent, 21-item, 6-factor solution, a cutoff score, demographics that may facilitate spiritual competence, and further support for the revised spiritual competencies.

This document outlines guidelines for supervision of students in health service psychology education and training programs. The goal was to capture optimal performance expectations for psychologists who supervise. It is based on the premises that supervisors (a) strive to achieve competence in the provision of supervision and (b) employ a competency-based, meta-theoretical approach to the supervision process. The Guidelines on Supervision were developed as a resource to inform education and training regarding the implementation of competency-based supervision. The Guidelines on Supervision build on the robust literatures on competency-based education and clinical supervision. They are organized around seven domains: supervisor competence; diversity; relationships; professionalism; assessment/evaluation/feedback; problems of professional competence, and ethical, legal, and regulatory considerations. The Guidelines on Supervision represent the collective effort of a task force convene...

Cognitive scientists have suggested that individual differences are relatively unimportant in predicting who will become an expert in any particular domain. This stance is at variance with the admissions screening practices of graduate programs in professional psychology as well as with counseling psychology&#x27;s individual differences tradition. The purpose of this article was to consider some of the issues involved on both sides of this apparent contradiction, with particular emphasis on expertise in professional psychology. I first examine some of the possible operational definitions of expertise in this domain. I then consider salient literature and conclude that there almost certainly are threshold levels of intellectual and interpersonal skills that trainees in professional psychology should have. Beyond these levels, though, it may be that motivation and persistence are the most important variables in predicting the eventual attainment of expertise in professional psychology.

This study aims to assess the financial literacy as correlates to Teachers&#39; Personal and Professional development: Basis to a proposed fiscal sustainability plan. The descriptive correlated type of research method was used in the study. The 100 respondents are all elementary teachers in Tiaong II District, Division of Quezon.The main instrument used in gathering data was the the self – made and adopted survey questionnaire checklist using the Likert scale. The statistical treatments used are mean, frequency distribution, standard deviation, and Pearson Product Moment Correlation Coefficient. The data revealed that perceived financial literacy as to of financial knowledge is significantly related to the personal and professional development in terms of financial stability, financial wellness, financial capability, financial investment, financial inclusion and retirement plan. Financial behavior is significantly related to the personal and professional development as to financial ...

This article discusses multicultural competency education options for early career rehabilitation counsellor supervisors. It specifically addresses the importance of the cultural awareness and competencies in supervised supervision. Multicultural counsellor competencies in clinical supervision are considered in the context of rehabilitation counsellor professional preparation programs in the United States. Diversity considerations are important to operationalising the construct of the working alliance in the context of clinical supervision training for early career rehabilitation counsellor supervisors. Acquiring, retaining and cultivating multicultural clinical supervision competencies in self and others is a lifelong process.

The current research aims to explore the psychology students’ motivation and attitudes toward using developed
English for Specific Purposes (ESP) materials in English as a Foreign Language (EFL) context. A mixed
method study was conducted with 60 pupils from the Psychology Department taking a ‘General English’ course.
Treatment lasted for 12 weeks. As the data collection tools, the “Motivation Questionnaire for Learning
English” and Interview Questions were used. Data tools were administered both at the beginning and end of the
study. Quantitative data were analyzed through the SPSS program. Wilcoxon Signed Rank Test was used to
measure the significance of instruction. Qualitative data, obtained from the semi-structured interview, were
analyzed through thematic content analysis. As the findings of the research indicated after the use of the ESP
material, the motivation of the students towards learning English increased and participants developed positive
attitudes toward the developed material as well as learning English.

This article presents a framework for using a variety of available supervision modalities, in relation to the Littrell's four stages of development of school counselors. Challenges in selecting and providing appropriate supervision to school counselors has been reported in the literature. Consistent with previous research, this review conceptualizes school counselor development as a life long task with identifiable characteristics at each stage. Several supervision modalities are reviewed and evaluated relative to four developmental stages. Suggestions for supervisor practices and further research are discussed. (Contains 25 references.) (Author) Reproductions supplied by EDRS are the best that can be made from the original document.