Australian Occupational Therapy Journal · 2006 · 24 citations · 16 references
EducationCounselingCounseling TechniquesCounselor SupervisionCounselor TrainingCounseling SupervisionSupervisee DevelopmentSupervision ProcessSupervisory AllianceSupervisory RelationshipWorkplace SupervisionCognitive-behavioral SupervisionPractice-based Professional DevelopmentReflective Functioning In SupervisionReflective Practice In SupervisionSupervisee Support NeedsSupervision TheoriesSupervisory Competence DevelopmentTrait Emotional Intelligence
Supervision is a vital, two‑way relationship that supports occupational therapists by allowing reflection on personal and professional needs to enhance performance. The study aims to develop and describe an information package that facilitates purposeful and rewarding supervision for occupational therapists. The authors revised departmental supervision practices, reviewed literature, consulted professional bodies, and incorporated guided reflective thinking, adult learning, emotional intelligence, and shifting skills to create the information package.
Supervision is acknowledged as an essential component of professional practice. Supervision is a two‐way relationship, driven more by the needs of the supervisee than the supervisor. It is a chance for the supervisee to reflect on personal and professional needs in order to improve performance and to receive support. A revision of the supervision practices in our department led to a comprehensive review of the literature and discussions with professional bodies. An information package was developed to assist staff to participate in purposeful and rewarding supervision. Four concepts were considered important: guided reflective thinking, adult learning, emotional intelligence and shifting skills. The process of this development, and a description of the package, is presented in this paper.
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Emotional intelligence: its role in training.
Deborah Evans, Helen Allen · PubMed · 2002 · 51 citations