Outcomes Measurement and Management: Cost and Benefits of Reflective Supervision The article explores the cost and benefits of reflective supervision by using journalizing. Ten students’ journals are analyzed using content analysis to look for recurring themes and categories. The final categories are used to make assertions about how student clinicians and their supervisor used the journals to work through critical ... Article
Article  |   June 01, 2000
Outcomes Measurement and Management: Cost and Benefits of Reflective Supervision
Author Affiliations & Notes
  • Jean C. Brown
    Arizona State University, Tempe, AZ
Article Information
Outcomes Measurement and Management
Article   |   June 01, 2000
Outcomes Measurement and Management: Cost and Benefits of Reflective Supervision
SIG 11 Perspectives on Administration and Supervision, June 2000, Vol. 10, 3-18. doi:10.1044/aas10.2.3
SIG 11 Perspectives on Administration and Supervision, June 2000, Vol. 10, 3-18. doi:10.1044/aas10.2.3
Abstract

The article explores the cost and benefits of reflective supervision by using journalizing. Ten students’ journals are analyzed using content analysis to look for recurring themes and categories. The final categories are used to make assertions about how student clinicians and their supervisor used the journals to work through critical issues in a university pre-school program. Eight assertions are made about the ways student clinicians used journals and they include: asking for help, venting anger, solving problems, speculating, reflecting, tattling, and giving the supervisor positive and negative feedback. Five assertions are made about how their supervisor used the journals. The journals were used to affirm, to comment, to reinforce behaviors, to share experiences, and to express anger. The findings suggest that journals are a useful tool for clinical teaching.

Do I really need to get up and do this again? Why can’t I just stay in the bed and pull the covers over my head? It is the beginning of the semester. I get a new group of graduate students and they get the same old lecture. How many times have I done this orientation? I’mlosing track of time. Maybe this group will be better. OK. I’ll just get up and get it over with.

It’s the end of the first day. That wasn’t so bad. “Jean, can I talk to you? Would now be a good time?” Oh, no! What is it now? Is she going to tell me that she hates this practica? Is she going to tell me that she’s quitting? “Jean, I really want to talk about the journals. I’ve been looking over the format and I just don’t want to share myself, but I don’t want this to effect my grade.”

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