Registry
Module Specifications
Archived Version 2019 - 2020
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Description This module focuses on the evolving field of clinical supervision. Candidates will engage in a robust study and critical discussion of the dominant theoretical approaches, conceptual models and modes underpinning clinical supervision. The findings from qualitative and quantitative research studies examining approaches, processes, relationships and efficacy in supervision will be critically analysed. The relevance of dominant perspectives on clinical supervision practice and the management of ethical issues will be critically examined in the context of real world supervisory environments. The emphasis in this module is focused on developing a critical understanding of knowledge based structures which influence dominant discourses within the field of clinical supervision. | |||||||||||||||||||||||||||||||||||||
Learning Outcomes 1. 1. Articulate and debate the strengths and limitations of theory bound approaches in clinical supervision. 2. 2. Critically discuss the range and relevance of dominant conceptual models of clinical supervision. 3. 3. Critically analyse national and international qualitative and quantitative supervision research studies and articulate the potential contribution these make to clinical supervision practice. 4. 4. Identify and make an informed response to ethical, legal and professional issues as they emerge in real world supervisory practice. 5. 5. Take a reflective, evaluative position on the relevance of dominant theoretical and conceptual perspectives with respect to the supervisory environments in which they provide clinical supervision. 6. 6. Provide a clear rationale for utilising single or integrative theoretical and conceptual approaches in clinical supervision practice. | |||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and
Learning Activities Level 9 StudyLevel 9 academic, professional and personal development in clinical supervision.Clinical SupervisionIndividual, shared, peer and group supervision modes of supervision.Models and TheoriesConceptual Models and Theory Bound Approaches to Clinical Supervision.SynthesisIntegrating supervisory theories and conceptual modelsLearning SupportAdult Learning TheoryEthical and Legal IssuesEthic, legal and professional dilemmas in real world supervisory environmentsProfessional DevelopmentProfessional development in clinical supervision.Personal DevelopmentReflective practice & personal awareness activitiesResearchNational and international qualitative and quantitative supervision research studiesModule ActivitiesDidactic teaching, seminar groups, individual tutorials, observation of supervisory practice, application of theory to practice and on-line resources.Independent StudyReviewing literature and research, pre-/post session reading, assignment preparation and draft publications. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 0, Specialist Journals, 0, The Clinical Supervisor, 0, Specialist Journals, 0, Counselor Education and Supervision,, American Counseling Association, | |||||||||||||||||||||||||||||||||||||
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