Socialna pedagogika, 2000 vol. 4, št. 3, str. 219-236.

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Prispevek proučuje nekatere pomembne determinante, ki opredeljujejo vlogo supervizorja v odnosu do supervizanta, in dejavnike, ki pogojujejo oblikovanje uspešnega supervizijskega odnosa. Supervizor je pri tem obravnavan kot ključni dejavnik, ki lahko pomembno vpliva na nekatere prvine, ki sodoločajo supervizijski odnos. Mednje sodijo: funkcije supervizije ter v zvezi s tem supervizorjeva sposobnost fleksibilnega prehajanja iz ene vloge v drugo, struktura in razvojne faze supervizijskega odnosa ter supervizijski dogovor.

 

Ključne besede: supervizor, supervizijski odnos, supervizijski dogovor.

Abstract

 

This article looks at several important elements which define the supervisor's role in relation to the supervisee and identifies the components that contribute to their successful relationship. The supervisor is seen here as the key factor as he/she is in a position to significantly influence the elements that codetermine supervision relationship: functions of supervision and supervisor's ability to slip from one role into another, structure and phases of supervision relationship and supervision contract.

 

Key words: supervisor, supervision relationship, supervision contract.

Socialna pedagogika, 2000 vol. 4, št. 3, str. 237-258.

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Prispevek govori o vlogi supervizorja z vidika interakcionističnega pojmovanja socialne vloge. V zvezi s tem poudarja pomen supervizijskega dogovora, ki v dobršni meri omogoča jasnejše oblikovanje pričakovanj obeh: supervizanta in supervizorja. Prispevek govori tudi o strukturi vloge supervizorja, spreminjanju vloge glede na razvojni proces supervizije, razvojni proces supervizanta in supervizorja. Pokaže na podobnosti in razlike med vlogo svetovalca (psihoterapevta) in vlogo supervizorja, dotakne pa se tudi nekaterih čeri in pasti, s katerimi je obremenjena vloga supervizorja (številne subvloge, moč vloge).

 

Ključne besede: supervizijski proces, vloga supervizorja, razvojno edukativni model supervizije, supervizijski odnos.

Abstract

 

The article discusses the supervisor's role seen form the viewpoint of symbolic interactionism. It underlines the importance of the supervisory contract as it enables both parties, the supervisor and the supervisee, to articulate clearly their expectations. The article also looks at the structure of the supervisor's role and its changes during the process of supervision. It points out the similarities and differences between the role of a counsellor (psychotherapist) and supervisor, and addresses a number of traps the role of supervisor can imply (numerous sub-roles, its power).

 

Key words: supervision process, role of supervisor, developmental-educational model of supervision, supervision relationship.

Socialna pedagogika, 2000 vol. 4, št. 3, str. 259-270.

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Vsak od obeh udeležencev v superviziji se uči in hkrati uči drugega. Pravzaprav vsako učenje vsebuje spreminjanje, zato terja supervizija od obeh udeležencev, da sta se voljna spreminjati. Uspeh v superviziji ni toliko odvisen od kakovosti bodisi supervizorja bodisi superviziranega, kot od ujemanja teh dveh oseb in tudi od njune zmožnosti, da oblikujeta ustvarjalen tim. Tako sodelovanje je mogoče uresničiti le z dolgotrajnim prizadevanjem obeh udeležencev.

 

Ključne besede: poučevanje, učenje, supervizijski odnos, supervizant, supervizor.

 

Either of the two participants in supervision is learning and teaching the other at the same time. As a matter of fact every kind of learning involves changing, therefore the supervisory situation demands from both participants the willingness to change themselves. Success in supervision is not so much the consequence of the qualities of either supervisor or his trainee, but the result of those two persons' compatibility and also of their ability to form a creative team. Such a co-operation can be achieved only through the both participants' prolonged endeavours.

 

Key words: teaching, learning, supervision relationship, supervisee, supervisor.

Socialna pedagogika, 2000 vol. 4, št. 3, str. 271-281.

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Koncept paralelizma je razmeroma star in v superviziji dobro poznan, čeprav je le malo empiričnih dokazov o njegovem obstoju. Prispevek osvetljuje nekatere razlage vzporednega procesa, npr. s pomočjo identifikacije, projektivne identifikacije, psiholoških iger, strukturnih podobnosti med supervizijo in terapijo, vzporednice med telesnimi izrazi in doživljanjem, pa tudi prek arhetipov in učenja. Kljub pomanjkljivostim v razlagah pa ima vzporedni proces določeno vrednost pri razumevanju nekaterih (zlasti odnosnih) pojavov v supervizijskem procesu. Zato je pomembno, da ga je supervizor sposoben v svoji supervizijski praksi prepoznati in ustrezno analizirati.

 

Ključne besede: supervizija, vzporedni proces, zrcaljenje, paralelizem, supervizijski odnos.

Abstract

 

The idea of parallelism in supervision is not new, it is, in fact, quite well known even though there is little empirical evidence of its existence. This article looks at a few interpretations of parallelism, i.e., through identification, projected identification, psychological games, structural similarities between supervision and therapy, analogies between physical expressions and feelings, and analogies between archetypes and learning experiences. Despite certain shortcomings of the interpretations parallelism plays an important role in understanding some relations in the process of supervision. It is therefore important for the supervisor to be able to recognize it and analyse it in his/her practice.

 

Key words: supervision, parallelism, mirroring, supervision relations.

Socialna pedagogika, 2000 vol. 4, št. 3, str. 283-308.

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Prispevek prinaša pregled različnih raziskav s področja svetovanja, terapije, supervizije in menedžmenta, ki so skušale ugotoviti, ali med spoloma obstajajo pomembne razlike in koliko so pomembne za supervizijski odnos. Raziskav ni veliko, večinoma so nastajale v zadnjih petnajstih letih. Posebnosti spola lahko vplivajo na odnose med spoloma, zapletejo odnose svetovalca in klienta, supervizijsko prakso, svetovalno prakso in terapijo, zato je poznavanje razlik med spoloma pomembno.

 

Ključne besede: spol, razlike v spolu, supervizija, stili vodenja, moč.

 

This article is an overview of various studies in counselling, therapy, supervision and management, which aimed to determine whether there are significant gender differences and how important they are in the supervision relations. There are not many studies in the field, most of them have been written in the last fifteen years. The inherent features of gender can influence the relations, they can complicate the supervision practice, counselling practice and therapy. Understanding the gender differences is therefore an important factor in counselling, therapy and supervision. In each field we are dealing with a process of interactions that take place in the context of gender.

 

Key words: gender, gender differences, supervision, leadership styles, power.

Socialna pedagogika, 2000 vol. 4, št. 3, str. 309-340.

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V članku je predstavljen transakcijsko-analitični koncept psihološke igre, ki se nanaša na vzorce nefunkcionalnih komunikacij s predvidljivimi in neugodnimi izidi. Prikladen je za analizo in razlago tako individualne dinamike igralcev kot dinamike parov ali skupin. Navedenih je nekaj opredelitev in modelov za analizo psiholoških iger ter vzroki za njihovo preigravanje. Opisanih je petindvajset psiholoških iger, ki se potencialno dogajajo v supervizijskih skupinah in jih iniciirajo supervizanti ali (neizkušeni) supervizorji. Vsaki igri je dodana antiteza - način na katerega supervizor igro prekine in spodbuja funkcionalnejše vedenje posameznika in skupine.

 

Ključne besede: supervizija, analiza transakcij, psihološke igre, medosebna dinamika.

 

This article presents the transaction analysis concept of psychological game referring to patters of disfunctional communications with predictable and unfavourable outcomes. It is suitable for the analysis and interpretation of individual dynamics of each player, couples and groups. Given are a few definitions and models for analyisng psychological games, and reasons for their realisation. There are twenty-five psychological games models described which occur in the supervision groups and can be intiated either by the supervised or (inexperienced) supervisor. Every game has got its counterpart, that is, there is a point where the supervisor can stop it and encourage more functional behaviour of an individual or the whole group.

 

Key words: supervision, transaction analysis, psychological games, interpersonal dynamics.

Socialna pedagogika, 2000 vol. 4, št. 3, str. 341-352.

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Prispevek podaja značilnosti razvoja, rasti in učenja v odraslosti. V povezavi s tem se naveže na pomembnost osebnih izkušenj v kontinuumu celotnega življenja. Poudarja možnost vsakega posameznika, da na sebi lasten način odkriva svoje vzorce delovanja, mišljenja in čustvovanja in s tem svojo edinstvenost in vloge v okolici. Pri tem ne gre le za logičen in razumski pristop, pač pa za iskanje celostne podobe, ki vključuje tudi osebno zaznavanje in doživljanje. Prek tega posameznik lažje integrira različne dele samega sebe, kar mu daje večji občutek kompetentnosti in samozavest za avtonomno delovanje, ki dopušča, da v svoje delovanje vključimo še več tega, kar smo, in tako same sebe izrazimo in se uresničujemo. Prispevek vidi supervizijo kot pomemben dejavnik, ki tak način učenja spodbuja in širi na poklicno področje in dokazuje, da je le-to tesno prepleteno z osebnim razvojem.

 

Ključne besede: razvoj, supervizija, samouresničevanje, zavestno delovanje, osebnostna intergacija.

Abstract

 

The article presents the characteristics of development, growth and learning in adulthood, and then further looks at the importance of personal experience throughout one's life. Every individual, it stresses, has an opportunity to discover his/her own patterns of action, thinking and feelings, and thus his/her own uniqueness and role in the society. This is not merely a logical approach but rather a search for a whole picture including personal feelings and experiences. This enables an individual to easier integrate different parts of oneself, building up one's feeling of competence and confidence for independent actions so that one can invest even more of one's true self, thus expressing and realizing oneself. The article sees supervision as an important factor in this respect as it transplants this type of learning to the work place proving it is closely related to personal development.

 

Key words: development, supervision, self-realization, conscious acting, personality integration.

Socialna pedagogika, 2000 vol. 4, št. 3, str. 353-363.

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Povzetek

 

Avtorica primerja supervizijo pri poklicih pomoči s Sizifovim sestopanjem z gore (izhajajoč iz mita o Sizifu). Obema situacijama je skupna priložnost za umirjen, osveščen in kritičen pogled nazaj, na opravljeno poklicno nalogo oz. na z bremenom prehojeno pot navzgor. Supervizijski proces je prikazan kot priložnost za učenje iz lastnih poklicnih (in širše - življenjskih) izkušenj za spreminjanje ter za profesionalno in osebnostno rast. Razmišljanje o delu v poklicih pomoči je na nekih točkah osvetljeno s pojmi Camusove filozofije absurda, ki pa za to področje ne ponuja pripravnih odgovorov.

 

Ključne besede: supervizija, Camusova filozofija absurda, Sizif, izkušenjsko učenje.

 

This article compares supervision in social work with Sisyphus' coming down his mountain (referring to the Greek myth). In both situations there is time for a calm, conscious and critical look back at the completed task or, in other words, hard uphill battle. The supervision process is here presented as an opportunity to learn from one's own professional (and life) experiences, to change and to grow both professionally and personally. Reflecting jobs in helping profesions, the article discusses notions from Camus' philosophy of absurd but comes to the conclusion it does not lend any ready answers. It seems to lead to a pessimistic outlook even though it later becomes clear this is not where it aims to remain.

 

Key words: supervision, Camus' philosophy of absurd, Sisyphus, experiental learning.