Socialna pedagogika, 1997 vol. 1, št. 3, str. 9-26.

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Povzetek

 

Učeča se družba, v kakršno prehajamo, je izziv za vse tiste, ki se zavedajo, da je učenje za osebnostni razvoj in uspešno poklicno kariero osrednja naloga, ki teče skozi celotno življenjsko obdobje. Takšno učenje je močan izziv tudi za integrativni razvoj posameznika. Temeljni pogoj za razvoj integriranih značilnosti strokovnega delavca pa je njegovo razumevanje, da se je treba spreminjati, da je treba transformirati notranji svet in iskati vedno nove možnosti za samorealizacijo na poklicnem področju. Supervizijo lahko razumemo kot metodo, ki uspešno prispeva k nepretrganemu poklicnemu in osebnostnemu razvoju strokovnih delavcev ter njuni integraciji. Strokovnjaki, ki se ukvarjajo s proučevanjem učenja pri odraslih ugotavljajo, da največ učenja v odraslosti poteka na podlagi življenjskih izkušenj, pri čemer so prav delovne izkušnje tiste, ki po ugotovitvah nekaterih raziskav predstavljajo večji del gradiva, iz katerega se v odraslosti učimo. Razvoj integriranih lastnosti in značilnosti posameznika ter proces priprave na poklic drug drugega pogojujeta, zato je lahko profesionalni razvoj v določenem življenjskem obdobju tako rezultat kot tudi sredstvo posameznikovega osebnostnega razvoja. V procesu supervizije strokovni delavec integrira tisto, kar dela, občuti in misli ter ustvarjalno povezuje svoje osebnostne značilnosti, teoretično znanje in praktične izkušnje v t. i. “profesionalni self”. Skladno s tem se v zadnjih letih tudi pri nas vse bolj uveljavlja razvojni model supervizije, ki predpostavlja, da prihaja v procesu supervizije tako do rasti superviziranega kot tudi supervizorja, vsaka stopnja razvoja pa zahteva ustrezno spreminjanje odnosa med njima.

 

Ključne besede: supervizija, vseživljenjsko učenje, profesionalni razvoj, integrativni razvoj, razvojni model supervizije

Abstract

 

We are gradually becoming a learning society, which represents a challenge to all who are aware of the importance and the life-long task of learning for the development of one's personality and of his/her professional career. This kind of learning also represents a challenge for the integrative development of the individual. The basic condition necessary for the development of integrated characteristics of a professional is his/her understanding of the need to change, to transform one's inner world and constantly seek new opportunities for self-realization in the professional field. Supervision can be understood as a method, contributing to such continued professional and personal development of professionals and to the integration of both. Experts studying adult learning have established that the major part of adult learning is based on life experience, where it is especially work experience which, according to the research, provides most of the material adults learn from. The development of integrated characteristics of the individual and the process of preparing for the profession are interdependent, thus making the professional development in a certain period of life the result as well as the means of personal development. In the supervision process the professional integrates what he does, feels and thinks, thereby creatively linking his personal characteristics, theoretical knowledge and practical experience into a so-called "professional self". This kind of a developmental supervision model has in the past few years successfully been making its way in Slovenia.

 

Key words: supervision, life-span learning, professional development, integrative development, developmental model of supervision

Socialna pedagogika, 1997 vol. 1, št. 3, str. 27-46.

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Abstract

 

This article sketches the main points of the 'Dutch concept of supervision'. It differs from supervision-concepts generally used in English speaking countries, because it stresses the educational function of supervision as a method of professional training and continuing professional training, excluding the administrative component. A description is given of the development of supervision in the Netherlands against its American ancestry and of existent differences with Anglo-Saxon concepts. Several aspects of the concept of supervision now common are described in more detail and are illustrated by examples of supervisory teaching and training.

 

Key words: supervision, history of supervision, the Dutch concept of supervision.

Povzetek

 

Prispevek zarisuje osnovne značilnosti "Nizozemskega modela supervizije". Ta se razlikuje od modelov supervizije, ki jih v glavnem uporabljajo v angleško govorečih deželah, ker poudarja edukativno funkcijo supervizije kot metode temeljnega in nadaljevalnega poklicnega usposabljanja, izključuje pa administrativno funkcijo. Prikazan je razvoj supervizije na Nizozemskem v primerjavi z izhodiščnimi značilnostmi "ameriške" supervizije, ter tudi drugačnimi današnjimi značilnostmi anglo-saksonskih konceptov. Prispevek bolj podrobno obravnava nekatere vidike - danes običajne - supervizije ter te ilustrira s primeri usposabljanja za supervizijsko delo.

 

Ključne besede: supervizija, zgodovina supervizije, Nizozemski model supervizije.

Socialna pedagogika, 1997 vol. 1, št. 3, str. 47-69.

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Povzetek

 

Raziskava predstavlja supervizijsko metodo in jo hkrati v empiričnem delu praktično vrednoti, saj ugotavlja, kakšno je dejansko stanje supervizije v slovenskih zavodih in stanovanjskih skupinah. Supervizija je metoda učenja za strokovno in osebnostno rast delavcev v poklicih pomoči; je neposreden odnos med supervizorjem in supervizantom ob posrednem sodelovanju stranke, na katero se ta problem nanaša. Usmerjena je v poglabljanje in širjenje znanj za kakovostno in bolj samostojno strokovno delo ter povezovanje strokovnih delavcev pri učno-vzgojnem delu. Namen naloge je pokazati, da je supervizija metoda, ki je lahko zelo uporabna tako za strokovne delavce kot za tiste, s katerimi delajo!

 

Ključne besede: supervizija, vzgojni zavod, supervizor, supervizant.

Abstract

 

The research is on the one hand intended to present supervision methods, while on the other hand its empirical part evaluates the state of supervision in Slovene institutions and group home units. Supervision is a learning method for professional and personality growth of workers in helping professions; it enables a direct relationship between the supervisor and the supervisee, with the indirect participation of the client, to whom the problem pertains. It is directed towards the deepening and widening of knowledge for better and more autonomous professional work and toward greater co-operation between professionals in education, professionals who are constantly and actively involved in the interaction between the professional and the child/adolescent in need of help. The purpose of the study is to present supervision as a method of great benefit for professionals as well as for those working with them.

 

Key words: supervision, residential youth care, supervisant, supervisee.

Socialna pedagogika, 1997 vol. 1, št. 3, str. 71-84.

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Povzetek

 

Vsaka skupina gre v svojem razvoju skozi faze, ki jih zaznamujejo povsem določeni skupinsko-dinamični procesi. Različni avtorji izhajajo pri opisovanju procesov najpogosteje iz opredeljevanja skupine s formalnega in po drugi strani z neformalnega vidika. Prototip formalne skupine je zanje delovna skupina, prototip neformalne pa je v odnose naravnana skupina. Ko poskušamo s tega vidika uvrstiti supervizijsko skupino učiteljev, naletimo na nejasnosti, saj bi jo lahko opredeljevali tako z enega kot z drugega vidika. V resnici bi lahko trdili, da vladajo prav v vsaki majhni skupini - ne glede na vsebino svojega dela - neke splošne zakonitosti in zaporedja glede razvoja komunikacije, izražanja čustev, vzpostavljanja strukture moči, razporejanja vlog itd. Vendar lahko opazimo, da vsaka skupina (tudi supervizijska) razvije sebi lasten način in hitrost izražanja, prepoznavanja in nadaljnega ukvarjanja s temi procesi - v tesni povezavi s samimi cilji skupine (ki so lahko naravnani v uspešnost ali v odnose). Specifičnost učiteljev (kot vseh drugih, ki se pri svojem delu srečujejo s skupinami) je ravno v tem, da je njihova usmerjenost na procese neločljivo povezana z uspešnostjo/neuspešnostjo pri delu. Poleg kompetentnosti na vsebinskem, strokovnem področju, je temeljnega pomena za uspešnost v razredu prav učiteljeva spretnost v razumevanju in ravnanju s skupinsko-dinamičnimi procesi razreda kot skupine. Zaradi značilnosti njihovega dela s skupino je eden od najpomembnejših ciljev supervizije z učitelji (poleg usmerjenosti na ponujene tematske sklope) v prvi vrsti prav ozaveščanje, prepoznavanje in razločevanje procesov znotraj supervizijske skupine (s pomočjo izkustvenega učenja). V prispevku nameravam osvetliti nekaj pomembnih točk v razvoju skupinske dinamike supervizijske skupine učiteljev in ponuditi (praksi) ustreznejši model posameznih skupinsko-dinamičnih faz v razvoju supervizijske skupine.

 

Ključne besede: supervizija, mala skupina, učitelj, skupinska dinamika.

Abstract

The development of each group passes through specific phases characterised by group dynamics processes. In describing these processes, authors usually proceed from first defining the group formally and then informally. On one end we find the protoype of the formal group which is the work group, on the other, the informal group which is based on relationships. When trying to classify the supervision group, we fall short of clarity, since the supervision group could be defined as being both. We can truly maintain that each small group - regardless of the content of its work - contains general rules and sequences of characteristic communication development, expression of emotions, of establishing power structures, dealing with success, of the division of roles etc. We can, however, notice that each group (supervision group not excluded) develops its own characteristic way and tempo of expression, recognition of and further management of the process - all closely connected to the objectives of the group (which can either be success or relationship oriented). The specificity of teachers (or others involved in group work as part of their profession) lies in the fact that their focus on the processes is inseparably linked to the success or failure of their work. Next to being competent academically and in the professional area, teacher's skill in understanding and dealing with the group dynamics processes of the class as a group is essential for his/her success in class. Due to this feature of their work with the group one of the main aims of teacher supervision (next to being directed to thematic clusters) is to make aware of, recognize and distinguish the processes within the supervision group (experiential learning). The article tries to focus on certain points in the development of group dynamics of a teacher supervision group and offers a more suitable model of individual group dynamics phases in the development of the supervision group.

 

Key words: supervision, small group, teacher, group dynamic.

Socialna pedagogika, 1997 vol. 1, št. 3, str. 85-95.

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Povzetek

 

V pedagoških poklicih je razmerje med vzgojiteljem, otroki in mladostniki bistvena sestavina socialnopedagoškega procesa in supervizija ima pri tem zelo pomembno vlogo. Pedagogu je supervizija lahko spodbuda pri ravnanju v poklicnem odnosu in spoznavanju samega sebe, podpora ob obremenitvah, usmeritev pri odgovornem pedagoškem delu. Glavni namen supervizije je v tem, da naredi delo vzgojitelja z otroki in mladostniki čim bolj humano, ustvarjalno in strokovno. V stanovanjskih skupinah v Mariboru je supervizija del strokovnega koncepta že od vsega začetka. V prispevku želim poudariti razvojni pregled supervizijskega procesa, opredelitev tima in vlogo supervizije v timskem delu.

 

Ključne besede: Stanovanjska skupina, otroci in mladostniki, vzgojitelj, supervizija, tim, timska supervizja.

Abstract

 

In educational professions the relationship between the care worker, children and adolescents is an essential constituent of the socio-pedagogical process in which supervision plays an important role. To the educator it can mean encouragement in his/her actions in the professional relationship and in the process of learning about oneself, it can mean support in his/her work load and direction in his/her responsible pedagogical work. The main aim of supervision is to make the work of the educator as humane, creative and professional as possible. In group homes in Maribor supervision has been part of the professional concept from the very beginning. The article presents the developmental survey of the supervision process, definition of the team and the role of supervision in teamwork.

 

Key words: group home, children and youth, care worker, supervision, team, team supervision.

Socialna pedagogika, 1997 vol. 1, št. 3, str. 97-110.

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Povzetek

 

Formalna izobrazba in izkušnje niso dovolj za samostojno poklicno delovanje. Na podlagi lastnih izkušenj ugotavljam, da supervizija uspešno razvija zavedanje o lastnem načinu razmišljanja, čustvovanja, vedenja in hkrati povečuje občutljivost za dogajanje v okolju. Celo več: dobra supervizija neizogibno usmeri del svoje pozornosti tudi na intrapersonalno supervizanta. Ta mora izhajati iz vsebine povezane z delom, s ciljem doseči večjo poklicno usposobljenost. Čeprav cilj supervizije ni terapija udeležencev, jo zaradi občutka osebnostne rasti, ki se pojavi v procesu supervizije, včasih doživljajo tudi terapevtsko. Supervizija kot metoda samorazvoja uspešno doprinese k izgradnji profesionalne identitete. Zame osebno so posebej izzivalne tiste točke v procesu supervizije, ko mora supervizor ostajati pri načelih, značilnih za metodo supervizije ter se hkrati tenkočutno dotikati terapevtskih vsebin tako, da te niso prezrte, meje pa ostajajo jasno prepoznavne. Kje na tem kontinuumu se bo supervizija umestila, je odvisno od niza dejavnikov; najpomembnejša pa je supervizorjeva sposobnost obvladovanja procesa ob poznavanju ciljev supervizije, svetovanja in terapije.

 

Ključne besede: supervizija, svetovanje, terapija, profesionalna identiteta.

Abstract

 

For the autonomous professional work only the formal degree of education and professional experiences do not suffice. My own experience is that supervision is very effective at developing self-consciousness about one’s own way of thinking, feeling and behaving. At the same time it enlarges the sensibility for what is going on in the social context. Even more: with his/her supportive and professional approach the supervisor can use also some elements of therapy in the work with the supervisee. Even though the aim of supervision is not meant as a therapy of the supervisees, they can sometimes experience it as such. In this fact is hidden the glorious fact of their own personal growth. Good supervision inevitably partly focuses some of its attention on the intra-personal dynamics of the supervisee. This must always be the issue of the supervisee's work aimed at be better professional competency. Supervision is a method of self-development which can successfully contribute to the construction of professional identity. Personally I find most challenging those points in the process of supervision, where it is necessary to respect the principles of the method and include with all the necessary subtlety some therapeutic contents in the way that the boundaries between the two methods remain as clear as possible. The position of supervision on the continuum is affected by several facts. The most important one is the supervisor’s ability to control the process on the basis of knowing the aims of supervision, of counselling and therapy.

 

Key words: supervision, counselling, therapy, professional identity.