Socialna pedagogika, 2003 vol. 7, št. 1, str. 1-36.

nazaj h kazalu

Pomembno področje spreminjanja in razvoja supervizanta je področje kognicije, ki ga lahko raziskujemo tako z vsebinskega vidika kot s procesnega vidika. Analizirali smo en vidik (potencialnih) kognitivnih sprememb, to so spremembe v pripisovanju vzrokov za dogodke v profesionalnih situacijah, ki so (lahko) odraz sprememb v nekaterih vidikih doživljanja sebe. Domnevali smo, da se v procesu supervizije zgodi premik v atribuiranju na naslednji način: supervizantje v kasnejših fazah supervizije v atribucijah sebe pogosteje omenjajo v vlogi agenta (osebe, ki vpliva) ter redkeje v vlogi tarče (osebe, ki je 'vplivana od'). Omenjene spremembe naj bi bile odraz širjenja meja doživljene avtonomije kot posledice udeležbe v superviziji. Atribucije supervizantov smo izločili iz njihovih pisnih refleksij. Vsako atribucijo smo kodirali v skladu z LACS kodirno metodo (Munton et.al, 1999) in ugotavljali potencialno spreminjanje nekaterih vidikov atribuiranja v daljšem časovnem obdobju. Rezultate supervizantk smo primerjali z rezultati supervizork. V zaključku smo opisali primere intervencij, katerih cilj je spodbuditi supervizanta k širjenju meja doživljene avtonomije oz. večjemu zaznavanju sebe kot agenta sprememb.

Ključne besede: supervizija, atribucije, doživljanje meja lastne avtonomije, razvoj, atributivna analiza, intervencije.

An important area of change and development for the supervisee is the area of cognition, which can be researched from the perspective of the contents and the process. We analyzed one aspect of (potential) cognitive changes, i.e. the changes in attributing reasons for events in professional situation which could be a reflection of changes in some aspects of perceiving oneself. We assumed that in the process of supervision a shift occurs in the following manner: in the later stages of supervision, the supervisee begins to see herself/himself in the role of agent (the person in the position to influence) rather than the target (the influenced). This change could be the result of widening the limits of one's autonomy as a consequence of taking part in the supervision process. The attributions have been extracted from the written reflections of the supervisees. Every attribution we coded in accordance with the LACS coding method (Munton et al, 1999) and followed the potential changes in some aspects of attribution over a longer period of time. The results by the supervisees were compared with the results by the supervisors. In conclusion we presented a few case interventions where the aim was to encourage the supervisee to widen the limits of her/his autonomy and/or to see herself/himself as the agent of changes.

Key words: supervision, attributions, perceiving the limits of one's autonomy, development, attributive analysis, interventions.

Socialna pedagogika, 2003 vol. 7, št. 1, str. 37-52.

nazaj h kazalu

Kadar sovpadata supervizijska vsebina in proces, nastane problem, kako s tem ravnati. Članek poskuša rešiti to vprašanje tako na konceptualni kot na metodološki ravni. Na obeh ravneh teorija in metodologija gestalt terapije ponujata rešitev: supervizor mora biti pozoren na proces v odnosu s supervizantom in biti z njim v kontaktu. Zato je pojasnjen kontakt kot temeljni pojem v razmerju do nekaterih drugih temeljnih pojmov, kar v terapevtskem ali supervizijskem delu pomeni način konceptualizacije in metodološko podlago. Usmerjenost na proces prispeva k osebni in profesionalni rasti pa tudi pozornost na vsebino je boljša, če le-ta ne sovpada s procesom. Prehod na abstraktno konceptualizacijo je lahko problematičen in ovira ustrezno asimilacijo in integracijo učne izkušnje, če je prehod preuranjen. Dober kontakt je tako spet pogoj za uspešno učenje.

Ključne besede: supervizija, proces, gestalt terapija, kontakt.

When the contents and the process of supervision coincide, the question arises how to deal with this situation. This article is trying to solve the problem both conceptually and methodologically. On both levels, the solution can be found in the theory and methodology of gestalt therapy: the supervisor should pay attention to the process of his/her relationship with the supervisee and maintain contacts with him/her. Thus, the contact is defined as the basic notion in relation to some other basic notions, which is the way of conceptualization and methodological background in supervision. Focusing on the process encourages personality development and does not divert attention from the contents as long as the contents do not coincide with this process. The transition to abstract conceptualization can be problematic and constrains assimilation and integration of the learning experience if it comes too early. A sound contact is thus a requirement of a successful learning experience.

Key words: supervision, process, gestalt therapy, contact.

Socialna pedagogika, 2003 vol. 7, št. 1, str. 53-70.

nazaj h kazalu

V prispevku je predstavljena evalvacija razvojno-edukativnega modela skupinske supervizije pedagoških delavcev. Supervizija je potekala eno šolsko leto (15 srečanj), vključenih je bilo 5 strokovnih delavcev iz ene osnovne šole v okolici Ljubljane. S kvalitativno analizo sem po končanem procesu poskušala ugotoviti razloge za vključevanje pedagoških delavcev v supervizijo, spremembe na osebnostnem in profesionalnem področju, vlogo skupine pri učenju posameznika in vpliv supervizijskega procesa na dinamiko celotnega šolskega kolektiva. Ugotovila sem, da se pedagoški delavci odločajo za supervizijo iz želje in potrebe vzpostaviti sodelovanje s svojimi kolegi in zato, ker se želijo učiti novih načinov reševanja problemov. Želijo si pridobiti novo znanje in postati bolj samozavestni ter boljši strokovnjaki na svojem poklicnem področju. V supervizijskem procesu bolje spoznajo sebe, svoj način dela, vzpostavijo zaupanje s svojimi sodelavci in začnejo z njimi sodelovati na drugačen način. Navzočnost ravnatelja v skupini je izzvala nekaj negativnih reakcij med ostalimi pedagoškimi delavci šole ter prinesla tudi nekaj pozitivnih sprememb na nivoju delovanja šole.

Ključne besede: supervizija, učenje, osebni in profesionalni razvoj, pedagoški delavci.

This article presents the evaluation of the developmental-educational model of a group supervision of workers in education. Supervision had been carried out for one academic year (15 meetings), it included five workers in education from one primary school near Ljubljana. At the end of the process, I applied qualitative analysis to determine the reasons for the workers to participate in the supervision, the changes the process invoked on the personal as well as on the professional level, the role of the team in the individual's ability to learn, and the influence of the supervision process on the dynamics of the team employed at that school. The results showed that teachers decided to undergo supervision with the aim of establishing better cooperation with their colleagues and to learn new methods of solving their problems. They wished to acquire knowledge, become more confident and more competent in their work. In the supervision process they got to know themselves better, their own methods of work, they build trust with their colleagues and start cooperating with them in a new way. The presence of the principle in the group attracted a few negative reactions among other employees but also resulted in a few positive changes in the school management.

Key words: supervision, learning, pesonal and professional development, workers in education.

Socialna pedagogika, 2003 vol. 7, št. 1, str. 71-82.

nazaj h kazalu

Prispevek se ukvarja z možnostjo oblikovanja profesionalne identitete socialnega(e) pedagoga(ginje) v procesu supervizije. Delo socialnega(e) pedagoga(ginje), s svojimi specifičnostmi, zahteva od strokovnjaka stalno poklicno reflekiranje dela. Supervizija ponuja socialnemu(i) pedagogu(ginji) nedirektivno svetovanje, ki pripomore k učinkovitejšemu delu, soočanju z lastnim načinom obvladovanja stresov in obremenitev, k izgradnji podporne mreže, ozaveščanju vpliva osebnostnih sposobnosti in šibkosti na delovno storilnost, oblikovanju zaupanja v svoje delo in k občutku koristnosti. Vse te prvine so sestavni del profesionalne identitete. Supervizija tako ključno vpliva na občutek kompetentnosti pri delu.

Ključne besede: profesionalna identiteta, proces supervizije, socialni pedagog.

This article deals with the possibility for the social pedagogue to build up her/his professional identity in the process of supervision. Due to its special features, the social pedagogue's work requires a continuous self-assessment. In supervision, the social pedagogue receives non-directive counseling which can contribute towards more effective working, help facing one's ways of dealing with stress and workload, build up a support network, raise awareness of the influence of one's personal strengths and weaknesses on one's efficiency, and help build up one's confidence and feelings of usefulness. All these features are parts of one's professional identity. Thus, supervision is a key factor in making one feel competent at work.

Key words: professional identity, process of supervision, social pedagogue.

Socialna pedagogika, 2003 vol. 7, št. 1, str. 83-104.

nazaj h kazalu

Članek obravnava področje etike v superviziji, ki ga označuje veliko vprašanj in dilem, s katerimi se supervizorji praktiki pogosto srečujejo pri svojem delu. Odpira dilemo, ali obstaja specifična etika supervizije ali pa etika supervizije pomeni skupek vseh etik različnih profesij, ki jim supervizorji pripadajo. Obravnava etične dolžnosti, ki se pojavljajo v samam izvajanju procesa supervizije, ter skuša dobiti odgovor na vprašanje, ali bi bilo potrebno osnovati etični kodeks supervizije. Pri tem odkriva pomen uresničevanja pravnih in etičnih načel v praksi, poudarja pomen uravnotežene dolžnosti do supervizanta in njegovega klienta v supervizijskem odnosu in pojasnjuje, v katerih primerih je svetovanje v superviziji smiselno. Ugotavlja, da bi bilo dobro tudi v slovenskem prostoru oblikovati etični kodeks supervizorjev, kajti odnos supervizor - supervizant je odnos z veliko specifičnimi elementi, ki potrebujejo dodatno pojasnilo, razlago oziroma osvetlitev tudi z etičnega področja.

Ključne besede: supervizija, etika, etični kodeks.

The article deals with the area of ethics in supervision, addressing the numerous questions and dilemmas supervisors are encountering every day in their work. It focuses on the dilemma of whether there is a supervision-specific ethics, or is the ethics in supervision a "combined" ethics various supervisors professionally subscribe to in their work. It deals with the ethic obligations which arise from the process of supervision, and tries to answer the question whether there is a need for a code of ethics in supervision. It uncovers the importance of implementation of legal and ethical principles in practice, highlights the balanced obligation the supervisor has towards the supervisee and his/her client, and explains when consulting makes sense in supervision. Finally, it comes to the conclusion that an effort should be made to devise an ethics code in Slovenia since the relationship between the supervisor and the supervisee carries many specific elements which need an explanation and interpretation in the light of ethics.

Key words: supervision, ethics, code of ethics.

Socialna pedagogika, 2003 vol. 7, št. 1, str. 105-120.

nazaj h kazalu

V letu 2000 in 2001 so potekale mednarodne supervizijske delavnice štirih dežel, ki so bile zasnovane kot projekt. V njem so sodelovale Madžarska, Slovenija, Avstrija in Italija. Poročilo opisuje vsebinski in organizacijski potek supervizijskih delavnic ter povzema vtise, doživljanje in razumevanje slovenske skupine, ki je sodelovala v projektu.

Ključne besede: supervizija, mednarodni projekt Supervizijske delavnice.

In 2000 and 2001, there was a project running, resulting in international supervision workshops with the participation of four countries, Hungary, Slovenia, Austria and Italy. This report gives a description of the supervision workshops, their contents and their organizational aspect, and summarizes the impressions, experiences and understanding of the Slovenian team participating in the project.

Key words: supervision, international project Supervision workshops.