Socialna pedagogika 2005/1 - kazalo in povzetki

prejšnja številka 9	Socialna pedagogika 2005/1 Vol. 9 Kazalo/Contents	: naslednja številka

Primerjalna analiza supervizije, moderacije in debriefinga kot suportivnih metod pri strokovnem delu	Mija Marija Klemenčič	Comparative analysis of supervision, moderation and debriefing as supportive methods in professional work
Je spol v superviziji res tako pomemben?	Anja Mikič in Sonja Žorga	Is gender really so important in supervision
Supervizija in prostovoljno delo	Andreja Grobelšek	Supervision and voluntary work
Kognitivna pustolovščina: od konceptualnega k raziskovalnemu drevesu v superviziji (in včasih nazaj)	Tanja Rupnik Vec	Cognitive adventure: from the conceptual to the research tree in supervision (and sometimes back)
Supervizija v akciji – drobci dogajanja s supervizijskega srečanja	Tanja Rupnik Vec	Supervision in action – snapshots from a supervision meeting
Vloga supervizanta v supervizijskem procesu	Urška Slana	The role of the supervisee in the supervision process

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Socialna pedagogika, 2005 vol. 9, št. 1, str. 1-20.

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Primerjalna analiza supervizije, moderacije in debriefinga kot suportivnih metod pri strokovnem delu	Comparative analysis of supervision, moderation and debriefing as supportive methods in professional work
Mija Marija Klemenčič, univ. dipl. soc. ped., Pedagoška fakulteta v Ljubljani, Kardeljeva pl. 16, 1000 Ljubljana.
Povzetek Supervizija, moderacija in debriefing lahko predstavljajo različne oblike suporta strokovnjaku pri strokovnem delu v polju poklicev pomoči. Prispevek posebej izpostavlja stične točke in razlike med temi metodami, njihovo uporabo v praksi ter omejitve. Če so izbrane pravilno, delujejo preventivno pred izgorevanjem in služijo strokovnjaku pri izgradnji profesionalne identitete. Ključne besede: supervizija, moderacija, debriefing, poklici pomoči.	Abstract Supervision, moderation and debriefing can represent different means of support in professional work within helping professions. The article points out similarities and differences of these methods, their aplication in practice and their limitations. When chosen correctly, the effect of these methods is prevention of burn-out syndrome and professional identity enhancement. Key words: supervision, moderation, debriefing, helping professions.

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Socialna pedagogika, 2005 vol. 9, št. 1, str. 21-38.

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Je spol v superviziji res tako pomemben?	Is gender really so important in supervision
Anja Mikič, abs. soc. ped., Poljanska 18, 1000 Ljubljana. Sonja Žorga, dr. psih., Pedagoška fakulteta v Ljubljani, Kardeljeva pl. 16, 1000 Ljubljana.
Povzetek Avtorici v prispevku raziskujeta pomen spola v superviziji. Najprej predstavita nekatere značilnosti supervizijskega odnosa in pogledata, ali imajo ženske oz. moški kakšne lastnosti, ki jim omogočajo boljše delo v vlogi supervizorke oz. supervizorja. V ta namen v prispevku pregledata lastnosti, ki so za supervizorja oz. supervizorko zaželene in potrebne, nato pa jih primerjata z družbeno pričakovanimi ženskimi in moškimi lastnostmi ter ugotovitvami nekaterih raziskav o vlogi spola v superviziji. Na koncu prispevka izpostavita še temo spola in spolnosti v izobraževanju supervizorja. Prispevek zaključujeta z mislijo, da je to, kakšna bo supervizija, v pretežni meri odvisno od kvalitete odnosa, ki se vzpostavi, ter od vloge, ki jo zavzameta supervizor in supervizant. Ne glede na spol, ki mu pripadata, razvijeta zanju specifično razmerje, čigar kvaliteta je povezana tudi s stopnjo občutljivosti in ozaveščenosti v odnosu do lastnega in nasprotnega spola. Ključne besede: supervizija, spol, supervizijski odnos, supervizor/-ka.	Abstract The authors explore the importance of gender in supervision. First, they present some aspects of the supervising relationship and establish whether men and women possess special traits which may help them do a better job in the role of supervisor. For this reason, they look at the traits a supervisor should and must have, then they compare them with the traits the society assigns to males and females respectively, and to the results from a number of studies in relation to the role of gender in supervision. Finally, they conclude with the thought that the supervision relationship to a large extend depends on the quality of the relationship established between the supervisor and the supervisee and the roles they assume in it. Regardless of their gender, they develop their own specific relationship, the quality of which depends on the level of sensitivity and awareness of one's own and the opposite sex. Key words: supervision, gender, supervision relationship, supervisee.

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Socialna pedagogika, 2005 vol. 9, št. 1, str. 39-60.

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Supervizija in prostovoljno delo	Supervision and voluntary work
Andreja Grobelšek, abs. soc. ped., Teharska cesta 53, 3000 Celje.
Povzetek V zadnjih letih tudi v našem prostoru vse bolj prepoznavamo velik pomen supervizije in njen prispevek k profesionalnemu razvoju strokovnih delavcev. Vendar pa se njena vloga vse bolj kaže tudi pri usposabljanju prostovoljcev na različnih področjih, saj le-ti zaradi specifičnosti svojega dela, vloge in statusa zahtevajo posebno obliko vodenja, spremljanja in usposabljanja, katerega sestavni del bi morala biti tudi supervizija. Supervizija prostovoljcu lahko pomaga pri iskanju lastnih rešitev pri soočanju s težavami, s katerimi se srečuje pri svojem delu, pa tudi pri ozaveščanju svoje vloge in odgovornosti, ki jih določeno delo prinaša. Predvsem pa mu nudi podporo in spodbudo pri njegovem delu. S tem posameznik dobi možnost, da lahko v varnem okolju, tudi ob opori supervizijske skupine, izrazi in reflektira svoja občutja, dileme, vprašanja ter prihaja do novih spoznanj, ki dodatno osvetlijo in obogatijo praktične izkušnje. Tako supervizija s svojimi različnimi funkcijami, oblikami in modeli tvori učinkovito mrežo, ki skozi svojevrsten proces prostovoljcem omogoča priložnost za rast in razvoj. Ključne besede: supervizija, prostovoljno delo, modeli supervizije, usposabljanje prostovoljcev.	Abstract In the recent years, supervision has been recognised as an important part of professional development of workers in education in Slovenia. However, supervision has found its place also in training volunteers in various fields of work since this specific type of work, its role and its status in the society, require a specific type of leadership, monitoring and training, part of which should be supervision. For a volunteer, supervision can assist him in finding his own solutions to the work related problems as well as building up awareness of the role and responsibilities the work involves. But most of all, supervision can be the source of support and encouragement in his work. This can give him an opportunity to express and reflect upon his own feelings, dilemmas and questions in a safe environment, maybe with the support of supervision group, and to come to new realisations which can shed a new light on and enrich his experience from practice. In this way, supervision can create with its various functions, forms and models an efficient network providing volunteers with an opportunity for growth and development. Key words: supervision, voluntary work, models of supervision, training of volunteers.

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Socialna pedagogika, 2005 vol. 9, št. 1, str. 61-74.

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Kognitivna pustolovščina: od konceptualnega k raziskovalnemu drevesu v superviziji (in včasih nazaj)	Cognitive adventure: from the conceptual to the research tree in supervision (and sometimes back)
Tanja Rupnik Vec, mag. psih., spec. supervizije, Zavod RS za šolstvo, Parmova 33, 1000 Ljubljana.
Povzetek Članek predstavlja potek in rezultate dela v raziskovalni skupini za supervizijo, ki so jo oblikovale študentke sklepnega dela specialističnega študija supervizije. Ponuja utrinke procesa ustvarjanja problemskega drevesa v superviziji, tj. shematskega prikaza raziskovalnih vprašanj oz. hipotez raziskovanja in odnosov med njimi. Tistih vprašanj in hipotez, ki smo jih članice skupine v tistem hipu zaznavale kot pomembna. Pravzaprav so za nas, našo nastajajočo in oblikujočo se vlogo supervizorja ter umestitev supervizije v naš prostor esencialna. Ključne besede: supervizija, konceptualno drevo, raziskovalno drevo.	Abstract This article presents the work process and its results in a research group studying supervision, as seen by the students in the final part of a postgraduate course in supervision and their mentor. It brings snapshots of the process of creating the problem tree in supervision, namely, creating a diagram of research questions/hypotheses and links between them which the members of the research team at the time saw as important. In fact, they seemed essential for the development of the role of supervisor, for the establishing of supervision in Slovenia, and for the students themselves. Key words: supervision, conceptual tree, research tree.

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Socialna pedagogika, 2005 vol. 9, št. 1, str. 75-94.

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Supervizija v akciji – drobci dogajanja s supervizijskega srečanja	Supervision in action – snapshots from a supervision meeting
Tanja Rupnik Vec, mag. psih., spec. supervizije, Zavod RS za šolstvo, Parmova 33, 1000 Ljubljana.
Povzetek Supervizija je metoda poklicne refleksije. Predstavlja priložnost za profesionalno rast in razvoj vsem strokovnim delavcem (tudi) na področju vzgoje in izobraževanja, ki se v našem prostoru počasi, a vztrajno uveljavlja. Namen članka je ponazoriti, kako poteka supervizijsko srečanje, katerega osrednji del predstavlja obravnava supervizijskega gradiva. Gradivo je zapis tiste konkretne izkušnje (dogodka), ki jo želi strokovni delavec na supervizijski skupini podrobneje premisliti, in predstavlja izhodišče za analizo vzorcev lastnega razmišljanja, doživljanja in ravnanja v profesionalnih situacijah, prevetritev učinkovitosti in funkcionalnosti le-teh, razmislek o alternativah ter sprejemanje odločitev za spreminjanje. V prvem segmentu, ki sledi uvodu, so kratko prikazana nekatera splošna izhodišča in cilji supervizije, v drugem delu pa ta izhodišča prikažemo še na primeru. Ključne besede: supervizija, učenje, profesionalni razvoj.	Abstract Supervision is a method of professional reflection. It provides all professionals in education with an opportunity for professional growth and development. In Slovenia, it has gradually become an established practice. The aim of this article is to give an insight into the supervision meeting evolving around the supervision material. The material is a written document describing the experience (event) a professional wishes to discuss at the supervision team meeting and is used as a starting point for an analysis of one's own patterns of thinking, experiencing and conduct in work situations; it then leads to an assessment of its efficacy and usefulness and finally encourages one to think about the alternatives and making decisions to change. In the first part following the introduction, some general principles and objectives of supervision are briefly described, whereas in the second part, these principles are applied to a case from practice. Key words: supervision, learning, professional development.

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Socialna pedagogika, 2005 vol. 9, št. 1, str. 95-112.

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Vloga supervizanta v supervizijskem procesu	The role of the supervisee in the supervision process
Urška Slana, abs. soc. ped., Ob potoku 33, 2310 Slovenska Bistrica.
Povzetek Prispevek obravnava vlogo supervizanta v supervizijskem procesu. Najprej se ustavlja ob nekaj definicijah, ki opredeljujejo supervizanta kot aktivnega udeleženca v supervizijskem procesu, in orisuje njegov lik v nekaj pomembnih značilnostih, pričakovanjih, odgovornostih in nalogah. V nadaljevanju razmišlja o nekaterih ovirah, ki supervizantom, izhajajočim iz pedagoških poklicev oz. študijskih smeri, otežujejo sprejemanje in uresničevanje njihove vloge v superviziji. Osredotoča se predvsem na dejstvo, da so ti udeleženci supervizije v vsakodnevnem življenju pogosto vzgojitelji, voditelji, vodje, usmerjevalci – vajeni prevzemati pobude in odgovornosti v svoje roke, medtem ko je vloga supervizanta pogosto razumljena kot prepuščanje pobudi supervizorja in kot vloga voditelja, iniciatorja, osebe, ki prevzema odgovornost. Del prispevka se zato ukvarja tudi z vprašanjem, ali je takšno razumevanje vlog običajno, "pravilno" in upravičeno. Nazadnje je opisanih še nekaj izhodišč za nadaljnje razmišljanje o tej temi. Ključne besede: supervizija, supervizant, vloga supervizanta, lik supervizanta, supervizijski proces.	Abstract This article discusses the role of the supervisee in the supervision process. It first looks at a few descriptions defining the supervisee as an active participant in the supervision process, and then pictures the supervisee as a person with specific traits, expectations, responsibilities and duties. In continuation, the article also throws light on some obstacles which make it hard for the supervisees with their occupational background in education to accept and realise their role in the supervision process. It focuses on the fact that such participants in the supervision process work in their daily life as teachers, educators, leaders, and are as such used to taking initiative and guide others, whereas the role of the supervisee stipulates giving up the lead to the supervisor. The article therefore tries to answer also the question whether such an understanding of their roles is normal, 'correct' and justified. Finally it provides a few pointers for further discussion. Key words: supervision, supervisee, the role of a supervisee, supervision process.