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Introduction to Supervision | |
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Focus Questions | |
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Introduction | |
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Supervision Defined | |
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The Evolution of Supervision | |
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The Goals of Supervision | |
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Objectives for the Supervisee | |
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Perspectives on Supervision | |
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Bob Haynes's Personal Perspective | |
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Jerry Corey's Personal Perspective | |
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Patrice Moulton's Personal Perspective | |
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Summary | |
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Suggested Activities | |
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Roles and Responsibilities of Supervisors | |
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Focus Questions | |
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Introduction | |
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Role of the Supervisor | |
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Teacher | |
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Mentor | |
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Consultant | |
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Counselor | |
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Sounding Board | |
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Adviser | |
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Administrator | |
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Evaluator | |
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Recorder and Documenter | |
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Empowerer | |
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The Scope of Responsibility in Supervision | |
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Responsibilities of the Supervisor | |
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Teaching Supervisees How to Use Supervision Effectively | |
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Assisting Supervisees in Taking an Active Role in Fieldwork Experiences | |
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Summary | |
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Suggested Activities | |
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The Supervisory Relationship | |
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Focus Questions | |
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Introduction | |
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Personal and Interpersonal Issues in Supervision | |
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Supervisor-Supervisee Relationship | |
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Power and Authority | |
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Parallel Process | |
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Personhood | |
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Characteristics That Facilitate or Hinder the Supervision Process | |
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Supervisor Characteristics | |
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Supervisee Characteristics | |
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Conflicts Between Supervisor and Supervisee | |
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Challenges for Supervisees | |
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Dealing with Doubts and Fears | |
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Identifying Unresolved Personal Problems | |
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Avoiding the Role of Problem Solver | |
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Identifying Countertransference | |
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Respecting Diverse Value Systems | |
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Challenging Yourself | |
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Challenges for Supervisors | |
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Supervisee Anxiety | |
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Supervisee Reactions to Client Failures | |
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Summary | |
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Suggested Activities | |
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Methods of Supervision | |
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Focus Questions | |
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Introduction | |
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Supervision Formats | |
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Individual Supervision | |
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Group Supervision | |
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Dynamics of Group Supervision | |
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Initial Stage | |
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Transition Stage | |
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Working Stage | |
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Ending Stage | |
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Value of Group Supervision | |
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Methods Used in Supervision | |
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Case Consultation | |
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Co-Therapy | |
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Live Observation | |
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Videotaping | |
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Audiotaping | |
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Computer-Assisted and Online Techniques | |
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Role Play and Role Reversal | |
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Modeling and Demonstration | |
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Coaching | |
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Methods Using Written Information | |
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Methods Based on Psychotherapy Models | |
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Homework | |
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What Supervisors Say to Supervisees | |
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Other Considerations Regarding Supervision Methods | |
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Summary | |
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Suggested Activities | |
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Models of Supervision | |
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Focus Questions | |
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Introduction | |
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Understanding Models of Supervision | |
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Developmental Models | |
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Psychotherapy-Based Models | |
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Psychodynamic Model | |
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Person-Centered Model | |
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Cognitive-Behavioral Model | |
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Family Therapy Model | |
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Feminist Model | |
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Integrative Models | |
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Discrimination Model | |
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Systems Approach to Supervision | |
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Additional Integrative Models of Supervision | |
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Developing Your Own Model of Supervision | |
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Summary | |
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Suggested Activities | |
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Becoming a Multiculturally Competent Supervisor | |
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Focus Questions | |
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Introduction | |
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Defining Multiculturalism | |
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Practicing Multicultural Supervision Competencies | |
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Explore Racial Dynamics in the Supervisory Relationship | |
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Include Multicultural Competencies in the Supervisory Agreement | |
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Assist Supervisees in Developing Cultural Self-Awareness | |
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Accept Your Limits as a Multicultural Supervisor | |
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Model Cultural Sensitivity | |
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Accept Responsibility to Provide Knowledge Regarding Cultural Diversity | |
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Inform Supervisees About Multicultural Considerations in Assessment | |
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Provide the Opportunity for Multicultural Case Conceptualization | |
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Practice and Promote Culturally Appropriate Interventions | |
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Provide and Model Social Advocacy | |
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Acquiring Multicultural Competencies in Supervision | |
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Assessing Multicultural Competencies in Supervision | |
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Summary | |
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Suggested Activities | |
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Ethical Issues and Multiple Relationships | |
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Focus Questions | |
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Introduction | |
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Ethical Issues in Clinical Supervision | |
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The Supervisor's Roles and Responsibilities | |
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The Impact of Negative Supervisory Events | |
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Modeling Confidentiality | |
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Teaching Supervisees How to Make Ethical Decisions | |
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Competence of Supervisors | |
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Journey Toward Competence | |
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Incompetent or Impaired Supervisors | |
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Incompetent or Impaired Supervisees | |
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Multiple Roles and Relationships in the Supervisory Process | |
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Ethical Standards and Multiple Roles and Relationships | |
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Managing Multiple Roles and Relationships | |
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Mentoring | |
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Socializing Between Supervisors and Supervisees | |
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Sexual Attraction in Supervision | |
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Sexual Intimacies Between Supervisor and Supervisee | |
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Sexual Intimacies Between Supervisee and Client | |
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Combining Supervision and Counseling | |
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Changing Roles and Relationships | |
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Summary | |
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Suggested Activities | |
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Legal Issues in Supervision | |
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Focus Questions | |
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Introduction | |
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Legal Primer | |
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Standard of Care | |
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Statutory Liability | |
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Negligence | |
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Negligent Liability | |
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Vicarious Liability | |
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Direct Liability | |
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Privileged Communication | |
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Duties to Warn, Protect, and Report | |
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Risk Management | |
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Don't Supervise Beyond Your Competence | |
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Evaluate and Monitor Supervisees' Competence | |
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Be Available for Supervision Consistently | |
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Formulate a Sound Supervision Contract | |
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Maintain Written Policies | |
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Document All Supervisory Activities | |
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Consult with Appropriate Professionals | |
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Maintain Working Knowledge of Ethics Codes, Legal Statutes, and Licensing Regulations | |
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Use Multiple Methods of Supervision | |
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Practice a Feedback and Evaluation Plan | |
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Purchase and Verify Professional Liability Insurance Coverage | |
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Evaluate and Screen All Clients Under Supervisee's Care | |
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Establish a Policy for Ensuring Confidentiality | |
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Incorporate Informed Consent in Practice | |
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Summary | |
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Suggested Activities | |
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Sample Forms Used by Students in Clinical Psychology Practicums | |
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Managing Crisis Situations | |
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Focus Questions | |
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Introduction | |
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A Framework for Managing Crisis Situations in Supervision | |
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Understanding Specific Crisis Situations | |
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Suicide and Suicide Attempts | |
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Personal Threats by Clients | |
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School Violence | |
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Witnessing Disasters and Violent Events | |
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Coping with Personal Crises | |
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Summary | |
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Suggested Activities | |
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Evaluation in Supervision | |
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Focus Questions | |
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Introduction | |
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Essential Features of Evaluation | |
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Objective Versus Subjective Evaluation | |
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Standardization of Methods | |
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Criteria for Evaluation | |
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Organization of Evaluation | |
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Due Process | |
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Long-Term Consequences of Evaluations | |
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Empowering the Supervisee to Conduct Self-Evaluation | |
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Evaluation of the Supervisor | |
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Ethical and Legal Ramifications of Conducting Evaluations | |
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Guidelines for Conducting Evaluations | |
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Concerns of Supervisors | |
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Concerns of Supervisees | |
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Methods of Evaluation | |
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Individual and Group Evaluation | |
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Written Evaluation | |
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Evaluation of Direct Observation | |
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Objective Evaluation Tools | |
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Writing Letters of Recommendation | |
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Test Your Evaluation Skills | |
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Summary | |
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Suggested Activities | |
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Becoming an Effective Supervisor | |
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Focus Questions | |
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Introduction | |
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Qualities of the Ideal Supervisor | |
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Graduate Student Perspectives | |
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Supervisor Perspectives | |
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Struggles as Supervisors | |
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Our Thoughts on Becoming an Effective Supervisor | |
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Finding Your Own Style as a Supervisor | |
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Where Can You Go from Here? | |
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Summary | |
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Suggested Activities | |
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References and Suggested Readings | |
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Name Index | |
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Subject Index | |