Psychology: Supervision, Coursework Example

Introduction

Supervision has been an awesome experience for me. In my opinion, it was so because the supervisor was a very approachable person. Almost any concern regarding the teaching practice could be discussed with him. If at that moment he did not have the specific answer,he would say, ‘let me look it up.” Sure, in less than a day the answers’ would be forth coming with profound explanations and supportive citationsvalidating his results.  For example, one day a difficulty developed in the practicewith a five year old child who was exceptionally disruptive. All the psychology, learnt was applied in getting the child quite. Nothing seemed to have been working. This situation occurred while my supervisor was assessing the practice session.

As frustration became overwhelming the supervisor realized that the person who really needed to be calm was not so much the five year old child.  He emphasized that the child’s demonstration was a reflection of some uneasiness in the environment or a person with whom he was communicating the. As such, the person who should become calm and face the difficulty with poise was the one communicating with the child.. As soon as this was recognized thedisruption was resolved. It would appear that people in the environment did change their attitudes. The child become quite and sat down.

Placement

The supervisor did not set any specific time for the interaction between us during supervision. No schedule was developed, but after a week it was realized that every Tuesday morning before the breakhe would visit either at the practice or office used by interns. However, if the supervision is taking the form of anevaluation he would relate this before the time. Also, he would tell the exact time and how long the evaluation would last. In doing this it would allow time for preparation and becoming comfortable with the supervision process. Always the time was set based on a mutual consent.

At first it was an awkward feeling because it was a first experience exposure. The encounter felt very uncomfortable was very uncomfortable. Inpracticingwith someone else  during practice and being evaluated was intimidating. However, after a few days the uncomfortableness disappeared. My instructor realized the intimidation and began communicating in a language style that was soothing.  An important feature in the resolution of our relationship was that he allowed talking.  By merely talking and have him listen, the barriers between us were broken. It closed emotional caps, which seemed apparent in the supervisor student interaction.

A school psychologist is very knowledgeable and students feel belittled by just knowing that this person has to supervise them and they in turn know very little, now beginning in the science. After a few days of being given the opportunity to talk, thespeaking was focused on sensiblyrelating concerns as clearly as possible without over impressing any self-worth.Thereafter, the speaking was shared equally. Ultimately, a cordial relationship  was achieved and the supervision became a mutual undertaking with my role being clarified and his, the responsibility of overseeing my work. He would ask questions, to which responses were tendered Ifthere were areas, which seemed beyond the grasp of hi students grasp then, he would revise those specific topics until each intern becomes confident in expressing them accurately. As anintern if there are no more concerns, the question and answersegment wasover.

Conclusion

This supervisor was very receptive to concerns. His goal for all interns being supervised by him was to reach  for  attaining the highest academic level within the discipline. He was never tired of explaining a subject. For example, a  difficultyin understandingPWNs-Prior Written Notice (what they are, and how to do them), Coopersmith Self-Esteem Inventory, Woodcock Johnson III the Achievement was encountered. My supervisor spent an afternoon session going over the theories and assumptions that were difficult applyingto practice. Besides, he ensured that interns attend every meeting held in the school to learn procedures and protocols.

Importantly, this supervisor was very interested in students embracing the real world environment. He emphasized that the only way this can happen was affording opportunities for visitations at  clinics, schools and engaging in learning though observation of persons from a psychological perspective. It is understanding that the brain is not the mind and that psychology is about the mind and not body. When we interact with children and adults in a practice or clinic environment there is where a wealth of knowledge flows from firsthand experience.

This was a very touching concern because often interns tend to view people from the outside forgetting that there is a greater part of the personality, which is revealed through psychological interpretation. In expressing these concerns this proved mysupervisor’s interest in the growth of  interns. As he allows us to sit in his meetings the significance of a school psychologist is reinforced.

Do you have any concerns regarding supervision?

There are no concerns about supervision. This has an  supervisorhas an  excellent attitude and the process is very rewarding