965 resultados para offender supervision


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In this article, the prevailing official view of supervision as a regulatory instrument is examined as it applies to the social services sector in Sweden. The study is based on a comparison of the views expressed on the design of supervision as a regulatory instrument by two government commissions, the Supervision Commission and the Commission on Supervision within the Social Services (UTIS), and on the positions taken by the Government regarding the definitions of the concept of supervision proposed by these commissions. The view of supervision as a regulatory instrument expressed in these policy documents is analysed with the help of a theoretical framework describing the components, their functions and the governance characteristics of control systems. In the framework separate interrelated characteristics of the components are identified and summarized into two models of control systems. The analysis shows that supervision in the Swedish social services sector can be described in terms of both a disciplinary and non-disciplinary system. By its system theoretical basis and the identification of interrelated characteristics the study contributes to a broadened understanding of the construction and functions of supervision as a regulatory instrument and of how supervision within the Swedish social sector is meant to be designed.

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Helping Doctoral Students Write offers a new approach to doctoral writing. By treating research as writing and writing as research, the authors offer pedagogical strategies for doctoral supervisors that will assist the production of well-argued and lively dissertations." "It is clear that many doctoral candidates find research writing complicated and difficult, but the advice they receive often glosses over the complexities of writing and/or locates the problem in the writer. Rejecting the DIY websites and manuals that promote a privatized, skills-based approach to writing research, Kamler and Thomson provide a new framework for scholarly work that is located in personal institutional and cultural contexts. Their discussion of the complexities of forming a scholarly identity is illustrated by stories and writings of actual doctoral students.

The pedagogical approach developed in the book is based on the notion of writing as a social practice. This approach allows supervisors to think of doctoral writers as novices who need to learn new ways with words as they enter the discursive practices of scholarly communities. This involves learning sophisticated writing practices with specific sets of conventions and textual characteristics. The authors offer supervisors practical advice on helping with commonly encountered writing tasks such as the proposal, the journal abstract, the literature review and constructing the dissertation argument." "In conclusion, they present a persuasive argument that universities must move away from simply auditing supervision to supporting the development of scholarly research communities. Any doctoral supervisor keen to help their students develop as academics will find the new ideas presented in this book fascinating and insightful reading.

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An enduring theme of social work literature and education has been the need for workers to recognise and challenge oppressive structures and develop competence in working with diverse client groups. This paper reports the findings of a qualitative research project where student and field educator supervision sessions were recorded, with the view to examining how oppression and diversity were addressed in these sessions. The authors have used the term 'difference' to describe the breach between the student and client experiences. Examples of anti-discriminatory practice were identified in the recordings, however on occasions supervisors had difficulty in assisting students to acknowledge diversity and oppression in supervision. Four factors that related to addressing diversity emerged from the supervision material. These were: the struggle to unmask subtle themes of oppression; the use of questioning to raise student awareness and development of self-knowledge; using student biography to facilitate learning on 'difference'; and field educator use of self-disclosure during discussions on diversity. Successful approaches to anti-oppressive practice and responding to diversity are outlined.

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The writing of academic abstracts is more than a tiresome necessity of scholarly life. It is a practice that goes beyond genre and technique to questions of writing and identity. In this article we deconstruct a series of abstracts from a variety of refereed journals to 'read' for the representation of data, argument, methodology and significance. We describe one strategy for writing abstracts, developed as part of a long-term project on postgraduate writing pedagogies. We propose that the art of writing abstracts is neglected in the academy, is given scant attention by journal editors, and has produced a motley and often bland array of conventions and genres. We suggest that abstract art should be an important aspect of supervision if graduate students and novice researchers are to stake a claim in the academy.

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Videoconferencing provides access to essential training for probationary psychologists in rural areas. However the unique aspects of videoconferenced communication (Jerome & Zaylor, 2000) challenge an assumed equivalency of face-to-face and videoconferenced interactions. This study investigated the relevance of power, involvement, and an established model of supervision (Bernard, 1979, 1997) to the working relationship in videoconferenced supervision. Semistructured interviews were conducted with four supervisors, eighteen trainees experienced in videoconferenced supervision and four trainees experienced in face-to-face supervision. Data were analysed by qualitative content analysis, coding pertinent theoretical constructs. Results confirmed that the roles defined by Bernard's supervision model (teacher, counsellor and consultant) were relevant to videoconferenced supervision. However a further role emerged as well. Power and involvement dimensions also had relevance for videoconferenced interactions with some suggestion that the power discrepancy between trainee and supervisor was increased. Complexities arising from videoconferencing included some trainees avoiding involvement by blaming technical malfunctions, some reporting curtailed emotional expression and others reporting freer emotional expression due to the distal nature of the medium. The findings affirm some unique features to videoconferenced supervision and validate a framework to further explore the impact of videoconferencing upon supervisory relationships.