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NTIS 바로가기한국콘텐츠학회논문지 = The Journal of the Korea Contents Association, v.16 no.4, 2016년, pp.488 - 502
장세미 (가톨릭대학교 심리학과) , 장성숙 (가톨릭대학교 심리학과)
Psychotherapy supervision has long been regarded as a crucial component of psychotherapy education. Supervisory role is very important in supervision outcomes but the absence of and need for supervisor's education and training have continued to be emphasized. Supervisor's education and training can ...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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수퍼바이저의 발달 개념은 무엇인가? | 수퍼바이저의 발달 개념은 수퍼바이저가 수퍼비전 경험을 획득하면서 각 발달단계에서 도전하고 극복해야 하는 발달과제를 통해 변화한다는 것이다. 즉, 수퍼바이저가 성장하면서 수퍼바이저로서의 전문적 정체성을 발달시키고, 수퍼바이지를 수용하며, 수퍼비전 기술을 향상시키는 것을 의미한다. | |
역량-기반 교육모델이 설명하고 있는 것은? | USDE[47]에서는 역량에 대한 정의를 전문적인 과업을 수행하기 위해 필요한 기술, 능력, 및 지식의 조합으로 개념화하였고, 교육장면에서는 역량 발달과 평가를 개념화하기 위한 역량-기반 교육모델을 제시하였다. 이 모델에서는 학습의 기초가 되는 한 개인의 타고난 ‘특성과 성격’, 이론교육과 같은 다양한 학습경험을 통해 발달되는 ‘기술, 능력 및 지식’, 그리고 수퍼비전처럼 기술, 능력 및 지식 사용을 극대화 시키는 ‘통합적 학습경험’이 서로 상호작용하면서 역량이 형성되고 발달한다고 설명하고 있으며, 이 모델의 마지막 ‘설명단계’에서는 역량을 적용한 결과와 수행에 대한 평가가 이루어진다[48]. 역량-기반 교육모델을 [그림 1]에 제시하였다. | |
수퍼바이저 발달 이론에 대한 연구를 가능하게 한 것은 무엇인가? | 수퍼바이저 발달 이론에 대한 경험적 연구를 가능하게 하고 활성화시킨 것은 척도개발이다. Watkins 외[40]는 수퍼바이저 발달 연구가 제한된 관심을 받아온 것이 수퍼바이저 발달을 평가하는 도구의 부재에 기인한다고 하였다. |
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