It was still there; Important information to come at the end of the session! Franny`s slip to Jenny suggested that his projection on Jenny had been activated. She did it at the end of the session, as Jenny only remembered at the end of the supervision session! (A) only deals with trainees at an academic institution offering a qualification programme in accordance with section 4980.40(a) of the Code; and (B) has been authorized in California, pursuant to Section 4980.40(f) of the Code and in any other state, for a total of at least two years prior to the commencement of surveillance. 6. Apply several supervisory board competency measures. These can be a large number of standardized rating scales, including measures implemented by both supervisor and supervisor, customer ratings, and behavioural scales (Stoltenberg & Delworth, 1987). Additional measures, such as audio/video samples, reviews of counselling interviews and conceptual case studies (both brief and detailed), can give a complete picture of a caregiver`s competence, expectations, needs and professional development, as well as an understanding of the context in which both counselling and supervision take place. The Board of Psychology defines supervising work experience (SPE) as “an organized program that consists of a planned, structured, and managed series of comprehensive clinical training experiences with professional coaching. SPE must have a logical training sequence that draws on the skills and competencies of the trainees to prepare them for the independent practice of psychology after their admission. SPE must integrate socialization into the psychology profession and be complemented by integration modalities such as tutoring, didactic exhibition, role modeling, staging, observational/subcontracting learning and guidance counselling. The SPE includes activities related to the integration of psychological concepts and current and evolving scientific knowledge, principles and theories on the professional provision of psychological services to the consumer world. The purpose of this digest is to point out that there are some fairly fundamental premises in pedagogical psychology (Gage & Berliner, 1984), educational evaluation (Isaacs & Michaels, 1981) and counselling literature (Bernard & Goodyear, 1992) that can improve supervisory evaluation practices and thus reduce ambiguity and uncertainty about evaluation in supervision. Although this Digest does not have a specific influence on the evaluation of the program, it should be clear that it is also an important element of a large evaluation project. .

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