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Essay / Research Paper Abstract
3 pages in length. One of the primary components of my philosophy of supervision involves isomorphism, which reflects the interconnectedness of the nuclear family, external relationships and that of the counselor (supervisor). My understanding of and application as an MFT is to be infinitely more than just a source of guidance for my clients; rather, I recognize the need to be integrally involved in the overall therapeutic process as a connected component, not merely one who offers advice from a removed perspective. While it is up to me to assume the role of expert, it is just as critical to my clients' development for me to also engage in an integrative capacity inherent to isomorphism. Bibliography lists 10 sources.
Page Count:
3 pages (~225 words per page)
File: LM1_TLCPhilSuper.rtf
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Unformatted sample text from the term paper:
an MFT is to be infinitely more than just a source of guidance for my clients; rather, I recognize the need to be integrally involved in the overall therapeutic process
as a connected component, not merely one who offers advice from a removed perspective. While it is up to me to assume the role of expert, it is just
as critical to my clients development for me to also engage in an integrative capacity inherent to isomorphism. "Using the isomorphic perspective, the supervisor can transform this replication into
an intervention, redirecting a therapists behavior and thereby influencing interactions at various levels of the system. Supervisors are not passive observers of pattern replication, but intervenors and intentional shapers
of the misdirected sequences they perceive, participate in, and co-create" (Liddle, 1988, p. 155). Core competencies represent the foundation upon which supervision
derives, inasmuch as effective supervision cannot exist without fundamental knowledge of what is expected. According to AAMFT guidelines, core competencies incorporate a number of criteria that help reach the
ultimate objective, not the least of which includes 1) establishing a curriculum based upon learning and competency in order to gauge success through the ultimate outcome of client and process;
establish a comprehensible process of evaluation where expectations are not in question, such as "collaboratively articulating outcome statements (competencies) and sharing them with students upon matriculation" (Todahl et al, 2002);
3) establishing mapping which brings together corresponding outcomes of practices and competencies; and 4) create processes according to competencies and the learning-centered approach with a variety of instructional methods meant
to augment clients own competencies (Todahl et al, 2002). Remaining a stagnant entity is not an option for a counselor in any therapeutic situation (Fernando et al, 2005), but
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