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This 4 page paper provides an overview of this supervision model for professionals. Specificities of the model are discussed. Bibliography lists 3 sources.
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4 pages (~225 words per page)
File: RT13_SA414SRM.rtf
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a professional identity and become more and more confident in their decisions. Yet, during the time that professionals begin their careers, they often need supervision and a mentor. This is
important to the development of a professional identity. According to Skovholt & Ronnestad (1992 as cited in Pistole & Roberts, 2002) "a professional identity that is consistent with ones work
can provide stability and security for early career persons as they continue on-the-job learning and find their niche within the employment setting" (p.1). Someone who is a professional counselor or
related field will go through a long process in the establishment of professional identity. The Skovholt and Ronnestad Model is one that goes beyond trainee development as it recognizes
that the therapist development continues throughout ones lifetime ("Developmental," 2004). The first stage of the model is competence and those at this stage of supervision represent the fledgling beginner (2004).
The individual is untrained (2004). Someone at this stage should apply the concepts of common sense (2004). They are in school and are learning. At stage two, there is
a transition to professional training and the main task for someone at this level is to assimilate data from various sources and also apply it in practice (2004). Hence,
the conceptual system is driven by a sense of urgency to learn concepts and techniques (2004). At stage three, there is an imitation of the experts where the trainees focus
is on attempting to imitate experts while maintaining a sense of openness to various ideas and positions (2004). A trainee is creating his or her own "conceptual map" which is
not complex (2004). While still learning about objective measures, and others work, the trainee is beginning to forge his identity. Stage four of the model is called conditional autonomy
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