This book challenges the centrality of the prison in our understanding of punishment, inviting us to see, hear, imagine, analyse and restrain 'mass supervision'. Though rooted in social theory and ...social research, its innovative approach complements more conventional academic writing with photography, song-writing and storytelling.
The Handbook presents an overall analytical framework for assessing financial system stability and developmental needs, providing broad guidance on approaches, methodologies, and techniques of ...assessing financial systems. Although the Handbook draws substantially on World Bank and IMF experience with the Financial Sector Assessment Program (FSAP) and from the broader policy and operational work in both institutions, it is designed for generic use in financial sector assessments, whether conducted by country authorities themselves, or by World Bank and IMF teams.
A book on social work supervision is desperately needed to bridge the gap between the demands of the field and the absence of literature. Social Work Supervision: Contexts and Concepts aims to ...provide readers with basic knowledge of theories, research, and practice of supervision. The book addresses the needs of social work supervisors, frontline practitioners, students, and educators and contains a comprehensive literature review of the historical development, theories and models, and empirical research studies of the subject. Equally important, this is a book from practice experience in supervision that enhances the competence of supervisory practice. It will help social workers, supervisors, and administrators to realize and revitalize their "mission" in social work, that is, to benefit clients.
The international financial community blamed the Asian crisis of 1997-1998 on deep failures of domestic financial governance. To avoid similar crises in the future, this community adopted and ...promoted a set of international "best practice" standards of financial governance. The G7 asked specialized public and private sector bodies to set international standards, and tasked the International Monetary Fund and the World Bank with their global dissemination. Non-Western countries were thereby encouraged to emulate Western practices in banking and securities supervision, corporate governance, financial disclosure, and policy transparency.
InGoverning Finance, Andrew Walter explains why Indonesia, Malaysia, South Korea, and Thailand-key targets and test cases of this international standards project-were placed under intense pressure to transform their domestic financial governance. Walter finds that the depth of the economic crisis, and more enduring aspects of Asian capitalism, such as family ownership of firms, made substantive compliance with international standards very costly for the private sector and politically difficult for governments to achieve. In spite of international compliance pressure, the result was varying degrees of cosmetic or "mock" compliance. In a book containing lessons for any agency or country attempting to implement lasting change in financial governance, Walter emphasizes the limits of global regulatory convergence in the absence of support from domestic politicians, institutions, and firms.
Clinical supervision is acknowledged as a distinct professional competence that requires specific education and training. However, it is all too often an inadequately addressed or an entirely missing ...ingredient in psychology curricula and clinical research, including, for example, clinical trial protocols and evidence-based treatment implementation. It is proposed that clinical supervision training follow the shift to the competence movement that has occurred in psychology education, training, and regulation generally and embrace a systematic and intentional competence model. Groundwork for such a competence model for supervision has been laid in the supervision guidelines from the American Psychological Association and the Association of State and Provincial Psychology Boards, defining parameters for clinical supervision and the requisite supervisor competencies. This article discusses these inadequately addressed or missing ingredients, the insufficiently organized approach to supervision as a distinct competency at the present time, and the assumptions that are obstacles to progress. Strategies are proposed to overcome these obstacles; for example, methods of infusing supervision into existing curricula, the hidden curriculum, and transformational leadership that would guide its implementation. Knowledge, skills, and attitudes would be systematically developed as a critical component of self-reflective competency-based education, a portal to lifelong learning, and an essential part of research and implementation.
Two primary goals of clinical supervision are to promote and evaluate trainees' acquisition of professional competencies and to protect and enhance client welfare. To help supervisors achieve these ...goals, this article reviews the current usage and benefits of 5 important supervisory practices: direct observation (live or recorded); progress monitoring; experiential learning methods (modelling, role-playing, and providing constructive feedback based on observation); less biased summative evaluation procedures; and diversity-focused supervision. The article concludes with recommendations for research, changes in supervisory practice, and changes in the regulation of supervision and supervisor training within accreditation standards and provincial requirements for licensure.
Deux principaux objectifs de la supervision clinique consistent à promouvoir et à évaluer l'acquisition de compétences professionnelles chez les stagiaires et de protéger et améliorer le bien-être des clients. Afin d'aider les superviseurs à réaliser ces objectifs, cet article examine l'utilisation et les bienfaits actuels de cinq importantes pratiques de supervision : l'observation directe (en direct ou enregistrée); le suivi des progrès réalisés; les méthodes d'apprentissage expérientiel (modélisation, jeux de rôle, et rétroaction constructive basée sur l'observation); les procédures d'évaluation sommative moins biaisées; et la supervision axée sur la diversité. L'article se termine par des recommandations pour la recherche, des changements dans les pratiques de supervision et des changements dans la réglementation de la formation des superviseurs et de la supervision dans le respect des normes d'agrément et des exigences provinciales en matière d'autorisation d'exercer.
Public Significance Statement
Professional psychology training relies extensively on supervision to develop, maintain, and evaluate the professional competencies of psychologists-in-training and to oversee the welfare of the clients they serve. This literature review identified gaps between recommended and typical supervision of professional psychology supervisees. Recommendations to enhance the practice of supervision during the course of professional training are to incorporate direct observation, client data, experiential learning methods, unbiased evaluation methods, and a greater focus on diversity.
Regulating Wall Street Acharya, Viral V; Cooley, Thomas F; Richardson, Matthew P ...
2010, 2010-10-28, c2011, Volume:
608
eBook
'Regulating Wall Street' assesses the strengths and weaknesses of new regulations in response to the recent global financial crisis. It summarises key issues that regulatory reform should address, ...evaluates the key components of regulatory reform and provides analysis of how the reforms will affect financial firms and markets.
Integrative systemic therapy (IST) is a meta‐theoretical perspective, grounded in systemic theory and integration, that transcends therapy models in individual, couple, and family therapy. To foster ...supervisees’ theoretical integration and systemic thinking, two of IST’s primary tools—the essence diagram and blueprint—are described and applied to inform an integrative, systemic meta‐perspective for supervision. Recommendations, specific guiding questions, and examples are provided to operationalize these tools in the multi‐level supervision system (i.e., supervisor–supervisee–client system). IST supervisors and other supervisors who are interested in integrative, systemic training can use these tools to guide the process of supervision and strengthen supervisees’ ability to hypothesize, plan, converse, and read clients’ feedback in relation to the various tasks of therapy. The essence diagram and blueprint are applied to facilitate case consultation and cultivate the development of supervisees’ clinical competencies. Particularly, the problem‐solving focus of IST has been adapted to include a competency‐based and professional growth‐oriented dimension for supervision to better promote supervisees’ development. Lastly, the advantages and challenges of IST‐influenced supervision are discussed.
Resumen
La terapia sistémica integral (TSI) es una perspectiva metateórica basada en la teoría sistémica y la integración, que trasciende los modelos de terapia en la terapia individual, de pareja y familiar. Para fomentar la integración teórica de los supervisados y el pensamiento sistémico, se describen y se aplican dos de las herramientas principales de la TSI—el diagrama del eje y el diseño— a fin de respaldar una metaperspectiva integradora y sistémica de la supervisión. Se ofrecen recomendaciones, preguntas orientadoras específicas y ejemplos para poner en funcionamiento estas herramientas en el sistema de supervisión multinivel (p. ej.: sistema supervisor‐supervisado‐paciente). Los supervisores de la TSI y otros supervisores que estén interesados en la capacitación integradora y sistémica pueden usar estas herramientas para guiar el proceso de supervisión y fortalecer la capacidad de los supervisados para plantear hipótesis, planificar, conversar y leer los comentarios de los pacientes en relación con las diferentes tareas de la terapia. El diagrama del eje y el diseño se aplican para facilitar la consulta de casos y cultivar el desarrollo de las competencias clínicas de los supervisados. Particularmente, se ha adaptado el eje de resolución de problemas de la TSI para incluir una dimensión basada en competencias y orientada al crecimiento profesional a fin de que la supervisión promueva mejor el desarrollo de los supervisados. Por último, se comentan las ventajas y las dificultades de la supervisión influida por la TSI.
摘要
合系统疗法(IST)是以系统理论和融合为基础的元理论视角，超越了个体、伴侣和家庭治疗的治疗模式。为了培养接受指导的学员治疗师其理论整合思维和系统思维，本文描述并应用IST的两个主要工具——本质图和蓝图——来提供一个综合性的、系统的督导元视角。为这些工具在多级督导系统(即督导师‐被督导咨询师‐来访者系统)中的运作提供了建议、具体的指导问题和实例。IST督导师和其他对整合、系统的培训感兴趣的督导者可以使用这些工具来指导督导的过程，并加强被指导的学员治疗师针对不同治疗任务进行假设、计划、交谈方面的能力，以及理解来访者反馈的能力。本质图和蓝图应用于协助个案督导，培养接受指导的学员的临床治疗能力。特别是，为了学员的发展，IST以解决问题为治疗的重点，在督导中被调整为以发展能力为主、以专业成长为导向的督导维度。最后，讨论了IST督导的优势和挑战。
Although competency-based clinical supervision has been adopted in many international clinical training settings, acceptance has been variable with scholarly opinion outpacing actual practice. The ...transtheoretical molecular model, as articulated by Gonsalvez and Calvert (2014), offers a structure for advancing competency-based supervision and an important contribution, providing for definition of content and processes implicit in supervision practice. Barriers to implementation of competency-based supervision include lack of consensus on effective supervision practices, lack of empirical support for the model, and an absence of systematic training in clinical supervision during the training trajectory. However, the competency-based model, when implemented with fidelity to an explicit approach with designated competencies (Falender & Shafranske, 2017; Gonsalvez & Calvert, 2014) provides essential components for implementation. These include supervisee and supervisor self-assessment of competence as a platform for goal setting, establishment of a collaborative supervisory relationship through this process, attention to the power differential implicit in the relationship, with a promise of transparency in feedback provided through competence assessment and monitoring, attention to diversity and multicultural personal factors, and ethical, legal, and regulatory factors. The process of supervision enhances the supervisee's metacompetence, or awareness of what he/she knows and does not know, and skill development through systematic targeted monitoring and feedback. However, significant tensions arise in balancing multiple supervisor roles and responsibilities involving multicultural and global competence. Steps are proposed to advance supervisor competence within competency-based supervision and the requisite practices are identified that define it as a model for future study and empirical analysis of supervision efficacy.
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