This paper explores the knowledge of linguistic structure learned by large artificial neural networks, trained via self-supervision, whereby the model simply tries to predict a masked word in a given ...context. Human language communication is via sequences of words, but language understanding requires constructing rich hierarchical structures that are never observed explicitly. The mechanisms for this have been a prime mystery of human language acquisition, while engineering work has mainly proceeded by supervised learning on treebanks of sentences hand labeled for this latent structure. However, we demonstrate that modern deep contextual language models learn major aspects of this structure, without any explicit supervision. We develop methods for identifying linguistic hierarchical structure emergent in artificial neural networks and demonstrate that components in these models focus on syntactic grammatical relationships and anaphoric coreference. Indeed, we show that a linear transformation of learned embeddings in these models captures parse tree distances to a surprising degree, allowing approximate reconstruction of the sentence tree structures normally assumed by linguists. These results help explain why these models have brought such large improvements across many language-understanding tasks.
ABSTRACT
Despite widespread recognition of the importance of reflective practice in the field of infant mental health, little quantitative research exists regarding the impact of reflective ...supervision on professionals’ self‐efficacy, job satisfaction, and work‐related stress. Thirty‐three early childhood interventionists received approximately 9 months of reflective supervision and completed pre‐ and post‐assessments of their job‐related stress and self‐efficacy using a modified version of the Reflective Supervision Self‐Efficacy Scales for Supervisees (S. Shea, S. Goldberg, & D.J. Weatherston, 2012). At the post‐assessment, participants also rated their overall experience of reflective supervision. Reported self‐efficacy increased significantly from pre‐ to post‐assessment, and participants reported a positive overall impact of reflective supervision with respect to a variety of indices, such as job satisfaction, professional development, and the ability to cope with job‐related stress. These results provide necessary quantitative data demonstrating a positive impact of reflective supervision on early childhood professionals and suggest the value of reflective supervision for supporting workforce development.
RESUMEN
A pesar del ampliamente conocido reconocimiento de la importancia de la práctica con reflexión en el campo de salud mental infantil, existe poca investigación cuantitativa acerca del impacto de la supervisión con reflexión sobre la auto‐efectividad, la satisfacción en el trabajo, así como el estrés relacionado con el trabajo de los profesionales. Treinta y tres profesionales de la intervención en la temprana niñez recibieron aproximadamente nueve meses de supervisión con reflexión y completaron evaluaciones anteriores y posteriores sobre su estrés relacionado con el trabajo y su auto‐efectividad usando una versión modificada de las Escalas de Auto‐Efectividad en la Supervisión con Reflexión para Supervisados (RSSESS; Shea, Goldberg y Weatherston, 2012). Cuando completaron la evaluación posterior, los participantes también le dieron puntuación a su experiencia de supervisión con reflexión en general. La auto‐efectividad reportada aumentó significativamente de la evaluación anterior a la posterior, y los participantes reportaron un positivo impacto general de la supervisión con reflexión con respecto a la variedad de índices, incluyendo la satisfacción en el trabajo, el desarrollo profesional y la habilidad de sobrellevar el estrés relacionado con el trabajo. Estos resultados aportan información cuantitativa necesaria que demuestra un impacto positivo de la supervisión con reflexión en los profesionales que se dedican a la temprana niñez e indican el valor que la supervisión con reflexión tiene para apoyar el desarrollo de la fuerza laboral.
RÉSUMÉ
En dépit de la reconnaissance généralisée de l'importance de la pratique de réflexion dans le domaine de la santé mentale du nourrisson et de la petite enfance, il existe peu de recherches quantitatives pour ce qui concerne l'impact de la supervision de réflexion sur l'auto‐efficacité des professionnels, leur satisfaction au travail, et le stress lié au travail. Trente‐trois interventionnistes de la petite enfance ont reçu environ neuf mois de supervision de réflexion et complété des rapports de pré‐évaluations et de post‐évaluation en utilisant une version modifiée des Echelles d'Auto‐Efficacité de Supervision de Réflexion pour les Supervisés (RSSESS; Shea, Goldberg, & Weatherston, 2012). A la post‐évaluation les participants ont également évalué leur expérience générale de la supervision de réflexion. L'Auto‐efficacité, dont ils ont rendu compte, a augmenté de manière importante entre la pré et la post‐évaluation et les participants ont fait état d'un impact général positif de la supervision de réflexion pour ce qui concerne la variété des indices, y compris la satisfaction au travail, le développement professionnel et la capacité à faire face au stress lié au travail. Ces résultats offrent des données quantitatives nécessaires, prouvant un impact positif de la supervision de réflexion sur les professionnelles de la petite enfance, et ils suggèrent la valeur de la supervision de réflexion pour le soutien aux employés.
ZUSAMMENFASSUNG
Trotz der weit verbreiteten Erkenntnis hinsichtlich der Bedeutung der reflexiven Praxis im Bereich der psychischen Gesundheit von Säuglingen gibt es wenig quantitative Untersuchungen über die Auswirkungen der reflexiven Supervision auf die Selbstwirksamkeit, die Arbeitszufriedenheit und den arbeitsbedingten Stress von Fachkräften. Dreiunddreißig Interventionisten erhielten für etwa neun Monate eine reflexive Supervision und beurteilten vor und nach der Supervision anhand einer modifizierten Version der „Reflective Supervision Self‐Efficacy Scales for Supervisees“ (RSSESS; Shea, Goldberg, & Weatherston, 2012) ihre berufliche Belastung und Selbstwirksamkeit. Bei der Beurteilung im Anschluss an die Supervision bewerteten die Teilnehmer auch ihre allgemeine Erfahrung mit reflexiver Supervision. Die berichtete Selbstwirksamkeit nahm von der Beurteilung vor der Supervision bis zur Beurteilung nach der Supervision deutlich zu und die Teilnehmer berichteten von einer positiven Gesamtwirkung der reflexiven Supervision in Bezug auf eine Vielzahl von Indizes, einschließlich der Arbeitszufriedenheit, der beruflichen Entwicklung und der Fähigkeit, mit berufsbedingtem Stress umzugehen. Diese Ergebnisse liefern wichtige quantitative Daten, die eine positive Wirkung der reflexiven Supervision auf die Fachkräfte im Bereich der frühen Kindheit demonstrieren und den Wert der reflexiven Supervision zur Unterstützung der Personalentwicklung verdeutlichen.
抄録
自己効力感、仕事の満足および仕事のストレスについての早期児童期介入専門家Early Childhood Interventionistsの認知に、内省的スーパービジョンが与える影響
乳幼児精神保健の分野において内省的な実践の重要性は広く認識されているにも関わらず、内省的スーパービジョンが専門家の自己効力感、仕事の満足、および仕事に関係したストレスに与える影響についての、量的研究はほとんど存在しない。33人の早期児童期介入専門家がおよそ9か月の内省的スーパービジョンを受け、スーパーバイジーのための内省的スーパービジョン自己効力感尺度改訂版 Reflective Supervision Self‐Efficacy Scales for Supervisees (RSSESS; Shea, Goldberg, & Weatherston, 2012) を用いて、彼らの仕事に関係したストレスおよび自己効力感についての、事前・事後評価を行った。事後評価では、参加者はまた内省的スーパービジョンの全体的な経験についても評価した。報告された自己効力感は事前調査から事後調査で有意に増加し、仕事の満足、専門性の開発、および仕事と関連したストレスへの対処能力を含む様々な指標に関して、参加者は内省的スーパービジョンのポジティブな影響を報告した。これらの結果は、内省的スーパービジョンが早期児童期専門家に与えるポジティブな影響を明らかに示すのに必要な量的データを提供し、労働力開発支援のための内省的スーパービジョンの価値を示唆する。
摘要
反思性監督對幼兒干預主義者自我效能丶工作滿意度和工作壓力的看法的影響
儘管人們普遍認識到反思性工作在嬰兒心理健康領域的重要性, 但反思性監督對專業人員自我效能感丶工作滿意度和工作壓力影響的定量研究很少。 33名兒童早期干預主義者接受了大約9個月的反思性督導, 並使用修訂版的監督者反思性自我效能量表, 對其工作壓力和自我效能前後評估 (RSSESS; Shea, Goldberg, & Weatherston, 2012) 。在評估後, 參與者還評價他們在反思性監督方面的總體經驗。自我效能在評估前後顯著增加, 參與者報告反思性監督對各種指標的積極影響, 包括工作滿意度丶職業發展以及應對工作壓力的能力。這些結果提供了必要的量化數據, 證明反思性監督對兒童早期專業人員的積極影響, 並指出反思性監督對支持員工發展的價值。
ملخص
تاثير الاشراف التأملي علي تصورات التدخل في مرحله الطفولة المبكرة عنالكفاءة الذاتية ، والرضا الوظيفي، والإجهاد الوظيفي
علي الرغم من الاعتراف الواسع النطاق باهميه الممارسة التأملية في مجال الصحة النفسية للرضع ، لا يوجد سوي القليل من البحوث الكمية المتعلقة باثر الاشراف التاملي علي الكفاءة الذاتية للمهنيين ، والرضا عن العمل ، الإجهاد المرتبط بالعمل. تلقى 33 من القائمين بالتدخلات في مرحله الطفولة المبكرة ما يقرب من تسعه أشهر من الاشراف التاملي وأكملوا تقييمات ما قبل وبعد الإجهاد المتصل بالعمل والكفاءة الذاتية باستخدام نسخه معدله من مقاييس الإشراف التأملي للكفاءة الذاتية للمرؤوسين (شي ، غولدبرج و ويذرستون 2012). وفي التقييم اللاحق ، قيم المشاركون أيضا تجربتهم الكلية في الاشراف التاملي. وزادت الكفاءة الذاتية المبلغ عنها زيادة كبيره من مرحله ما قبل التقييم إلى ما بعد التقييم ، وابلغ المشاركون عن اثر إيجابي عام للاشراف التأملي فيما يتعلق بمجموعه متنوعة من المؤشرات ، بما في ذلك الرضا عن العمل ، والتطوير المهني ، القدرة علي التعامل مع الإجهاد المرتبط بالعمل. وتقدم هذه النتائج البيانات الكمية اللازمة التي تبين الأثر الإيجابي للاشراف التأملي علي المهنيين في مرحله الطفولة المبكرة وتشير إلى قيمه الاشراف التأمليفي دعم تنميه القوي العاملة.
Reflective supervision and consultation (RS/C) is regarded as best practice within the infant/early childhood mental health field. Benefits of RS/C on the early childhood workforce and children and ...families have been demonstrated through case studies, conceptual pieces, and individual research studies. However, findings across studies have not been summarized using gold-standard methodology, thus the state of existing empirical support for RS/C is unclear. This systematic review examined the collective evidence for RS/C across diverse early childhood-serving programs. Electronic databases were searched to identify studies investigating associations between RS/C and professionals' reflective capacity and well-being, child/family outcomes, and implementation factors. Twenty-eight papers were identified. Studies showed positive associations between RS/C and early childhood-serving professionals' reflective capacity and well-being, with qualitative studies reporting more consistent results than studies using quantitative methods. Many methodological limitations were identified, including incomplete reporting of study designs and participant characteristics, variability in outcome measures, and lack of randomization and comparison groups. Furthermore, few studies examined child and family outcomes. Therefore, while RS/C shows great promise, it was difficult to ascertain its overall effectiveness from an empirical standpoint. Establishing RS/C as an empirically supported approach will be possible with more rigorous research.
This article focuses on online research group supervision in an online doctoral programme. The analysis of interviews with 10 graduates supervised online in research groups of 4-6 students during the ...dissertation process highlighted how supervisors structured and supported individual and group research development and progress, leading to perceived sense of online community. The strategies that supervisors and students used within the groups, challenges faced, and implications for online supervision are presented.
Clinical supervision is an essential mechanism for training psychologists internationally. But although it is performed globally, scholarship has primarily addressed it through the lens of Western ...supervision practices. The authors of this manuscript aspired to an alternative lens, that of enlightened globalization (Kim and Park in Korea J 44(2):30–51, 2007), to compare supervision practices in the U.S. and six countries that have been less studied—China, Guatemala, Mexico, South Korea, Turkey, and the United Arab Emirates. Although the
Guidelines for Supervision of Health Service Psychologists
(American Psychological Association APA in
http://www.apa.org/about/policy/guidelines-supervision.pdf
, 2014, Am Psychol 70(1):33–46, 2015) provided the framework for examining cross-national practices, they were not imposed as standards for all but rather as a springboard for inquiry. The final comparisons addressed areas of regulation and supervisor competence, ethical and legal factors, supervisory multicultural factors, the supervisory relationship, supervisees with problems of professional competence, and assessment, evaluation, and feedback. Cultural differences identified include forms of communication (direct, implicit, explicit), the supervision hierarchy, manifestations of respect, power, and the cultural relevance of regulation, gatekeeping, evaluation, and feedback. The article concludes by using the results of these analyses to propose a definition of clinical supervision that could be appropriate for all seven countries and presumably most other countries as well.
This article aims to explore the implementation of academic supervision in Madrasah Aliyah in Sungai Penuh. The research employs a survey method. The findings of the research indicate that the ...implementation of academic supervision in Madrasah Aliyah in Sungai Penuh is still in low category because the supervision does not channel government regulations to proclaim and improve the quality of education through improving teachers' performance in the school environment, especially in madrasah because the supervisors only evaluate the teachers' performance. During the Covid 19 pandemic, the academic supervision was not carried out properly because 47,5% of the supervision activities were conducted through zoom meeting.
We report a systematic and critical review of abusive supervision research to provide a comprehensive catalogue of the correlates of abusive supervision (i.e., antecedents, outcomes, mediators, and ...moderators) and identify four major challenges facing the field. First, abusive supervision is conceptualized in a confused manner that conflates followers’ subjective evaluations of abuse with leaders’ behaviors. Second, we consider how conceptual confusion is reflected in and undermines dominant measurement tools. Third, we identify and critique overreliance on cross-sectional survey-based studies and vignette experiments, which vary considerably in the extent to which they can evidence causal effects. Fourth, we consider the fact that abusive supervision is a low base rate phenomenon (i.e., is rarely reported). Using novel and simulated data we demonstrate that most past research is ill-equipped to make claims about the effects of intermediate or high levels of abusive supervision. Throughout, we explain how each challenge limits past research and offer achievable recommendations for a fundamental rethink of abusive supervision. In the discussion, we synthesize the recommendations for rethinking the conceptualization, measurement, and empirical study of abusive supervision. Only by overcoming these challenges will future research be robust enough to provide meaningful theoretical advances and useful policy implications.
•Reports perspectives of 49 frontline staff from five child protective services.•Systemic supervision used as a “rehearsal space” to plan family conversations.•Family systems understood via lens of ...hypothesising, circularity and curiosity.•Exploring family perspectives enhanced identification of risks to children.•Systemically-trained clinicians provided supportive practice leadership.
The importance of supervision for social work practice is widely accepted. This paper focuses on one type of supervision: systemic group supervision or “systemic supervision”. Systemic social work practice is generally a group-based, multi-disciplinary model of service delivery that aims to work therapeutically with the whole family. Central to this model is the use of systemically-informed group supervision. This has been shown to impact positively on the quality of direct practice with families, but what is it about this type of supervision that supports frontline practitioners to practice more skillfully?
This paper is based on interviews with 49 frontline staff across five children’s services departments in the UK. It identifies the key features of systemic supervision and explores why workers think that developing shared understandings of risk to children supports them to intervene more effectively with families in contact with children’s services. These findings contribute to a growing body of knowledge about the practice shaping function of supervision within child and family social work.
IntroductionAs evidence has converged on the feasibility and effectiveness of focused, non-specialized, manualized interventions for treating mental distress in humanitarian settings, challenges ...persist in how to promote implementation fidelity and rigorously evaluate interventions designed to be more preventive or promotive in addressing risk and protective factors for poor mental health. One such intervention, Baby Friendly Spaces (BFS), is a psychosocial support program implemented for Rohingya mothers and their malnourished children living in refugee camps of Cox’s Bazar, Bangladesh. That follows a place-based intervention model in which various activities may be offered either individually or in groups with no specified sequence.ObjectivesThis presentation describes the process of establishing standards for implementing optimal mental health and psychosocial support (MHPSS) interventions, training BFS workers, and building monitoring and supervision systems to promote implementation fidelity within this flexible support program.MethodsAs BFS services were already being offered as part of Action Against Hunger programming, we first conducted an audit of current services, determining that there was limited current standardization or support for implementation. Therefore, a manualized protocol was designed and covered the program curricula and self-care using didactic and practice-based learning. A series of online training sessions were conducted for 13 psychosocial workers and psychologists at centers delivering the enhanced intervention. Following the training, a baseline evaluation of attitudes, confidence, and knowledge for delivering BFS services was administered. We also collaboratively designed a systematic supervision process to meet the staff’s needs with a focus on capacity building and self-care.ResultsFollowing the initial training, BFS workers receiving the re-training showed similar levels of knowledge, but greater confidence (p=0.01) than MHPSS workers proceeding as usual. Participants reported that the training was useful for their field of work and for improving the quality of their work, and acknowledged they would be able to integrate the new learnings into their work and daily life. The follow-up with the supervision process confirmed their capacity to deliver the services and highlighted the need for workspace improvements, the lack of continuous motivation, their ability to identify specific issues for which they requested additional trainings.ConclusionsThere is a particular need for careful attention to implementation supports and supervision when offering flexible, place-based mental health and psychosocial support interventions. In that process, ensuring a continuity between the training and the supervision is essential for the quality of both the program and the research project.Disclosure of InterestNone Declared
PDF
