magistrsko delo
Marina Ristić (Avtor), Alenka Kobolt (Mentor)

Povzetek

V magistrskem delu se osredotočam na soustvarjanje supervizijskega procesa in na raziskovanje kreativnega supervizijskega polja. Vsaka skupinska supervizija je sokreacija, saj povežemo delno znane sestavine, da bi dosegli relativno nepredvidljive rezultate (Proctor, 2000). Izraz »soustvarjanje« in predpona »so« sta v tem kontekstu primerna, saj gre za sodelovanje, soraziskovanje, sooblikovanje, ki ga v procesu izpeljejo sogovorniki, sopotniki in sodelavci (prirejeno po Čačinovič Vogrinčič, 2010). Nastajanje in oblikovanje kreativnega supervizijskega polja razumem kot trenutek ali proces, ko v skupini pride do sinergije in je rezultat oziroma učinek supervizijskega srečanja tako večji od seštevka intervencij, znanja in izkušenj posameznih udeležencev supervizijske skupine. Gre za mehurček, ki zaobjame skupino in znotraj katerega se supervizantje in supervizor učijo, spoznavajo, razvijajo nove profesionalne poti in osebno rastejo. Namen raziskave je preučiti kompleksnost soustvarjanja procesa supervizije oziroma sovplivanja med kontekstom, udeleženci in vodjem. Znotraj tega preučujem supervizijo kot kreativni proces, supervizorja pa kot sokreatorja, ki je pripravljen sebe in svoje talente izkoristiti kot instrument, ter supervizante kot sooblikovalce procesa, v katerem profesionalno in osebnostno rastejo. Uporabila sem kvalitativni raziskovalni pristop, v katerem sem opravila individualne intervjuje s tremi izkušenimi supervizorkami in fokusne intervjuje z njihovimi tremi supervizijskimi skupinami. Na osnovi vsebinske analize gradiva sem preučila temeljne prvine soustvarjanja supervizijskega procesa in kreativno supervizijsko polje. Za supervizorke je soustvarjanje vrednota, ki ji sledijo, za supervizantke pa je soustvarjanje doprinos vsakega člana skupine s svojim aktivnim sodelovanjem in z vzajemnim sovplivanjem. Pokazalo se je, da je vloga supervizorja predvsem v tem, da omogoča čim bolj optimalne učne okoliščine supervizantom oziroma da je odgovoren za vodenje procesa. Na supervizantu je, da te okoliščine učinkovito izkoristi za svoj profesionalni razvoj tako, da je aktiven, pogumen, iskren, sodelujoč in da prevzame odgovornost za svoje učenje, torej za vsebino supervizijskega procesa. Vloga supervizijske skupine je, da podpira, spodbuja, ustvarja, vzpostavlja varno in zaupljivo vzdušje in da je vir mnogoterih perspektiv, idej, rešitev in tako dalje. V supervizijskem procesu spodbudno deluje, če obstaja zaupanje med vsemi člani; v supervizorja in supervizijski proces, če se vsi aktivno angažirajo, če supervizor v ospredje postavi supervizanta, ga čuti, mu sledi in vodi. Spodbudno deluje tudi, če je supervizant pripravljen delati na sebi, sodelovati, prispevati svoje poglede in če upošteva dogovore, če se v skupini ustvari vzdušje, kjer prevladuje varnost, zaupanje, spoštovanje, podpora in dobri delovni odnosi, če skupaj sooblikujejo jasen dogovor sodelovanja, kjer razjasnijo pričakovanja, cilje in pravila. Na supervizijski proces zaviralno delujejo potencialne ovire, kot so: če se člani med seboj ali s supervizorjem ne ujamejo, slabi odnosi, nezaupanje, kršenje dogovorov, če supervizor pritiska na člane, moralizira, obsoja ali bolj sledi metodi kot supervizantu, če so člani neprostovoljno udeleženi in nimajo potrebe po superviziji ter se niso pripravljeni izpostavljati, če je v skupini prisotno nespoštovanje, nadzor, vnašanje konfliktov, razdiralna komunikacija … Kreativno supervizijsko polje supervizorke in supervizantke opišejo kot razmišljajoč in emocionalno nabit trenutek ter kot skupna energija, ki se vtisne v člane in ostane. Nastaja kot sinergetski učinek, znotraj katerega prihajajo do uvidov, se učijo, samospoznavajo ter tako osebno in profesionalno rastejo.

Ključne besede

supervizijski proces;supervizor;supervizantje;kreativno supervizijsko polje;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [M. Ristić]
UDK: 159.913(043.3)
COBISS: 11842889 Povezava se bo odprla v novem oknu
Št. ogledov: 961
Št. prenosov: 184
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Cocreating supervision process
Sekundarni povzetek: In the Master's thesis I focus on co-creating the supervisory process and on the research of the creative supervision field. Each group supervision is a co-creation since we will connect partly-known ingredients to achieve relatively unpredictable results (Proctor, 2000). The term "co-creation" in the prefix "co" is appropriate in this context, as it involves co-operation, co-development, co-creation carried out by interlocutors, fellow travelers, and co-workers in the process (adapted by Čačinovič Vogrinčič, 2010). Formation and creation of a creative supervisory field I understand either as a moment or as a process when the group comes to synergy and the result or effect of the supervision meeting is greater than the sum of the interventions, knowledge and experience of the individual participants of the supervisory group. Like a bubble that envelops the group and within which supervisor and participants learn, develop new professional paths and grow as a person. The purpose of the research is to study the complexity of the co-creation of the supervision process, an interaction between the context, the participants and the leader. Within this, I study supervision as a creative process and a supervisor as a creator, who is ready to use himself and his talents as an instrument, and participants as co-makers of a process in which they grow professionally and personally. I used a qualitative research approach in which I conducted individual interviews with three experienced supervisors and focus interviews with their three supervisory groups. Based on a substantive analysis of the material, I examined the basic elements of the co-creation of the supervision process and the creative supervision field. For supervisors, the co-creation is a value which they follow, for participants the co-creation is a contribution of each member of the group through their active participation and mutual interaction. It turned out that the supervisor's role is primarily to enable participants to have optimal learning conditions and that he is responsible for managing the process. It is on the participant to use these circumstances effectively for his professional development by being active, brave, honest, cooperating and taking responsibility for his / her learning and there for the content of the supervision process. The role of the supervision group is to support, encourage, create, establish a safe and confident atmosphere, and that is a source of many perspectives, ideas, solutions, etc.. It is encouraging in the supervision process if there is trust among all members, towards supervisor and in to the supervision process, if everyone actively engages, if the supervisor places the participant in the focus, supervisor feel the participant, follows participant and not methods and also guides participant; if the participant is prepared to work on himself, to collaborate, to contribute their views and if he takes respects arrangements; if the group creates an atmosphere where security, trust, respect, support and good working relationships prevail, if they together form a clear cooperation arrangement to clarify expectations, goals and rules… There are potential obstacles to the supervision process, such as: if members do not get well together or with the supervisor, bad relationships, mistrust, violation of agreements, if the supervisor put too much pressure on members, or moralize and condemn, or if he follows the method instead the participant, if the members are involuntarily involved and they do not have the need for supervision and are not ready to expose themselves, if in a group is presence of disrespect, control, conflicts, disruptive communication... Supervisors and participants describe a creative supervision field as a thinking and emotionally charged moment; as a collective energy that is imprinted into the members and it remains. It arises as a synergetic effect, within which it comes to insights, learning, self-understanding, personal and professional growth.
Sekundarne ključne besede: supervision;supervizija;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Supervizija, osebno in organizacijsko svetovanje
Strani: 127 str.
ID: 10885175