Reflections on the Use of Video Enhanced Reflective Practice to Enhance a Trainee Educational Psychologist's Attuned Interactions in Supervision

Autor/inn/en	Strong, Emily; Soni, Anita
Titel	Reflections on the Use of Video Enhanced Reflective Practice to Enhance a Trainee Educational Psychologist's Attuned Interactions in Supervision
Quelle	In: Educational & Child Psychology, 38 (2021) 3, S.11-32 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1611
Schlagwörter	Video Technology; Counselor Training; Educational Psychology; Reflection; Student Attitudes; Supervisor Supervisee Relationship; Self Esteem; Placement; Clinical Experience; Educational Objectives; Counseling Services; Professional Development; Foreign Countries; Standards; Professional Associations; Higher Education; Counselor Educators; Research Reports; United Kingdom + Suchen Sie Ihr Suchwort? Erziehungspsychologie; Pädagogische Psychologie; Schülerverhalten; Self-esteem; Selbstaufmerksamkeit; Betriebspraktikum; Praktikum; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Standard; Hochschulbildung; Hochschulsystem; Hochschulwesen; Research report; Forschungsbericht; Großbritannien
Abstract	This article reflects on my use of Video Enhanced Reflective Practice (VERP), as a trainee educational psychologist (TEP), to further develop my interactions, level of attunement and confidence to express my psychological opinion with my placement supervisor, within the context of supervision. The project consisted of three cycles of VERP using edited clips from video recordings of three supervision sessions judged to demonstrate 'better than usual' interactions, which were reviewed with a VERP guider (the second author). My overall learning goal focused on further strengthening my confidence to express psychological perspectives in supervision, with specific targets identified relating to how I facilitated an equal partnership, shared alternative perspectives, and co-constructed formulations. After three shared reviews, my baseline ratings for all collaboratively agreed learning goals were met. With guidance from the VERP guider, I reflected on how I became more present in supervision sessions, allowed myself thinking time, and received, contributed, and extended my views and hypotheses more confidently. I also noticed and accepted praise more readily which seemed to result in greater confidence and attunement, both in further supervision sessions and other aspects of professional practice. This reflective account outlines the process and outcomes of the project before considering the strengths and limitations of using VERP to facilitate the professional development of TEPs, using the supervisory relationship as a vehicle for development. (As Provided).
Anmerkungen	British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: https://beta.bps.org.uk/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01