Supervisor's Personal Qualities

Abstract: The

lecture will address the concept of professional competence, different explanations of the concept. Students will learn the supervisor’s professional competencies - key knowledge, skills, attitudes that are essential to the supervisor’s work. Research justifies the supervisor’s competence as one of the most significant factors characterizing the quality of supervision.

The role of personality maturity in the supervisor profession is justified: self-confidence and self-reflection, responsibility, emotional intelligence, empathy, respect, autonomy, the ability to learn. Social responsibility - interest in the public good.

Abstract:

in the lesson, students articulate the personality qualities a supervisor needs: “What qualities does a good teacher, supporter and manager have?”. Through “motivation. values. needs.” cards, students build the personality profile of an effective supervisor.

The lecture provides an idea of the importance of the supervisor’s personality and the impact on the quality of the supervision. Students are introduced to the basic principles of building successful professional relationships. The concept of empathy, its role in supervision and opportunities for development are described.

Through role-playing games, students in the class analyze the qualities required by the supervisor, which encourages the formation of relationships with the supervisor and or the group. When discussing in small groups, the parameters of a successful Labour Alliance shall be formulated (based on experience). Students train self-reflection skills. Tasks are given for training mindfulness - meditation and tasks for body awareness through movement and dance.

Abstract:

The lecture introduces students to different stress theories (biological approaches, psychological approaches, socio-psychological approaches). Work stress patterns. Based on research data, an idea of the sources of stress in different professional environments is provided. Students are presented with a variety of stress-relieving techniques (working with the body, breathing exercises, a map of stress sources, etc.) and preventive measures that mitigate the risks of professional burnout.

Abstract: The

lesson offers students a test to determine work stress levels. Students in couples share stressors observed in their professional activities, analyse their reasons and look for possible solutions. The group collects stressors specific to different areas of professional activity. Students discuss the application of supervision to reduce stress.

Abstract:

The lecture introduces students to the concept of benevolence, various theories (Deci @ryan theory of self-determination, biopsychosocial and integrative models, etc.), various pro-benevolence activities and methods.

Abstract:

in the lesson, students share their experience of the use of various methods that promote well-being. Students try different methods demonstrated by group members and lecturers (meditation, breathing exercises, body/movement relaxation, visual plastic techniques, etc.)

Abstract:

The lecture introduces students to the professional competence specified in the Professional Standard of the Supervisor, as well as to the competence model developed by THE Association of National organisations for supervision in Europe.

Abstract;

in the lesson, students evaluate their competences (possessing, not possessing, partially possessing) necessary for professional activity. Reflect in small groups on the factors contributing to the development of professional competences. Provides feedback to other members of the group on professional competencies observed during training.

Abstract:

The lecture introduces students to the conditions for further development of professionally responsible and ethical practices (continuous learning, self-reflection, supervision, intervision and meta supervision, conducting research, awareness of ethical dilemmas).

Abstract:

students in the class develop a professional development plan based on a personal assessment of professional competences. What competences need to be improved, how can this be done, what period of time is it planned to do so, what support is needed for its implementation, what are the potential risks, what are the resources? Students present the work carried out.