Assemble Your SynchronousBATESA

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Arkansas State University, Main Campus *

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6473

Subject

Electrical Engineering

Date

Jan 9, 2024

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docx

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10

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RUNNING HEAD: Assemble Your Synchronous Interaction Field Notes Assemble Your Synchronous Interaction Field Notes Andrea Bates Northcentral University 1
RUNNING HEAD: Assemble Your Synchronous Interaction Field Notes Assemble Your Synchronous Interaction Field Notes Field note # 1 (July 28 th 2023) (1)The session's focus was on introducing the AAMFT supervision course and supervision contracts (how to create one) and how they can provide structure and set the parameters for professional relationships via ethically as well as regulatory issues. (2) An example of a systemic interaction within our group; fellow classmates and I spoke about different state laws in their state, & we were given a task from the analysis of a Kentucky plan for supervision and how each of us challenged and debated one another’s opinions on what we could/should add within a supervision contract. It was very interesting and systemically functioned fluently, as we all were learning & collaborating together. (3) I learned that supervision contracts can be a very important and valuable to provide clarity for a supervisor and supervisee, as it helps minimize conflict, gives security, & state laws should always be evaluated for our own state’s requirements. (4) I learned about myself that I may want to become a AAMFT supervisor. (5) I also learned that I can negotiate costs and design my own type of contract as long as it is within the contract signed by both supervisor and supervisee. The fact that every state may have its specific regulatory norms and ethical requirements requires more care from the supervisor to abide by those state requirements. Field note # 2 (August 4 th , 2023) (1) The session’s focus was on technology and supervision and to look through the lenses of the recommendations included in the six the sub standards (6.1 to 6.6) in Standard VI in the AAMFT Code of Ethics. (2) An example of a systemic interaction within our group; 2
RUNNING HEAD: Assemble Your Synchronous Interaction Field Notes me and 2 other students had a dialogically constructive interaction on how to develop tele-therapy (video) guidelines and practices for seeing clients and provide supervision and what type of guidelines we would each provide on safety and informed consent within the supervisory contract. We then met with the other 3 students and a fourth systemic narrative took place as we all contributed towards a systemic conversation. (3) I learned that building protocols for safety is a resource to implement as well as video therapy will continue to grow as technology does and we should stay vigilant on the ethical point of view for this type of supervision. (5) I also learned that I could work overseas with clients via video therapy according to each country’s laws and supervision via video is going to keep growing rapidly after the hit of COVID-19 in early 2020. Staying updated on the technology advancements in supervision and specifically the field is very important. Field note # 3 (August 11 th , 2023) (1) The session’s focus was on pragmatics of supervision to help identify and conceptualize the key elements of supervision in MFT. (2) An example of a systemic interaction within our group; me and 2 other students had a dialogically constructive interaction on discussing what makes systemic supervision “systemic” and how do you distinguish between systemic or linear supervision. We all engaged on how systemic can mean other entities such as school base, police, license board or other agencies being cooperative within supervision roles. Linear is more straight forward and isn’t as “interconnected” as systemic. Self of the therapist, cultural aspects, ethical codes, key roles, relationships, and responsibilities and faith were also discussed to form different systemic perspectives within each of our knowledge bases 3
RUNNING HEAD: Assemble Your Synchronous Interaction Field Notes as well as engaging upon various opinions towards creating a concept map correctly and how to determine the evidence that lets you know when supervision is effective. (3) I learned the basic elements of systemic supervision and the pragmatics that come along are helpful to understand how a supervisor and supervisee can interconnect to flow professionally and ethically. As a supervisor, we are an advocate and encouragement for a supervisee as well as to make sure they comprehend the rules, regulations, laws, and ethics for our profession. (4) I learned about myself that self of the therapist is very important to consider when systemic learning is involved with others. (5) I also learned that engaging in some of the key elements in MFT supervision is helpful to become an acceptable supervisor and the alliance of supervisor/supervisee is very important. Field note # 4 (August 18 th , 2023) (1) The session’s focus was on power, hierarchy, and relationships. Postmodern and modern approaches were looked into in depth. (2) An example of a systemic interaction within our group; me and 2 other students had a dialogically constructive interaction on discussing opinions on power differential within systemic supervision and deconstructing power in a collaborative and supportive way. Personal opinions and examples were shared and our perspectives all became a systemic rationality as we spoke. It was a good experience. (3) I learned that issues of hierarchy and power “tools”, if not used correctly, can hinder a supervisee from learning the agreed upon goals that preside the supervisory working relationship. (4) I learned that having a calmer demeanor and not being so “directive or “negative” will help not only a supervisor be better, but it also helps the supervisee feel more of a sense of trust and 4
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