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Promoting Cognitive Development Through Field Education
16 references·1 citing·34 second hop
Promoting Cognitive Development Through Field Education (2016)Promoting Cognitive Development Through F…Achieving Competence in Social Work through Field Education (2010)Achieving Competence in Socia…Field Instruction in Social Work (2006)Field Instruction in Social W…Educational Policy and Accreditation Standards (2001)Educational Policy and Accred…Supervision of Beginning and Advanced Graduate Students of Counseling and Psychotherapy (1993)Supervision of Beginning and …Human behavior theory and social work practice (1991)Human behavior theory and soc…Supervising Counselors and Therapists: A Developmental Approach (1987)Supervising Counselors and Th…Complexity, managers, and organizations (1986)Complexity, managers, and org…The Reflective Practitioner: How Professionals Think in Action (1985)The Reflective Practitioner: …The reflective practitioner: How professionals think in action (1984)The reflective practitioner: …Toward A Cognitive Developmental Approach to Counseling Supervision (1983)Toward A Cognitive Developmen…A Working Alliance Based Model of Supervision (1983)A Working Alliance Based Mode…Supervision: A Conceptual Model (1982)Supervision: A Conceptual Mod…The Modern American College (1981)The Modern American CollegeApproaching supervision from a developmental perspective: The counselor complexity model. (1981)Approaching supervision from …Approaching supervision from a developmental perspective: The counselor complexity model. (1981)Approaching supervision from …Forms of Intellectual and Ethical Development in the College Years; A Scheme (1970)Forms of Intellectual and Eth…Exploring Self-Efficacy among Entry-Level and Advanced BSW Students (2017)Exploring Self-Efficacy among…The generalizability of the psychoanalytic concept of the working alliance. (1979)Bulletin of the Menninger Clinic (1989)Measuring the working alliance in counselor supervision. (1990)Nature, extent, and importance of what psychotherapy trainees do not disclose to their supervisors. (1996)An interdisciplinary meta-analysis of the potential antecedents, correlates, and consequences of protégé perceptions of mentoring. (2012)Themes in Therapist and Counselor Development (1992)The Helping Relationship: Process and Skills (2003)Toward Effective Counseling and Psychotherapy: Training and Practice (2007)The Stigma of Mental Illness (2008)Identity—Youth and Crisis (1969)The Journey of the Counselor and Therapist: Research Findings and Perspectives on Professional Development (2003)Handbook of socialization theory and research (2007)The System of Professions (1988)The System of Professions: An Essay on the Division of Expert Labor. (1990)Developing Professional Knowledge And Competence (2002)Resilience amid Academic Stress: The Moderating Impact of Social Support among Social Work Students (2008)FIELD EDUCATION AS THE SIGNATURE PEDAGOGY OF SOCIAL WORK EDUCATION (2010)The strengths perspective in social work practice (2023)The Impact of Classroom Evaluation Practices on Students (1988)Measuring intercultural sensitivity: The intercultural development inventory (2003)Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases (2006)A phenomenological investigation of "good" supervision events. (1996)The Supervisory Working Alliance, Trainee Self‐Efficacy, and Satisfaction (1999)Bridging Epistemologies: The Generative Dance Between Organizational Knowledge and Organizational Knowing (1999)Knowledge and Organization: A Social-Practice Perspective (2001)Managing the co-creation of value (2007)Teaching For Quality Learning At University (1999)Design science in information systems research (2004)Learning by Expanding (2014)Development and validation of the Supervisory Styles Inventory. (1984)Mindfulness and Counseling Self‐Efficacy: The Mediating Role of Attention and Empathy (2009)Computer Conferencing and Content Analysis (1992)A Leadership Identity Development Model: Applications from a Grounded Theory (2006)How approaches to teaching are affected by discipline and teaching context (2006)
this work references cited by second hop

References

  • 1985The Reflective Practitioner: How Professionals Think in Action21,268 cited
  • 1984The reflective practitioner: How professionals think in action19,752 cited
  • 1970Forms of Intellectual and Ethical Development in the College Years; A Scheme4,197 cited
  • 2001Educational Policy and Accreditation Standards1,500 cited
  • 1981The Modern American College898 cited
  • 1982Supervision: A Conceptual Model721 cited
  • 1983A Working Alliance Based Model of Supervision642 cited
  • 1981Approaching supervision from a developmental perspective: The counselor complexity model.444 cited
  • 1981Approaching supervision from a developmental perspective: The counselor complexity model.348 cited
  • 1987Supervising Counselors and Therapists: A Developmental Approach307 cited
  • 1983Toward A Cognitive Developmental Approach to Counseling Supervision234 cited
  • 1993Supervision of Beginning and Advanced Graduate Students of Counseling and Psychotherapy226 cited
  • 1986Complexity, managers, and organizations221 cited
  • 2010Achieving Competence in Social Work through Field Education173 cited
  • 1991Human behavior theory and social work practice166 cited

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  • 2006Field Instruction in Social Work154 cited
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    • 2017Exploring Self-Efficacy among Entry-Level and Advanced BSW Students5 cited