LEADER 00884nam a2200265 i 4500 001 991002132759707536 005 20020503161434.0 008 960108s1994 it ||| | ita 020 $a884220515X 035 $ab10321007-39ule_inst 035 $aEXGIL97990$9ExL 040 $aDip.to Filol. Ling. e Lett.$bita 082 0 $a700 100 1 $aDorna, Sandro$0267696 245 10$aChe cos'è l'arte /$cSandro Dorna 260 $a[[Milano] :$bUmberto Allemandi & C.,$c[1994] 300 $a260 p. ;$c17 cm. 490 0 $aBiblioteca di parole perdute 650 4$aArte 907 $a.b10321007$b17-02-17$c27-06-02 912 $a991002132759707536 945 $aLE008 FL.M. (IN) E 186$g1$i2008000299835$lle008$o-$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i10378224$z27-06-02 996 $aChe cos'è l'arte$9200665 997 $aUNISALENTO 998 $ale008$b01-01-96$cm$da $e-$fita$git $h0$i1 LEADER 05381nam 2200625 450 001 9910810829303321 005 20230725060833.0 010 $a1-59756-739-6 035 $a(CKB)3710000000341154 035 $a(EBL)1922902 035 $a(OCoLC)904407393 035 $a(SSID)ssj0001402910 035 $a(PQKBManifestationID)12594548 035 $a(PQKBTitleCode)TC0001402910 035 $a(PQKBWorkID)11361093 035 $a(PQKB)10490696 035 $a(MiAaPQ)EBC1922902 035 $a(Au-PeEL)EBL1922902 035 $a(CaPaEBR)ebr11014297 035 $a(EXLCZ)993710000000341154 100 $a20150214h20112011 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aScience of successful supervision and mentorship /$fLinda S. Carozza 210 1$aSan Diego, California ;$aOxfordshire, [England] :$cPlural Publishing,$d2011. 210 4$d©2011 215 $a1 online resource (228 p.) 300 $aDescription based upon print version of record. 311 $a1-59756-184-3 320 $aIncludes bibliographical references and index. 327 $aCHAPTER 1 Introduction: Definitions and Introduction to Concepts Supervisors serve as the keepers of the faith and the mentors of the young. Theirs is a quiet profession that combines the discipline of science with the aesthetic creativity of art . . . It is a curious paradox that at their best they are the least visible. Ann Alonso, 'The Quiet Profession' Introduction to Concepts As stated in ASHA's position statement on clinical supervision in speech-language pathology (ASHA, 2008a), "clinical 327 $aCHAPTER 2 Issues in Supervision Research: A Case Study Approach Tell me and I forget, teach me and I remember, involve me and I learn. Benjamin Franklin Supervision Models This chapter is an extension on the literature of the models of supervision described in the previous chapter, which were developed through empirical as well as case study research. These include the models developed by Anderson (1977), Dowling (1979), Mawdsley and Scudder (2005), McCrea and Brasseur (2003), McCready and Ralei 327 $aCHAPTER 3 Current Approaches to Issues in Supervision Research Be the change you want to see in the world. Gandhi Overview A study of guided principles of supervision and its adaptations is increasingly critical given the complex challenges presented in the clinical arena. Therefore, it is important that supervisors do not take supervision as a given and endeavor to stay current with the latest practices and research trends. At the present time, the only requirement for becoming a supervisor is 327 $aCHAPTER 4 Multiple Perspectives Contributing to Supervision and Mentorship The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. William Ward Overview This chapter continues the discussion of some of the issues inherent in clinical supervision and provides some expert opinions relating to supervision and mentorship. Included are key elements for developing self-awareness among professional individuals as our careers progress and as 327 $aCHAPTER 5 Ethical Considerations in Supervision and Mentorship We can teach from our experience, but we cannot teach experience. Sasha Azevedo Introduction to Ethics Thus far, this book has explored the current status of supervision, relevant issues and challenges, responses to these issues, as well as strategies for dealing with these issues. As a lifelong practitioner, the scientific underpinnings applied in my research and practice as a clinician and a supervisor have been described. Case stu 327 $aCHAPTER 6 Supervisory Competencies and Strategies The teacher who is indeed wise does not bid you to enter the house of his wisdom but rather leads you to the threshold of your mind. Kahlil Gibran Overview This chapter is divided into two sections. The first section focuses on several of the competencies necessary to be an effective supervisor, which include an understanding of interpersonal communication styles, cultural and linguistic factors, personal resilience, and sensitivity to social pow 330 $aScience of Successful Supervision and Mentorship is a must-read for all speech-language pathology supervisors, whether in practice, returning to the workplace, or seeking to advance their abilities. Today's standards in the healthcare industry demand cutting edge skills. With a global perspective, this book addresses the huge gap faced by students in the leap to clinical practice, drawing on the latest research, and contains commentary from leadership of the American Speech-Language-Hearing Association. Currently, there is no other book, and little in the way of curricular guidance for 606 $aMentoring in medicine 606 $aMedical students$xSupervision of 606 $aMentoring in medicine$vCase studies 615 0$aMentoring in medicine. 615 0$aMedical students$xSupervision of. 615 0$aMentoring in medicine 676 $a610.71 700 $aCarozza$b Linda S.$01685517 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910810829303321 996 $aScience of successful supervision and mentorship$94079879 997 $aUNINA