Oldal 22 [22]
BRIGITTE GEIRLER-PILTZ — ÉVA NEMES
certain attitudes and judgments into a new perspective. The VIA distinguishes
between three levels of analysis which are being successively assessed: text
(transcript), video and sound-video. At the end, a contrasting analysis of the
levels text and video is conducted, using a sound-video analysis. In addition,
the intensive 3 -level analysis supports the discovery of the observation patterns
of the supervisor, which for her or him also makes VIA a usable instrument of
self-reflection and self-control. Thus this method offers a triad of potential: as
an analytic tool and generator of hypotheses, as a type of intervention within
the consultation system, and as self-reflective tool to scrutinize the supervision
process and its sensitisation to possibly blind or underexposed perspectives.
In the next study Changing the Pattern State of University Students with
a Self-coaching App Carmen Wolf from Germany shows a newly developed
electronic tool for self-coaching. She states that here is hardly any research
on self-coaching, not to mention when conducted with the help of technology.
To self-coaching, the biggest challenges in the systemic-solution-oriented
approach next to the missing interaction with a professional coach are the
change of pattern state and the transfer from problem to solution. To counter
these challenges, the study introduces a new self-coaching app developed at
the Karlsruhe Institute of Technology. This app has been tested on university
students to find how the required pattern state can be realized. The study then
further concentrates on the effects of self-e-coaching on self-reflection, using
this app.
The results show how self-coaching can be very useful as a facilitating
contribution for practitioners and clients, enhancing self-reflection resulting
in potential changes in their pattern state.
The last study by Yasmin Aksu from Germany is Using the Micro¬
level Perspective of Conversation Analysis to Improve Communication in
Supervision.
Her article opens the self-concept and functions of individual or one-to-one
supervision in Germany. Following this, the author presents a very interesting
report on her authentic qualitative research project from her PhD thesis on
how conversational analysis can help clarify the most important supervisory
communication strategies during individual supervision processes. She uses
conversational analytical methods to investigate two exemplary excerpts from
audio-taped, authentic one-on-one supervision sessions. She describes in detail
how conversation analysis can be useful in investigating supervision, and by
doing so she contributes to widening our perspective of research methods on
supervision.
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