Oldal 22 [22]
OCR
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 Microlevel 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. * 20 +
