Case management and supervision (external internship) - BMEGT52S220

As a result of the course, participants acquire the competencies of a self-reflective practitioner. They will be able to prepare for group case discussion – supervision, formulate the supervision question they are working on answering during supervision. They analyze their experiences gained during the field exercise and become aware of their own impact on the coaching relationship and process, and ultimately on the effectiveness of coaching. They integrate and deepen the theoretical and practical knowledge acquired during previous courses. They receive technical support for the successful implementation of field exercise coaching processes. They master the theories and methodology of coaching supervision.

1. Know the competencies of a self-reflective practitioner.
2. He is familiar with the concept and methodology of coaching supervision.
3. Know the role and function of supervision in the coaching process.

1. Able to prepare for group case discussion and supervision.
2. Able to formulate the supervision question that he is working to answer during supervision.
3. Able to analyze the experience gained.
4. Able to lead a group coaching supervision process.
5. Aware of their own impact on the coaching relationship, process and outcome.

1. Accepts, understands and represents the complexity of psychological phenomena.
2. Know and adhere to professional competence limits.
3. Open to expanding knowledge related to your field.
4. Open and motivated to apply the knowledge gained.
5. Collaborate on expanding knowledge with the instructor and fellow students.
6. Open to the use of information technology tools and self-knowledge materials that will be applied throughout the course.

1. He expects and utilizes new knowledge.
2. He takes an active part in the process of acquiring knowledge.
3. Solve individual and group tasks responsibly and independently.
4. He collaborates with fellow students in group work.
5. He uses a systemic approach in his thinking.

Small group case consultation, group person-centered coaching, and presentation. Keeping a case log of the internship.

• Kiadott órai anyagok.
• Ajánlott irodalom:
• Gray, D.E. (2017). Towards a Systemic Model of Coaching Supervision. In T. Bachkirova, G. Spence & D. Drake (eds.), The SAGE Handbook of Coaching. London: Sage.
• Hawkins, P., & Schwenk, N. (2011). The seven-eyed model of coaching supervision. In T. Bachkirova, P. Jackson, & D. Clutterbuck (Eds.), Coaching and mentoring supervision theory and practice (pp. 28–40). Maidenhead and New York: Open University Press McGraw-Hill.
• Hawkins, P. et al. “The manifesto for supervision.” (2019).
• Lawrence, P. (2019). What happens in group supervision? Exploring current practice in Australia. International Journal of Evidence Based Coaching and Mentoring, 17 (2), 138-157.
• Turner, E. and Palmer, S. (eds.) (2019) The Heart of Coaching Supervision: Working with Reflection and Self-Care. Abingdon: Routledge.

A 2.2. pontban megfogalmazott tanulási eredmények értékelése az online esetnapló és esetprezentáció értékelése alapján történik.

Szorgalmi időszakban végzett teljesítményértékelések részletes leírása: A. Esetnapló: a gyakorló coaching megvalósítását nyomon követő online esetnapló vezetése. B. Esetprezentáció készítése és bemutatása: a gyakorló coaching folyamat során elért eredmények bemutatása és értékelése. A két feladatra kapott pontszám alapja képezi a megajánlott kurzusjegyet.

• Összegző tanulmányi teljesítményértékelés (Esettanulmány): 80
• Részteljesítmény értékelés (esetnapló): 20

Az összegző terepdolgozat a pótlási időszakban – első alkalommal – díjmentesen pótolható vagy javítható.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 04.11.2024.

A 2.2. pontban megfogalmazott tanulási eredmények eléréséhez a tantárgy a következő tematikai blokkokból áll. Az egyes félévekben meghirdetett kurzusok sillabuszaiban e témaelemeket ütemezzük a naptári és egyéb adottságok szerint.