Indicators for professional growth for health care specialists: Face-to-face supervision

  • Vasilia Kountoura
  • Ioannis Agaliotis
  • Ariadne Loutrari
  • Hariklia ProiosEmail author


We explored patterns of supervisor-supervisee interactions in face-to-face supervisory conference, drawing upon theoretical constructs from Rogerian-Penman psychology. Theoretical constructs targeted in the analysis include: tallying responses according to specific subcategories i.e., seeking solutions, descriptions, identification, and resolutions. Structure and source of information include manifest/latent and power/involvement, as well as stages of professional development for the supervisee. “Before and after” supervisory conference goals are established for two students in special education. Face-to-face conversations, subsequent transcriptions, and written conversational analysis of video conferences of supervisors and supervisees are presented. The results of our study indicate hallmarks of a more sensitive analysis for the evaluation of face-to-face supervision, i.e., the source of information discussed in relation to the first supervision conference corresponded to 63% opinion. Results indicate that the practitioner progressed from the stage of “Stagnation” to that of “Confusion.” Additionally, the supervisor needed to be more “Catalytic” as evidenced by the use of 16% Resolutions and 30% Seeking Solutions. We elaborate on the analysis and the indicators for professional development that were identified. Such analysis offers a practical approach based on established theoretical frameworks in an effort to provide insights into professional growth and the supervisory relationship.


Indicators Development Rogerian- Penman psychology Supervisory relationship 


Compliance with Ethical Standards

Conflict of Interest

The authors had no financial or other conflicts of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study.


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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2019

Authors and Affiliations

  • Vasilia Kountoura
    • 1
  • Ioannis Agaliotis
    • 1
  • Ariadne Loutrari
    • 2
  • Hariklia Proios
    • 1
    Email author
  1. 1.Department of Educational and Social PolicyUniversity of MacedoniaThessalonikiGreece
  2. 2.School of Languages and Social SciencesAston UniversityBirminghamUK

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