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Objective: This study focused on interrelationships among supervisor attachment, supervisory working alliance, and supervision-related affect, plus the moderating effect of a field instructor training. Method: The researchers employed a pretest-posttest follow-up design of 100 randomly assigned field instructors and 64 students in two universities, using linear growth models to estimate relations among variables concurrently and over time. Result: Positive associations existed between attachment anxiety and negative affect among field instructors and between positive affect and supervisory alliance for all participants. Results suggested the training might have allowed field instructors to separate initial impressions of the alliance from change in positive affect over the year. Conclusion: This study underscores the need for research on field instructor training models and attachment styles in supervision. (Contains 3 tables.)

Objectives: This study of a field instructor (FI) training model, offered at two universities, focused on the relationship between student competencies, the supervisory alliance, and students' attachment styles. Method: The study used a pretest-posttest follow-up design of 100 randomly assigned FIs (training group = 48; control group = 52) and 64 students. The authors used Hierarchical linear modeling (HLM) to estimate linear growth models and the relation between variables at different times within and across supervisory dyads. Results: The training improved the supervisory relationship and selected student competencies as rated by FIs but not by students. These findings were not moderated by student attachment style; however; relationships were found between students' anxious and avoidant attachment styles and student-rated performance. Conclusion: This randomized controlled study underscores the need for future research in developing and testing FI training models. (Contains 6 tables.)

This article discusses the interaction of attachment processes and stages of social work student development within the field supervisory relationship and suggests ways supervisors can modify interactions with students. Attachment theory and research provide a framework for understanding innate capacities of students and the relational dynamics of supervision. Developmental stages of learning explain how students mature and the supervisory relationship changes over time. Scenarios from the beginning and ending of the field practicum are used to illustrate how to differentiate attachment traits from developmental states in assessing student affect and behavior. Recommendations are made for training and future supervision research.

This study extends research on the field supervisory relationship by examining general attachment style and supervision-specific attachment style in a sample of 72 master's-level social work students. Attachment variables were investigated in relation to student perceptions of the supervisory working alliance and supervisory style. Students with higher levels of general attachment avoidance were more likely to develop insecure attachment-related responses to their supervisor. General attachment was mostly unrelated to supervisory alliance and supervisory style variables. Supervision-specific attachment strongly predicted the supervisory alliance and supervisory style, regardless of students' general attachment styles. (Contains 2 tables.)

This article conceptualizes an attachment-based model of the student-field instructor relationship, based on empirical research concerning internal working models of attachment, which continue into adulthood and serve as templates for life-long relating. Supportive relationships within a noncritical context are salient for effective supervision; attachment theory provides a framework for developing supportive supervisory relationships and augments existing theories of supervision. Ideal and problematic supervisory relationships are presented followed by recommendations for interventions and future research. The supervisory relationship will be most successful when the field instructor is guided by attachment theory and its conceptualization of a "secure base" (Bowlby, 1988). (Contains 1 figure, 1 table and 1 footnote.)

This article conceptualizes an attachment-based model of the student-field instructor relationship, based on empirical research concerning internal working models of attachment, which continue into adulthood and serve as templates for life-long relating. Supportive relationships within a noncritical context are salient for effective supervision; attachment theory provides a framework for developing supportive supervisory relationships and augments existing theories of supervision. Ideal and problematic supervisory relationships are presented followed by recommendations for interventions and future research. The supervisory relationship will be most successful when the field instructor is guided by attachment theory and its conceptualization of a 'secure base' (Bowlby, 1988)., EMPIRICAL FINDINGS about field work supervision suggest that a supportive relationship within a noncritical context is integral to effective supervision (Fortune & Abramson, 1993; Kadushin, 1992b). Attachment theory and research [...]

This article provides qualitative findings from a community-based, mixed-method study of African American caregivers of elders. Using constant comparative analysis of 21 in-depth interviews, investigators explored the reciprocal, interactive influence between caregiving and religion or spirituality. Findings suggested that participants perceived their approach to care as a personal ministry. Analysis of the core category of Caregiving as Ministry identified four characteristics of the participant's care approach: (a) caregiving is an honor and a blessing, (b) caregiving is my identity, (c) caregiving is sustained by a personal relationship with God, and (d) caregiving is a higher calling from God. The article concludes with three implications for direct and community-based social work practice. [ABSTRACT FROM AUTHOR]

Objective: This study focused on interrelationships among supervisor attachment, supervisory working alliance, and supervision-related affect, plus the moderating effect of a field instructor training. Method: The researchers employed a pretest–posttest follow-up design of 100 randomly assigned field instructors and 64 students in two universities, using linear growth models to estimate relations among variables concurrently and over time. Result: Positive associations existed between attachment anxiety and negative affect among field instructors and between positive affect and supervisory alliance for all participants. Results suggested the training might have allowed field instructors to separate initial impressions of the alliance from change in positive affect over the year. Conclusion: This study underscores the need for research on field instructor training models and attachment styles in supervision. [ABSTRACT FROM PUBLISHER]

A personal narrative is presented which explores the author's experience of teaching the social workers in the conflicted-affected Philippines island of Mindanao on the topic of human behavior.

Cites a study by researchers in Australia in which they have investigated the effects of alterations in intestinal motility induced by morphine and atropine on fat absorption. Drugs that affects motility; Uses of intraduodenal infusion technique to eliminate errors introduced by variability in gastric emptying; Aspects of absorption; Conclusion of the researchers stating that it is the rapid passage of the meal through the proximal small intestine which is responsible for the predominantly distal absorption in normal rat.