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Article: General and supervision-specific attachment styles: relations to student perceptions of field supervisors.(Report)
- Article from:
- Journal of Social Work Education
- Article date:
- March 22, 2008
- Author:
CopyrightCOPYRIGHT 2008 Council On Social Work Education. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan. All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)
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HISTORICALLY, THE STUDENT-SUPERVISOR relationship has been considered central to social work field education (Kadushin & Harkness, 2002; Munson, 2002; Nye, 2002; Reynolds, 1942; Robinson, 1936; Saari, 1989; Shulman, 1993; Towle, 1954). Research has delineated the behaviors that social work students value and prefer in their supervisors (Fortune & Abramson, 1993; Fortune, McCarthy, & Abramson, 2001; Knight, 2001; Power & Bogo, 2002). Fortune and Abramson (1993), for example, found that the supervisor's availability, openness, trust, and support predicted satisfaction among graduate social work students. Kadushin (1992) found that the most frequently valued supervisor ...