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dc.contributorCorrespondence addressing this article should be sent to Andrew Felton: afelton4@uwyo.edu
dc.contributor.authorFelton, Andrew
dc.contributor.authorMorgan, Michael
dc.contributor.authorBruce, Mary Alice
dc.date2021-06-30T22:18:47.000
dc.date.accessioned2021-09-08T14:46:15Z
dc.date.available2021-09-08T14:46:15Z
dc.date.issued2015-10-01T00:00:00-07:00
dc.identifierrepository.wcsu.edu/jcps/vol7/iss3/6
dc.identifier.urihttps://westcollections.wcsu.edu/handle/20.500.12945/2032
dc.description.abstract<p>Through this hermeneutic-phenomenological qualitative study, 10 supervisors of a CACREP accredited program identified emergent themes and challenges of triadic supervision: relationship dynamics, feedback, time management, contextual learning, and matching of supervisees. The researchers offer specific methods to approach these challenges within triadic supervision to maximize effectiveness.</p>
dc.titleLessons from Triadic Supervisors: Maximizing Effectiveness
dc.title.alternativeLessons from Triadic Supervisors: Maximizing Effectiveness
wcsu.oldurlhttps://repository.wcsu.edu/jcps/vol7/iss3/6
dc.source.statuspublished
dc.subject.keywordSupervision
dc.subject.keywordTriadic
dc.subject.keywordEffectiveness
wcsu.oldid1107
dc.source.peer_reviewedtrue
dc.identifier.doihttp://dx.doi.org/10.7729/73.1107


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