Supervision as an Element of Transmitting of the Reflective–Activity Approach to Assistance in Overcoming Learning Difficulties

Abstract

The problem of transmitting of technologies of psychological and pedagogical counseling of students on overcoming learning difficulties by means of a reflective–activity approach (RAA) is posed. The limited possibilities of teaching student counselors on the basis of learning situations are discussed. The method of transmitting the principles and technologies of counselling by means of RAA through the organization of supervisory and intervisor groups is considered. A reflective analysis of two options for constructing supervisory support for student counsellors mastering RAA is given. When comparing them, conclusions are drawn about the general logical sequence of passing through the key moments of mastering the RAA in the course of supervision, as well as about the main feature of the supervisory process. In the course of supervision, helping student counsellors to overcome their difficulties in mastering the approach is built on the same principles of RAA as their assistance to school students in overcoming learning difficulties. Thus, students get a double experience of helping with RAA, available for reflection: the experience of providing such assistance, and the experience of receiving such assistance.