Well-being and involvement form the quality criteria of the process-oriented approach of the EXE. How you yourself as a teacher or supervisor can increase the well-being and involvement of learners through your interventions as much as possible, you can read below.
Empathy or taking perspective is central to determining the quality of the teacher-student or supervisor interactions. To what extent does the supervisor include the experiences of the learner in his interventions? More specifically, empathy concerns taking into account the experience of the other, being able to empathize with the other. This way of dealing meets the principles of acceptance, authenticity and empathy (Carl Rogers). These three principles are the core elements of the experiential basic attitude. One can empathize with:
- the feelings, and emotional needs and needs of the other (affective empathy)
- the thoughts, reasoning and representations of the other (cognitive empathy)
- the wishes, dreams, desires and interests of the other (conative empathy).
In addition to the degree of empathy, we can distinguish the different types of interventions of supervisors and teachers using three dimensions. It concerns, as it were, three types of functions that can fulfill interventions:
1. Stimulating intervention
Interventions that enrich the activity, making it more intense, more engaging … Invite your children in a lively way to express themselves and tell about their experiences? (communication stimulating) Do you give impulses (hints) during activities (open), so that children can be motivated for a longer period of time? (action-stimulating) Bring in your information, give your explanation and ask questions in a way that captivates young people and makes them think? (think-stimulating)
2. Sensitivity to experience
Interventions that testify to acceptance and understanding of the basic needs and feelings of children. Do children experience that you take them seriously and that you respect them as full-fledged persons? Do you have an eye for their need for attention? Do children find warmth, affection and care with you? Confirm your children in their being and in their abilities? Do you offer clarity about what is possible and what is not, about the course, about what you think? Do children experience your understanding of what concerns them emotionally and do they get help to process painful experiences?
Interventions that respond in a positive way to the initiatives that children take and their input is made possible. Do you give children the space to choose activities that appeal to them and do you respect the choices they make or the wishes they express? Do children have the space to think for themselves how they will work in an activity and to experiment? Are they given the opportunity to make their ‘own’ product and are they allowed to indicate for themselves what is ‘finished’ for them? Do you actively involve children in finding solutions to conflicts? Do you involve them in setting limits and agreements and indicate why something is or is not possible?
The term ‘style’ suggests that there are patterns in the way someone deals with others. That also appears. Some supervisors are stronger in ‘sensitivity to experience’, while others mainly excel in ‘stimulating intervention’. However, this does not prevent the same person from being able to use different styles depending on the situation in which he / she is and / or on the persons with whom he / she is dealing. The style used can also depend on your own state of mind. In that sense, ‘style’ is not such a ‘fixed’ concept as the concept might insinuate.
Guidance style can be measured via the Adult Style Observation Schedule (ASOS), developed by CEGO.