Field notes: Using the myers-briggs type indicator in field education supervision

Journal of Social Work Education

Volumn 40, Issue 2, 2004, Pages 337-349

  Moore, Linda S ^a   Dettlaff, Alan J ^a   Dietz, Tracy J ^a  

^a TEXAS CHRISTIAN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 3042773727     PISSN: 10437797     EISSN: 21635811     Source Type: Journal    
DOI: 10.1080/10437797.2004.10778497     Document Type: Article

References (48)

1. Carlson, J. G. (1985). Recent assessments of the Myers-Briggs Type Indicator. Journal of Personality Assessment, 49, 356-365.
2. Carlson, J. G. (1989). Testing the test. Affirmative: In support of researching the Myers-Briggs Type Indicator. Journal of Counseling and Development, 67, 484-486.
3. Carskadon, T. (1979). Clinical and counseling aspects of the Myers-Briggs Type Indicator: A research review. Research in Psychological Type, 2, 83-84.
4. Council on Social Work Education. (2001). Educational policy and accreditation standards. Alexandria, VA: Author.
5. Dilley, J. (1987). Applications of Jungian type theory to counselor education. Counselor Education and Supervision, 27(1), 44-52.
6. EHtiberio, J. K., & Hammer, A. L. (1993). Introduction to type in college. Palo Alto, CA: Consulting Psychologist Press.
7. Ellison, M. L. (1994). Critical field instructor behaviors: Student and field instructor views. Arete, 18(2), 12-20.
8. Fortune, A. E., & Abramson, J. S. (1993). Predictors of satisfaction with field practicum among social work students. The Clinical Supervisor, 21(1), 95-110.
9. Fortune, A. E., McCarthy, M., & Abramson, J. S. (2001). Student learning processes in field education: Relationship of learning activities to quality of field instruction, satisfaction, and performance among MSW students. Journal of Social Work Education, 37, 111-119.
10. Giddings, M. M., Thompson, K. H., & Holland, T. P. (1996). The relationship between student assessments of agency work climate and satisfaction with practicum. Arete, 21(2), 25-35.
11. Gitterman, A. (1989). Field instruction in social work: Issues, tasks, and skills. The Clinical Supervisor, 7, 77-91.
12. Handley, P. (1982). Relationship between supervisors' and trainees' cognitive styles and the supervision process. Journal of Counseling Psychology, 29, 508-515.
13. Harkness, O., & Poertoer, J. (1989). Research and social work supervision: Aconceptual review. Social Work, 34, 115-119.
14. Harvey, R. J. (1996). Reliability and validity. In A. L. Hammer (Ed.), MBTI applications: A decade of research on the Myers-Briggs Type Indicator (pp. 5-29). Palo Alto, CA: Consulting Psychologists Press.
15. Hirsch, S. K., & Kise, J. A. G. (2000). Introduction to type and coaching. Palo Alto, CA: Consulting Psychologist Press.
16. Holtzman, R., & Raskin, M. S. (1988). Why field placements fail: Study results. In M. S. Raskin (Ed.), Empirical studies infield instruction (pp. 123-136). New York: Haworth.
17. Itzhaky, H., & Eliahou, A. (2001). The effect of learning styles and empathy on perceived effectiveness of social work student supervision. The Clinical Supervisor, 20(2), 19-29.
18. Jones, J., & Sherman, R. (1979). Clinical uses of the Myers-Briggs Type Indicator. Research in Psychological Type, 2, 32-45.
19. Jung, C. G. (1923). Psychological types. New York: HarcourtBrace.
20. Kadushin, A.E. (1991). Field educationin social work: Contemporary issues and trends. InD. Schneck, B. Grossman, & U. Glassman (Eds.), Field education in social work: Contemporary issues and trends (pp. 11-12). Dubuque, LA: Kendall/Hunt.
21. Kissman, K., & Van Tran, T. (1990). Perceived quality of field placement education among graduate social work students. Journal of Continuing Social Work Education, 5, 27-30.
22. Knight, C. (1996). A study of MSW and BSW students' perceptions of their field instructors. Journal of Social Work Education, 32, 399-414.
23. Knight, C. (2001). The process of field instruction: BSW and MSW students' views of effective field supervision. Journal of Social Work Education, 37, 357-380.
24. Kroeger, O., & Thuesen, J. (1988). Type talk: The 16 personality types that determine how we live, love, and work. New York: Dell.
25. Lawrence, G. (1993). People types & tiger stripes (3rd ed.). Gainesville, FL: Center for Applications of Psychological Type.
26. Lawrence, G. (1997). Looking at type and learning styles. Palo Alto, CA: Consulting Psychologists Press.
27. Lazar, A., & Eisikovitz, Z. (1997). Social work students' preferences regarding supervisory styles and supervisor's behavior. The Clinical Supervisor, 16(1), 25-38.
28. Lazar, A., & Mosek, A. (1993). The influence of the field instructor-student relationship on evaluations of students' practice. The Clinical Supervisor, 11(1), 111-120.
29. Majors, M. S., & Chartrand, J. M. (1999). Reliability and validity of MBTI Form M: Measurement accuracy and the use of type. Proceedings of APT-XIII, the Thirteenth Biennial International Conference of the Association for Psychological Type (pp. 289-290). Scottsdale, AZ: Association for Psychological Type.
30. McCaulley, M. (1990). The Myers-Briggs Type Indicator: A measure for individuals and groups. Measurement and Evaluation in Counseling and Development, 220, 181-195.
31. McRae, R. R., & Costa, P. T. (1989). Reinterpreting the Myers-Briggs Type Indicator from the perspective of the five-factor model of personality. Journal of Personality, 57(1), 17-40.
32. Middleman, R. R., & Rhody, G. B. (1985). Competent supervision. Englewood Cliffs, NJ: Prentice-Hall.
33. Moore, L. S., Dettlaff, A. J., & Dietz, T. J. (2003, March). Comparing patterns of personality type preferences: Implications for social work education and practice. Paper presented at the 49th Annual Program Meeting of the Council on Social Work Education, Atlanta, GA.
34. Moore, L. S., Jenkins, D., & Dietz, T. (1998). Adapting social work education to student diversity: The use of the Myers-Briggs Type Indicator in curriculum development. Journal of Teaching in Social Work, 16(1/2), 179-201.
35. Murray, J. B. (1990). Review of research on the Myers-Briggs Type Indicator. Perceptual and Motor Skills, 70, 1187-1202.
36. Myers, I., McCaulley, M. H., Quenk, N. L., & Hammer, A. L. (1998). MBTI manual: A guide to the development and use of the Myers-Briggs Type Indicator (3rd ed.). Palo Alto, CA: Consulting Psychologists Press.
37. Myers, K. (1993). Isabel Briggs Myers and type development. Bulletin of Psychological Type, 16(4), 6-8.
38. Myers, K. D., & Kirby, L. K. (1993). Type development: The Jungian model for lifelong growth. Bulletin of Psychological Type, 16(4), 4r-5.
39. Pearman, R. R., & Albritton, S. C. (1997). I'm not crazy. I'm just not you. Palo Alto, CA: Davies-Black Publishing.
40. Raskin, M. S. (1982). Factors associated with student satisfaction in undergraduate social work field placements. Arete, 7, 44-54.
41. Rogers, G., & McDonald, P. L. (1995). Expedience over education: Teaching methods used by field instructors. The Clinical Supervisor, 13(2), 41-65.
42. Rosenblatt, A., & Mayer, F. (1975). Objectionable supervisory styles: Students' view. Social Work, 20, 184-189.
43. Shulman, L. (1993). Teaching the helping skills (2nd ed.). Alexandria, VA: Council on Social Work Education.
44. Shulman, L. (1999). The skills of helping individuals and groups (4th ed.). Itasca, IL: Peacock.
45. Steen, A. L. (1998). The effects of matched personality types on the outcome measure of perceived supervisory satisfaction (Doctoral dissertation, Mississippi State University, 1998). Dissertation Abstracts International, 59, 2855A.
46. Swanson, J. L., & O'Saben, C. L. (1993). Differences in supervisory needs and expectations by trainee experience, cognitive style, and program membership. Journal of Counseling and Development, 71, 457-464.
47. Thompson, B., & Borrello, G. M. (1986). Construct validity of the Myers-Briggs Type Indicator. Educational and Psychological Measurement, 46, 745-752.
48. Williams, S. B., Staley, D., & Rudyk, B. (2000). The Exam Preparation Inventory: A reliability and validity study. Proceedings of the fourth biennial international conference on education of the Center for Applications ofPsychological Type (pp. 315-323). Gainesville, FL: Center for Applications of Psychological Type.