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Two forms of clinical peer supervision were provided to a sample of 30 practicum students (PS) from Jordan. The sample was divided into two treatment groups and one control group. Results revealed significant effects in the experimental groups compared with the control group, with increases in the means of counselling skills and professional self‐efficacy on the post‐test. Moreover, results revealed no differences in the means of self‐esteem between the three groups or in the two experimental groups on any of the scales. Participants' qualitative session evaluations also supported the helpfulness of clinical peer‐tutoring supervision for school practicum students. [ABSTRACT FROM AUTHOR]

The study aimed to identify Habits of mind among Mu'tah University students and their Relationship with Decision Making and Emotional Stability. The study was applied on a sample of (994) male and female students whom were selected by using the random cluster approach from the study population. To achieve the aims of the study, Gradien habits of mind scale Decision Making scale (were used in addition to the Emotional Stability scale for after checking for their reliability and validity. Results indicated that the most common mind habit was persistence which came with a medium level, followed by creating, imagining and innovating at a medium level in a descending order based on commonness and the habit of Listening with understanding and empathy was less common. Results also indicated a significant statistical positive relationship at ( α ≤ 0.05) between habits of mind and Decision Making among participants. In addition, results indicated a significant statistical positive relationship at (α ≤ 0.05) between habits of mind and Emotional Stability among participants and also indicated a significant statistical differences at (α ≤0.05) in managing impulsivity and Questioning and posing habits and these differences are attributed to gender in favor of female participants in the habit of managing impulsivity and in favor of male participants in the habit of Questioning and posing . Results indicated no differences in the rest of habits that are attributed to gender but there were differences in all mind habits that are attributed to specialty and these differences were in favor of scientific specialties. For the interaction between gender and specialty, there were differences only between, managing impulsivity, listening with understanding and empathy habits female participants in both humanistic and scientific specialties were higher than male participants in both specialties in managing impulsivity and male participants in scientific specialties were higher than male participants in humanistic specialties in the habit of listening with understanding and empathy, furthermore, female participants in scientific specialties were higher than female participants in humanistic specialties in listening with understanding and empathy. [ABSTRACT FROM AUTHOR]