Toward culturally competent supervision: Integrating spiritual diversity in clinical supervision

2010 ◽  
Author(s):  
Gloria M. Workman ◽  
Michelle M. Lee
Keyword(s):  
Clinical Supervision ◽  
Culturally Competent ◽  
Spiritual Diversity

scholarly journals Limitations of Multicultural Supervision in Clinical Neuropsychology

2019 ◽  
Vol 34 (7) ◽  
pp. 1303-1303
Author(s):  
M J Cohen ◽  
M Fredrick-Keniston ◽  
D Jain
Keyword(s):  
Clinical Supervision ◽  
Self Awareness ◽  
Limited Information ◽  
Culturally Competent ◽  
Clinical Neuropsychology ◽  
Multicultural Supervision ◽  
Multicultural Practice ◽  
Competency Based ◽  
General Aspects ◽  
And Training

Abstract Multicultural awareness, competency based clinical supervision, and the clinical neuropsychology subspecialties are areas of growing importance in the psychology field. Specific guidelines exist for multicultural practice, clinical supervision, as well as training in clinical neuropsychology. However, there are significantly fewer resources and training procedures that focus on multicultural supervision, very limited information regarding neuropsychology supervision, and almost non-existent resources that address multicultural considerations in clinical neuropsychology supervision. Objective: This Poster highlights the most important literature regarding general aspects of multicultural supervision in psychology, supervision in clinical neuropsychology, while also introducing ideas and considerations regarding the dire need of multicultural supervision in clinical neuropsychology. Method The authors reviewed the literature regarding general aspects of multicultural supervision in clinical psychology, supervision in clinical neuropsychology, and additionally highlighted the gaps related to supervision in multicultural neuropsychology. Finally, they introduced ideas to address some of the needs in the arena of supervision in multicultural neuropsychology. Discussion Available resources that explore, delineate, or evaluate competent multicultural supervision in clinical neuropsychology are absent. Partially, the limited understanding of - and research that focuses on - the influence of diversity in neuropsychological assessment and interventions might explain the lack of resources allotted to competent multicultural supervision in clinical neuropsychology. It is proposed that in clinical, neuropsychology supervisory process (as in therapy supervision) should include a culturally competent supervisor who can assist in the development of self-awareness, knowledge, and skills in order to provide interventions that understand, honor, and respect the clients’ multiple diversity dimensions.

Human Needs: Religion and Spirituality

2013 ◽  
Author(s):  
Edward R. Canda
Keyword(s):  
Social Work ◽  
Best Practices ◽  
Religion And Spirituality ◽  
Culturally Competent ◽  
Human Diversity ◽  
Human Needs ◽  
Spirituality And Religion ◽  
Diversity Issues ◽  
Spiritual Diversity ◽  
Spiritual Perspectives

This entry provides a brief introduction to social work's approach to spirituality and religion, focusing on definitions, history, current practices, ethical and human-diversity issues, relevance to clients, practice applications, best-practices research, and controversies. Emphasis is given to a spiritually sensitive and culturally competent approach to social work that honors diverse religious and nonreligious spiritual perspectives of clients and their communities. Although American social work is the focus, some international developments are included. References and websites are listed to facilitate identification of resources for addressing spiritual diversity in practice.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

Enhancing Clinical Supervision Using High-Definition Real-Time Digital Recording, Annotation, and Bluetooth Technology

2019 ◽  
Vol 4 (2) ◽  
pp. 356-362
Author(s):  
Jennifer W. Means ◽  
Casey McCaffrey
Keyword(s):  
Graduate Students ◽  
Data Collection ◽  
Real Time ◽  
Clinical Supervision ◽  
Video Recording ◽  
Advanced Technology ◽  
High Definition ◽  
Recording Technology ◽  
Self Confidence ◽  
Additional Data Collection

Purpose The use of real-time recording technology for clinical instruction allows student clinicians to more easily collect data, self-reflect, and move toward independence as supervisors continue to provide continuation of supportive methods. This article discusses how the use of high-definition real-time recording, Bluetooth technology, and embedded annotation may enhance the supervisory process. It also reports results of graduate students' perception of the benefits and satisfaction with the types of technology used. Method Survey data were collected from graduate students about their use and perceived benefits of advanced technology to support supervision during their 1st clinical experience. Results Survey results indicate that students found the use of their video recordings useful for self-evaluation, data collection, and therapy preparation. The students also perceived an increase in self-confidence through the use of the Bluetooth headsets as their supervisors could provide guidance and encouragement without interrupting the flow of their therapy sessions by entering the room to redirect them. Conclusions The use of video recording technology can provide opportunities for students to review: videos of prospective clients they will be treating, their treatment videos for self-assessment purposes, and for additional data collection. Bluetooth technology provides immediate communication between the clinical educator and the student. Students reported that the result of that communication can improve their self-confidence, perceived performance, and subsequent shift toward independence.

Considering Disability Culture for Culturally Competent Interactions With Individuals Who Stutter

2016 ◽  
Vol 43 (Spring) ◽  
pp. 11-22 ◽  
Author(s):  
Michael P. Boyle ◽  
Derek E. Daniels ◽  
Charles D. Hughes ◽  
Anthony P. Buhr
Keyword(s):  
Culturally Competent ◽  
Disability Culture

Benefits and Characteristics of Mentoring Students and Young Professionals

2008 ◽  
Vol 18 (2) ◽  
pp. 67-73 ◽  
Author(s):  
Kristal Mills
Keyword(s):  
Leadership Development ◽  
Clinical Supervision ◽  
Effective Means ◽  
Academic Research ◽  
Mentoring Programs ◽  
Teaching Skills ◽  
Online Mentoring ◽  
Young Professionals ◽  
Research And Teaching ◽  
Workplace Retention

Abstract Mentoring has long been believed to be an effective means of developing students' clinical, research, and teaching skills to become competent professionals. The American Speech-Language-Hearing Association (ASHA) has developed two online mentoring programs, Student to Empowered Professional (S.T.E.P. 1:1) and Mentoring Academic Research Careers (MARC), to aid in the development of students. This paper provides a review of the literature on mentoring and compares and contrasts mentoring/mentors with clinical supervision/preceptors. Characteristics of effective mentors and mentees are offered. Additionally, the benefits of clinical mentoring such as, teambuilding in the workplace, retention of new staff, leadership development, and improved job satisfaction are discussed.

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