Clinical supervision of speech-language pathology students: Comparison of two models of feedback

2009 ◽  
Vol 11 (3) ◽  
pp. 244-255 ◽  
Author(s):  
Diana W. L. Ho ◽  
Tara Whitehill
Keyword(s):  
Clinical Supervision ◽  
Speech Language Pathology ◽  
Language Pathology

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.

International Telesupervision: The Clinical Fellowship Experience

2017 ◽  
Vol 2 (11) ◽  
pp. 73-78
Author(s):  
David W. Rule ◽  
Lisa N. Kelchner
Keyword(s):  
Graduate Students ◽  
Clinical Supervision ◽  
Rural Areas ◽  
The United States ◽  
Speech Language Pathology ◽  
Access To Services ◽  
East African ◽  
The World ◽  
Language Pathology ◽  
National Certification

Telepractice technology allows greater access to speech-language pathology services around the world. These technologies extend beyond evaluation and treatment and are shown to be used effectively in clinical supervision including graduate students and clinical fellows. In fact, a clinical fellow from the United States completed the entire supervised clinical fellowship (CF) year internationally at a rural East African hospital, meeting all requirements for state and national certification by employing telesupervision technology. Thus, telesupervision has the potential to be successfully implemented to address a range of needs including supervisory shortages, health disparities worldwide, and access to services in rural areas where speech-language pathology services are not readily available. The telesupervision experience, potential advantages, implications, and possible limitations are discussed. A brief guide for clinical fellows pursuing telesupervision is also provided.

Constructing and Maintaining Appropriate Boundaries within Clinical Supervision Relationships

2009 ◽  
Vol 19 (1) ◽  
pp. 30-35 ◽  
Author(s):  
Corey L. Herd ◽  
Tracy J. Cohn
Keyword(s):  
Clinical Supervision ◽  
Multiple Roles ◽  
Boundary Crossing ◽  
Speech Language Pathology ◽  
Clinical Supervisors ◽  
Boundary Crossings ◽  
Language Pathology ◽  
Open Discussion ◽  
Supervision Relationships ◽  
The Relationship

Abstract Considerable literature on the relationship between supervisor and supervisee has emerged in the last decade. Much of this literature, however, has examined the relationship that occurs between psychologist and psychology supervisee. In the domain of speech-language pathology and audiology, there is a paucity of information and data. Thus, in response to the limited body of work in the field, the authors hope to first spark discussion around the topic of boundaries within the relationship between clinical supervisors and supervisees. One theoretical model, the “slippery slope,” is presented as a means to understand boundary crossing behavior in the clinical supervision context. The second objective of this article is to explore the working alliance or the working relationship that occurs between a supervisee and a supervisor. Given the multiple roles that a supervisor plays in the life of the supervisee, mentee, and finally colleague, it is likely that at some point, in one of these roles, that the supervisor and/or the supervisee will be faced with a difficult boundary situation. This article is proposed in response to the call from researchers and practitioners who have suggested that one response to addressing boundary violations and boundary crossings is a frank and open discussion.

Supervision: Self-Assessment in Supervision: The Use of the Rubric as a Means of Self-Assessment

2011 ◽  
Vol 21 (2) ◽  
pp. 68-75 ◽  
Author(s):  
Janice Wright
Keyword(s):  
Professional Development ◽  
Clinical Supervision ◽  
Complex Task ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Self Assessment ◽  
Clinical Supervisors ◽  
Knowledge And Skills ◽  
Language Pathology ◽  
Professional Development Needs

Self-assessment in supervision is a complex task; therefore, using a rubric as a means of self-assessment may be a valuable tool. This article will discuss the development of a rubric using the Knowledge and Skills Needed by Speech-Language Pathologists Providing Clinical Supervision (American Speech-Language-Hearing Association [ASHA], 2008a) as the foundation of the tool. The proposed rubric can serve as a tool to self-assess skills and professional development needs in the area of clinical supervision. ASHA has outlined 11 competencies required by supervisors of students and Clinical Fellows (CFs) in the field of speech-language pathology (2008a). Using these competencies paired with a rubric model proposed by Arrasmith and Galion (2001), this article will provide a means by which clinical supervisors can guide their professional development in supervision.

A New Focus on Supervision: Looking to the Future

2008 ◽  
Vol 18 (1) ◽  
pp. 17-23 ◽  
Author(s):  
Lisa Cabiale O’Connor
Keyword(s):  
Clinical Supervision ◽  
Clinical Education ◽  
Formal Education ◽  
Speech Language Pathology ◽  
Specialty Area ◽  
Distinct Area ◽  
Language Pathology ◽  
Supervisory Process ◽  
Definition Of

Abstract This article examines some of our assumptions about clinical supervision, such as, good clinicians automatically make good supervisors, the major role of the supervisor is evaluation, and formal education is not necessary for engaging in supervision. It is important to examine what actions or future directions are necessary so that we do more than just say we recognize supervision as a distinct area of practice. It is time to identify actions professionals and/or the professions need to take in order to ensure quality supervision and, as a result, more effective clinical education. Suggestions include, among others, focusing on increased knowledge and understanding of the supervisory process in speech-language pathology and audiology, acknowledging that education in supervision makes a difference and creates opportunities for professionals to obtain such education, developing and distributing new professional policy documents that focus on supervision, recognizing and promoting a comprehensive definition of the supervisory process, developing tools to evaluate the effectiveness of supervisors, and promoting research that supports the efficacy of supervision in the professions. Supervision is necessary; it is guided by competencies that require training; it is both an art and a science; and, it is a specialty area of the professions.

Clinical Supervision in a Medical Setting: A Preliminary Study About the Practices and Beliefs of Expert and Novice Clinician Supervisors

2017 ◽  
Vol 2 (11) ◽  
pp. 7-16
Author(s):  
Casey Taliancich-Klinger ◽  
Solaman Cooperson
Keyword(s):  
Clinical Supervision ◽  
Clinical Teaching ◽  
Medical Setting ◽  
Speech Language Pathology ◽  
Expert And Novice ◽  
Language Pathology ◽  
Supervision Practices ◽  
Preliminary Study ◽  
Counseling Literature ◽  
Novices And Experts

This project explores perceptions of the clinical supervision practices from the perspective of expert and novice speech-language pathologists (SLPs) in a medical setting. Expert and novices may have different philosophies and beliefs about supervision that could impact a young clinician's learning (Peña & Kiran, 2008). An expert was defined as having more than five years of clinical experience in the medical setting with supervision experience of at least 10 students. Novice clinicians had worked for less than five years and had supervised a minimum of one student. An interview adapted from counseling literature (Okech & Rubel, 2009), was used to collect data on beliefs about supervision practices of two expert and two novice SLPs supervising graduate students at a hospital in Texas. Results indicated that novices were more likely to experience stress related to supervision and did not provide regular feedback to their supervisees in comparison to their expert peers. Experts were more likely to have a positive view of supervision and provide feedback more consistently. These reported differences in perceptions have implications for clinical teaching as novices and experts may have different ways of supervising potentially impacting learning for beginning speech-language pathology clinicians.

Professional Preparation of Clinical Educators in University Graduate Programs

2010 ◽  
Vol 13 (2) ◽  
pp. 49-57
Author(s):  
Pamela Klick ◽  
Maureen Schmitt
Keyword(s):  
Clinical Supervision ◽  
Graduate Programs ◽  
Position Statement ◽  
Professional Preparation ◽  
Speech Language Pathology ◽  
Training Support ◽  
Clinical Educators ◽  
Level Data ◽  
Language Pathology ◽  
Administration And Supervision

The purpose of this research was to gather information regarding current practices in training clinical faculty for supervision in Communication Sciences and Disorders programs. The research was designed to gather information regarding preparation in clinical supervision completed prior to supervising in university clinics, continuing education experiences in supervision, strategies that clinical educators may use as the result of experience and/or training, and training/support at the department/university level. Data were derived from a survey distributed to speech-language pathologists involved in clinical supervision using systematic random sampling of graduate programs accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association (ASHA). Data were analyzed utilizing descriptive statistics. Preliminary results indicated the need for the development of additional strategies to support the advancement of training in clinical supervision and the design of new training tools consistent with the 2008 position statement from ASHA’s Special Interest Division 11, Administration and Supervision.

Leading the Way With Supervision Training: Embracing Change and Transforming Clinical Practice

2017 ◽  
Vol 2 (11) ◽  
pp. 42-46 ◽  
Author(s):  
Samantha J. Procaccini ◽  
Kevin M. McNamara ◽  
Natalie M. Lenzen
Keyword(s):  
Clinical Practice ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
Prior Training ◽  
Training Requirements ◽  
Supervision Training ◽  
Language Pathology ◽  
Supervision Practices ◽  
Effective Supervision ◽  
Training Opportunities

The practice area of clinical supervision has recently acknowledged a demand for efficacious and accessible supervision training opportunities. As with any area of clinical practice, effective supervision requires prior training. Those who engage in supervision practices must be well-trained to adequately support the advancement of evidence-based clinicians. This article will discuss the upcoming changes in supervision training requirements and how embracing these changes will ultimately transform the fields of audiology and speech language pathology.

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