The use of technology in clinical supervision and consultation

2018 ◽  
pp. 123-132
Author(s):  
Janine Wanlass
Keyword(s):  
Clinical Supervision ◽  
Use Of Technology

Distance Supervision in Rehabilitation Counseling: Ethical and Clinical Considerations

2015 ◽  
Vol 29 (1) ◽  
pp. 88-95
Author(s):  
Emily M. Lund ◽  
Jared C. Schultz
Keyword(s):  
Informed Consent ◽  
Empirical Evidence ◽  
Clinical Supervision ◽  
Rehabilitation Counseling ◽  
Evidence Based ◽  
Distance Supervision ◽  
Empirically Supported ◽  
Use Of Technology ◽  
Clinical Considerations ◽  
Move Distance

Background:The use of technology-mediated distance supervision is a rapidly growing area in rehabilitation counseling and other fields. Distance supervision has both tremendous potential and notable challenges to address, including questions of ethics and evidence.Purpose:This article examines both the ethical and nonethical principles that rehabilitation counseling programs should consider when implementing distance supervision, such as evidence-based practice, competency, confidentiality, informed consent, and access to supervision.Conclusions:Despite its growing popularity, little empirical evidence exists to support the use of distance supervision as an equivalent and empirically supported means of providing clinical supervision. Suggestions for programs on how to move distance supervision forward as an evidence-based and ethically sound component of rehabilitation counseling are included.

scholarly journals Effective use of technology in clinical supervision

2017 ◽  
Vol 8 ◽  
pp. 35-39 ◽  
Author(s):  
Priya Martin ◽  
Saravana Kumar ◽  
Lucylynn Lizarondo
Keyword(s):  
Clinical Supervision ◽  
Use Of Technology ◽  
Effective Use

scholarly journals ETHICAL ISSUES IN THE USE OF TECHNOLOGY IN CLINICAL SUPERVISION

Psihoterapija ◽  
2019 ◽  
Vol 32 (2) ◽  
pp. 233-246
Author(s):  
Katja Belsak ◽  
◽  
Anja Simonic ◽  
Keyword(s):  
Clinical Supervision ◽  
Ethical Issues ◽  
Use Of Technology

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.

Using Technology to Improve Access to Health Care for Culturally and Linguistically Diverse Populations

2012 ◽  
Vol 19 (3) ◽  
pp. 71-76 ◽  
Author(s):  
Pauline A. Mashima
Keyword(s):  
Health Care ◽  
Health Care Providers ◽  
Access To Health Care ◽  
Underserved Populations ◽  
Linguistically Diverse ◽  
Care Providers ◽  
Department Of Health ◽  
Use Of Technology ◽  
Access To Health ◽  
Improve Access

Important initiatives in health care include (a) improving access to services for disadvantaged populations, (b) providing equal access for individuals with limited or non-English proficiency, and (c) ensuring cultural competence of health-care providers to facilitate effective services for individuals from diverse racial and ethnic backgrounds (U.S. Department of Health and Human Services, Office of Minority Health, 2001). This article provides a brief overview of the use of technology by speech-language pathologists and audiologists to extend their services to underserved populations who live in remote geographic areas, or when cultural and linguistic differences impact service delivery.

Update on Task Force on Issues in Clinical Supervision

1997 ◽  
Vol 7 (3) ◽  
pp. 21-21
Author(s):  
Arlene Pietranton
Keyword(s):  
Clinical Supervision ◽  
Task Force

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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