Perspectives on Administration and Supervision

Coordinator's Column

Victor, S. — Tue, 06 Oct 2009 08:14:12 PDT

Building Teams in Speech-Language Pathology Clinical Education

Sbaschnig, K. V. — Tue, 06 Oct 2009 08:14:12 PDT

Competition for entry into graduate school in speech-language pathology is intense. Building teams is one way for students to put aside the competitive mindset and learn to collaborate. Building teams is a peer-supervision method of learning that forms a bridge between instructor-driven supervision and self-supervision. Teams meet weekly and include the student clinicians, as well as the clinical educators assigned to the team. The Coordinator of Clinical Services schedules the meetings at a time that is convenient for all members of the team and sets the agenda. The team meetings include two main activities: Case Studies and the Teaching Clinic. The procedures for these activities are discussed. The benefit to students is that it teaches appropriate consultation and advocacy strategies as well as developing knowledge of the clinical process. The benefits to Coordinators of Clinical Services is that it assists them in becoming familiar with the graduate students on a personal level, in knowing the clients and their treatments, and in scheduling to meet each student's professional growth needs.

Creating a Philosophy of Supervision Through Personal Narrative

McCready, V., Raleigh, L. — Tue, 06 Oct 2009 08:14:12 PDT

A teaching philosophy is described as "a vivid portrait of a person who is intentional about teaching practices and committed to his/her career" (Ohio State University Faculty & TA Development [OSUFTAD], 2005). Being intentional about what one does requires self-reflection, self-analysis, and ultimately self-knowledge. According to Palmer (1998), "We teach who we are... When I do not know myself, I cannot know who my students are," (p.2). "Good teaching requires self-knowledge; it is a secret hidden in plain sight" (p.3). In this article, readers will be asked to reflect on their own life experiences, values and gifts that have influenced their decision to become clinical supervisors and to incorporate this personal narrative and reflection into the composition of a teaching philosophy, more specifically a philosophy of supervision.

Reflections on Student Perceptions of Supervisory Needs in Clinical Education

Fitzgerald, M. D. T. — Tue, 06 Oct 2009 08:14:12 PDT

Clinical supervision is a multi-faceted process involving changing interactions between clinical mentors and supervisees. This paper presents a reflection on students' perspectives from a series of focus groups, surveys, and rating scales completed by students enrolled in residential and distance delivery programs. Qualitative themes which emerged from student focus groups regarding self-identified needs within the clinical education process are examined. Self-assessment surveys and rating scales constructed from focus group data were administered to different cohorts of students during on-campus practica. Participants completed a 5-point rating scale indicating agreement-disagreement with statements of the importance of specific supervisory behaviors and rankings of their five highest priority supervisory needs. Comparisons between students' perceived needs across the developmental continuum and across both delivery modes were examined for differences in the thematic focus of student-identified needs. While the overall patterns of needs were basically similar for the distance education cohort and the beginning, intermediate, and advanced level clinicians in traditional cohorts, differences were observed among the cohorts in terms of patterns of self-identified needs and priorities for emotional support, technical assistance, and collegiality. Implications for accommodating student-identified priority needs for technical knowledge and skills as well as relational interactions with clinical educators are addressed.

Supervisory Practices in Speech - Language Pathology: Pre-practicum Assessment of Student Clinicians in Graduate Training Programs

Phillips, D. E. — Tue, 06 Oct 2009 08:14:12 PDT

How do supervisors determine the level of clinical independence of graduate student clinicians before clinic practicum begins and how do supervisors determine the style of supervision used with each student clinician? A qualitative research methodology was used to investigate supervisory practices of clinical educators supervising graduate student clinicians in speech-language pathology graduate training programs. Data was gathered through standardized open-ended interviews with 11 supervisors from five graduate training programs accredited by the American Speech-Language-Hearing Association (ASHA). All 11 supervisors conducted a pre-practicum assessment, but none used a published program or model to assess the student clinicians. All participants met with the student clinicians prior to the start of therapy to discuss the client. Analysis of data revealed three distinct types of meetings: presentation of the client by the clinician, presentation of the clinician to the supervisor, and pre-practicum assessment using a form. Eight of the 11 supervisors interviewed for this study determined the level of clinical independence of the student clinician solely by asking the clinician to present the client to the supervisor. The supervisors then evaluated the manner, organization, accuracy, and completeness of the presentation to estimate the student's level of clinical independence.

What Are Graduate Students Really Thinking?: A Metacognitive Example

Madix, C., Oxley, J. — Tue, 06 Oct 2009 08:14:12 PDT

The ability to integrate academic and clinical knowledge to achieve a metacognitive level of performance is paramount to being a strong clinician in the field of speech-language pathology. The support and encouragement provided by supervisors strengthens the students' abilities to develop and integrate their knowledge and strategy use in the clinical setting. This article examines the development of metacognitive thinking skills of two first-year graduate students enrolled in a graduate-level speech-language pathology program during their first semester of clinical practicum. A pilot study utilizing a qualitative approach of semi-structured interviews and video-taped therapy sessions was conducted to illustrate how differently graduate clinicians can mature in their clinical program.