2/10/2014 “Supervision is a process that consists of a variety of patterns of behavior, the appropriateness of which depends upon the needs, competencies, expectations and philosophies of the supervisor and the supervisee and the specifics of the situation (task, client, setting, and other variables).” Akilah Heggs Davis, M.A., CCC-A Ingrid Hinkley, M.A., CCC-SLP Georgia Speech Language Hearing Association 2014 Annual Convention February 7, 2014 McCrea, Elizabeth S. and Brasseur, Judith A., The Supervisory Process in SpeechLanguage Pathology and Audiology, Allyn & Bacon, 2003, p. 8 “A central premise of supervision is that effective clinical teaching involves, in a fundamental way, the development of self-analysis, self-evaluation and problem-solving skills on the part of the individual being supervised.” “Clinical Supervision in Speech-Language Pathology and Audiology,” ASHA, 1985 (position statement) Supervisor has dominant role What type of supervisee is seen in this stage: beginning supervisee marginal student supervisee who is working with a new disorder category, new setting, new supervisor 1 2/10/2014 Supervisee is a participant Supervisor encourages and supports the supervisee in the management of the clinical process Supervisee is moving toward independence Moving in competence, knowledge and skill What type of Supervisee is seen here? Someone who is learning to analyze the clinical sessions & her/his own behavior Supervisor views the supervisee as an independent problem solver Relationship becomes more of a peer interaction What type of Supervisee is seen here? A person who is beginning to function independently but acts within boundaries of expertise Can analyze sessions and clinical behavior The supervisor provides the direction for the supervisee Less Self Shared directive but not inactive responsibility Jointly establish objectives Collaboration is apparent Mentoring supervision is beginning relationship develops Supervisee assumes the primary management 2 2/10/2014 Encourage input from the supervisee by using language that promotes critical thinking and problem solving. Be a good listener. Support the idea that supervisee can self-analyze and problem solve on their own. Consult vs. consultation Consult – seek advice or information Consultation – helping process which emerges out of need to solve a problem. Knowledge and Skills Needed by SpeechLanguage Pathologists Providing Clinical Supervision Clinical Supervision in Speech Language Pathology Issues in Ethics: Responsibilities of Individuals Who Mentor Clinical Fellows in SpeechLanguage Pathology 2014 Standards for the Certificate of Clinical Competence in Speech-Language Pathology. Information for Clinical Fellowship (CF) Mentoring SLPs Describes: 1. Preparation for supervision 2. Interpersonal communication skills 3. Development of critical thinking/problemsolving 4. Clinical competence in assessment 5. Clinical competence in intervention 6. Supervisory conferences 7. Evaluation of supervisee growth 8. Approach to diversity 9. Documentation 10. Ethics, regulations, and legal requirements American Speech-Language-Hearing Association (2008). Knowledge and Skills Needed by SpeechLanguage Pathologists Providing Clinical Supervision [Knowledge and Skills]. Available from www.asha.org/policy American Speech-Language-Hearing Association (2008). Clinical Supervision in Speech Language Pathology [Technical Report]. Available from www.asha.org/policy Report developed by ASHA AdHoc Committee on Supervision in Speech-Language Pathology. 3 2/10/2014 Describes: Research on supervision Definition of supervision and mentoring Supervision across settings Technology in supervision Influence of power in supervision Council for Clinical Certification in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association. (2012). 2014 Standards for the Certificate of Clinical Competence in Speech-Language Pathology. Retrieved 11/19/13 from http://www.asha.org/Certification/2014Speech-Language-Pathology-CertificationStandards/ Standard VII: Speech-Language Pathology Clinical Fellowship Form E: Clinical Fellowship Skills Inventory (CFSI) American Speech-Language-Hearing Association (2013). Issues in Ethics: Responsibilities of Individuals Who Mentor Clinical Fellows in Speech-Language Pathology. Available from www.asha.org/Practice/ethics Describes: Potential ethical issues that may arise. Rules of ethics that apply to mentorship. American Speech-Language-Hearing Association. (2013). Information for Clinical Fellowship (CF) Mentoring SLPs. Retrieved 11/19/13 from www.asha.org/Certification/CFSupervisors Describes: Roles and responsibilities Providing feedback Mentor qualifications Mentor/supervisor resource The Georgia Supervisory Competency Instrument (G-SCI) was developed for the Georgia Supervisory Network in 2004 to provide a tool to evaluate supervisors skills. Based on knowledge and skills recommended by ASHA. Available: ? GSN website? 4 2/10/2014 For most speech-language pathologists, the CF is the first professional employment experience Review 18 areas of CFSI Goals Schedule plan of 36 monitoring activities Method of evaluation Establishing Mentors/supervisors of clinical fellows play a critical role in preparation of professionals Providing mentorship regarding clinical expertise Providing mentorship regarding ethical professional behavior Council for Clinical Certification in Audiology and Speech-Language Pathology. (2005). Membership and certification handbook of the American Speech-Language-Hearing Association. Retrieved September 15, 2008, from www.asha.org/about www.asha.org/about/membership certification/handbooks/slp/slp_standards.htm#Std_VI (Handelsman, 2006) 26 Thoughtful consideration of ones’ own experiences in applying knowledge to practice while being coached by professionals in the discipline. Materials that document competencies; artifacts representing professional development. These materials require reflective practice as clinician must reflect on which approaches worked well and why. Schon, D.A. (1996). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass, Inc. 27 Observations/Evaluations Video or audio tapes Letters Continuing Education Goals and Outcomes “…the portfolio is intended to be an active document that is reviewed and updated on an ongoing basis.” (Bossers, Kernaghan, Merla and Van Kessel, 1999, p.11) Bossers, A., Kernaghan, J., Merla, L., & Van Kessel, M (1999, July/August). Portfolios: A powerful professional development tool. Occupational therapy now, 11-13. 29 Hurst, B., Wilson C., & Cramer, G. (1998). Professional teaching portfolios. Phi Delta Kappan, 79(8), 578-82. EJ 563 868 28 “…effective mentors become companions on new teachers’ journeys. They may act as fellow travelers, tour guides, diplomatic counsels, or, on occasion, organizers of refugee centers. In all these relations, however, they share the wisdom of their experience on the road.” Fairbanks, C., Freedman, D. and Kahn, C. (2000). The role of effective mentors in learning to teach. Journal of Teach Education. 51 (2): 102-112. 30 5 2/10/2014 The Criteria for Membership Speech-Language Pathologists and Audiologists interested in: Improving the quality of training for supervisors Improving the quality of training by supervisors Participating in a forum for the exchange and dissemination of information on supervision Degree-seeking students interested in the supervisory process Membership Dues: $5.00 mission of GSN includes: Promoting interaction among individuals engaged in supervision in communication disorders Stimulating the exchange of and dissemination of information among those engaged in supervision in all professional settings in communication disorders Supporting the provision of continuing education experiences for supervisors. The goal of the website is to provide a dynamic virtual community of resources for professionals interested in supervision in communication disorders and other related areas. This resource will create and foster partnerships and mentoring relationships across the profession. Within the site you will find a directory of professionals throughout the state that participate in supervisory activities, continuing education opportunities, and a resource library. 6 2/10/2014 Akilah Heggs Davis, M.A., CCC-A Ph.D. Candidate GaLEND Fellow School of Public Health Georgia State University [email protected] Ingrid Hinkley, M.A., CCC-SLP Assistant Clinical Professor/SLP Clinical Supervisor The University of Georgia Speech and Hearing Clinic [email protected] 7
© Copyright 2026 Paperzz