SUPERVISION FINAL || 228 QUESTIONS
WITH VERIFIED ANSWERS
Clinical Process - ANSWER-"the interaction that takes place between the clinician and
the client"
Supervisory process - ANSWER-•"interaction that takes place between the supervisor
and the clinician and may be related to the behavior of the clinician or the client or to the
program in which the supervision and clinician are employed"
Clinical teaching - ANSWER-•Center of supervisory process in educational setting
•Along with program management in a service delivery program
•Used for the purpose of improving and measuring student learning
Clinical supervision (or clinical teaching or clinical education) - ANSWER-•Clinical
supervision is a distinct area of practice and an essential component in the education of
students and the continual professional growth of SLPs (ASHA 2008)
•Education of future SLPs
•Continuous professional growth of SLPs
•Clients benefit
titles for supervisors - ANSWER-•Supervisor - generic label typically used
•Coordinator
•Consultant
•Head clinician
Settings for supervisors - ANSWER-1).Colleges and Universities
---- clinical phase of preparation to become certified professionally
•Depends on the organization and structure of the program
2.)Off-Campus Practicum
----Off-campus Supervisor assumes primary responsibility of directing the
college/university student
3.)Service Delivery Settings
---Duties to maintain quality of service to clients
•Maintaining quality of services
,•Monitoring and evaluating services
4.)Clinical fellowship (CF)
-----9 months
•Supervision mandatory for completing and granting of Certificate of Clinical
Competence (CCC)
history of supervision - ANSWER-•Supervision has been around since beginning of SLP
profession.
•
•Continued to gain strength with CSSPA - Council of Supervisors in Speech-Language
Pathology and Audiology
•
•Body of research developed in 1990's
Jean Anderson 1988 - ANSWER-•Began the trend toward evidence-based practice in
supervision
•First to discuss differences in communication styles and how they may affect
interactions of student-supervisor dyad
•Proposed a continuum model - 3 stages
1.Evaluation - feedback
2.Transition
3.Self-Supervision stages
Other influential researchers in supervision - ANSWER-•Dowling (1987) - suggested a
group supervisory approach
•Williams (1995) - concepts of collegiality and self-supervision
•Mawdsley and Scudder (1989) - different perspective of Integrative Task-Maturity
Model of Supervision (ITMMS)
Current trend - ANSWER-•McCready & Raleigh (2009) - use of narratives
•Behrens (2007) approach that centers around the examination of supervisory
exchanges with conversational analysis
•Behrens & Jablon (2008) - discussed the need of effective communication
•Assessment included judgment of overall communicative success, judgment of
expressing oneself, the ability to be understood, and negotiation skills.
Feedback - ANSWER-•Study comparing verbal immediate feedback with delayed
written feedback
•Students were more satisfied with the immediate verbal feedback and scored higher
ratings in clinic evaluations
•Personal and professional growth of study is most important
The Case study approach - ANSWER-•Scenarios are developed as a teaching tool
•Case studies allow students to examine against a real practice situation
,•Can be limited, however generally enhances supervisory process
•Scenarios often use areas of:
•Cultural differences
•Application of textbook knowledge
•Communication breakdown,
•Issues of clinical competence
•And needs of nontrational students.
Nontraditional student - ANSWER-•Clinical abilities are compromised
•Student not disclosing a personal problem or diagnosis
•These situations DO exist
•Students need to share any psychological or physical issues with their supervisor
Minorities in the field - ANSWER-•There is a HUGE need to increase representation of
the minorities in the profession
•Profession make-up is mostly women
•Need mentorship for all cultural groups and men.
Supervisors operating without formal preparation - ANSWER--Few training programs
offer coursework
-Few ongoing professional development in supervision
-VanRiper in 1965 stated: "each of us has his own strengths and weaknesses.
Therefore, we would hesitate to insist that all of us should supervise in the same way."
Supervisory Behaviors - ANSWER--Open supervisory styles relate back to when they
were supervised in their programs
-Parents, teachers, siblings supervision patterns may influence
-Outside influences as noted in the business world
-Influences by the media or other disciplines
Behavioral Styles - ANSWER-1.Telling - leader defines the role
●
2.Selling - Direction is provided
●
3.Participating - facilitative, shared decisions
●
4.Delegating - low relationship with supervisee
Direct/Indirect concept - ANSWER--Direct
Telling
Giving opinions
Criticizing
-Indirect
Accepting
Clarifying
, Praising
Interpersonal Approach - ANSWER--Must consider difference between
-Evaluative function of supervision.
-Assessment
-Judgement
-Teaching function
-Helping student acquire competencies
Cogan (1973)8 phases in cycle of supervision - ANSWER-1.Establish teacher-
supervisor relationship
2.Planning with the teacher
3.Planning the strategy of the observation
4.Observing interaction
5.Analyzing the teacher-learning processes
6.Planning the strategy of the conference
7.The conference
8.Renewed planning
Cognitive Coaching (Costa & Garmston (1985) - ANSWER--Approach that supports
informed decisions
-Ask questions that will
-Facilitate thinking
-Inference building
-Self-evaluation
-Self-prescription
SLP approaches - from literature - ANSWER--Descriptive findings
-About 30 minutes in length
-Supervisor in dominant role
-Supervisor structures conference
-Supervisor provides information
-Topic changes frequently
-Supervisor provides suggestions
SLP approaches - from literature - ANSWER--Theoretical positions - Ward and Webster
-Stressed importance of providing proper conditions for growth and change in students
-Students should gain repeated experience in exploring their humanness
Continuum of supervision in SLP - professional growth of supervisor and supervisee -
ANSWER--Stages of the Continuum
-Evaluation - feedback stage
-Transitional stage
WITH VERIFIED ANSWERS
Clinical Process - ANSWER-"the interaction that takes place between the clinician and
the client"
Supervisory process - ANSWER-•"interaction that takes place between the supervisor
and the clinician and may be related to the behavior of the clinician or the client or to the
program in which the supervision and clinician are employed"
Clinical teaching - ANSWER-•Center of supervisory process in educational setting
•Along with program management in a service delivery program
•Used for the purpose of improving and measuring student learning
Clinical supervision (or clinical teaching or clinical education) - ANSWER-•Clinical
supervision is a distinct area of practice and an essential component in the education of
students and the continual professional growth of SLPs (ASHA 2008)
•Education of future SLPs
•Continuous professional growth of SLPs
•Clients benefit
titles for supervisors - ANSWER-•Supervisor - generic label typically used
•Coordinator
•Consultant
•Head clinician
Settings for supervisors - ANSWER-1).Colleges and Universities
---- clinical phase of preparation to become certified professionally
•Depends on the organization and structure of the program
2.)Off-Campus Practicum
----Off-campus Supervisor assumes primary responsibility of directing the
college/university student
3.)Service Delivery Settings
---Duties to maintain quality of service to clients
•Maintaining quality of services
,•Monitoring and evaluating services
4.)Clinical fellowship (CF)
-----9 months
•Supervision mandatory for completing and granting of Certificate of Clinical
Competence (CCC)
history of supervision - ANSWER-•Supervision has been around since beginning of SLP
profession.
•
•Continued to gain strength with CSSPA - Council of Supervisors in Speech-Language
Pathology and Audiology
•
•Body of research developed in 1990's
Jean Anderson 1988 - ANSWER-•Began the trend toward evidence-based practice in
supervision
•First to discuss differences in communication styles and how they may affect
interactions of student-supervisor dyad
•Proposed a continuum model - 3 stages
1.Evaluation - feedback
2.Transition
3.Self-Supervision stages
Other influential researchers in supervision - ANSWER-•Dowling (1987) - suggested a
group supervisory approach
•Williams (1995) - concepts of collegiality and self-supervision
•Mawdsley and Scudder (1989) - different perspective of Integrative Task-Maturity
Model of Supervision (ITMMS)
Current trend - ANSWER-•McCready & Raleigh (2009) - use of narratives
•Behrens (2007) approach that centers around the examination of supervisory
exchanges with conversational analysis
•Behrens & Jablon (2008) - discussed the need of effective communication
•Assessment included judgment of overall communicative success, judgment of
expressing oneself, the ability to be understood, and negotiation skills.
Feedback - ANSWER-•Study comparing verbal immediate feedback with delayed
written feedback
•Students were more satisfied with the immediate verbal feedback and scored higher
ratings in clinic evaluations
•Personal and professional growth of study is most important
The Case study approach - ANSWER-•Scenarios are developed as a teaching tool
•Case studies allow students to examine against a real practice situation
,•Can be limited, however generally enhances supervisory process
•Scenarios often use areas of:
•Cultural differences
•Application of textbook knowledge
•Communication breakdown,
•Issues of clinical competence
•And needs of nontrational students.
Nontraditional student - ANSWER-•Clinical abilities are compromised
•Student not disclosing a personal problem or diagnosis
•These situations DO exist
•Students need to share any psychological or physical issues with their supervisor
Minorities in the field - ANSWER-•There is a HUGE need to increase representation of
the minorities in the profession
•Profession make-up is mostly women
•Need mentorship for all cultural groups and men.
Supervisors operating without formal preparation - ANSWER--Few training programs
offer coursework
-Few ongoing professional development in supervision
-VanRiper in 1965 stated: "each of us has his own strengths and weaknesses.
Therefore, we would hesitate to insist that all of us should supervise in the same way."
Supervisory Behaviors - ANSWER--Open supervisory styles relate back to when they
were supervised in their programs
-Parents, teachers, siblings supervision patterns may influence
-Outside influences as noted in the business world
-Influences by the media or other disciplines
Behavioral Styles - ANSWER-1.Telling - leader defines the role
●
2.Selling - Direction is provided
●
3.Participating - facilitative, shared decisions
●
4.Delegating - low relationship with supervisee
Direct/Indirect concept - ANSWER--Direct
Telling
Giving opinions
Criticizing
-Indirect
Accepting
Clarifying
, Praising
Interpersonal Approach - ANSWER--Must consider difference between
-Evaluative function of supervision.
-Assessment
-Judgement
-Teaching function
-Helping student acquire competencies
Cogan (1973)8 phases in cycle of supervision - ANSWER-1.Establish teacher-
supervisor relationship
2.Planning with the teacher
3.Planning the strategy of the observation
4.Observing interaction
5.Analyzing the teacher-learning processes
6.Planning the strategy of the conference
7.The conference
8.Renewed planning
Cognitive Coaching (Costa & Garmston (1985) - ANSWER--Approach that supports
informed decisions
-Ask questions that will
-Facilitate thinking
-Inference building
-Self-evaluation
-Self-prescription
SLP approaches - from literature - ANSWER--Descriptive findings
-About 30 minutes in length
-Supervisor in dominant role
-Supervisor structures conference
-Supervisor provides information
-Topic changes frequently
-Supervisor provides suggestions
SLP approaches - from literature - ANSWER--Theoretical positions - Ward and Webster
-Stressed importance of providing proper conditions for growth and change in students
-Students should gain repeated experience in exploring their humanness
Continuum of supervision in SLP - professional growth of supervisor and supervisee -
ANSWER--Stages of the Continuum
-Evaluation - feedback stage
-Transitional stage
