A Qualitative Study Describing Positive and Negative Supervisor-Student Clinician Relationships in Speech-Language Pathology

Fencel, Jessica Atick; Mead, Jean S.

doi:10.1044/persp2.sig11.17

Cited by 2 publications

(5 citation statements)

References 11 publications

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“…Authors of supervision research have proposed that the process of supervision should be viewed and approached as a continuum, where a supervisee begins the supervisory process as dependent and evolves to a level of independence (Anderson 1988;McCrea & Brasseur 2020, 2003Ostergren 2011). Anderson (1988) developed a model of supervision known as the continuum of supervision, which remains the most widely acknowledged and utilized model in speech-language pathology supervision (Ho & Whitehill 2009;ASHA 2013ASHA 2008McCrea & Brasseur 2020, 2003Fencel & Mead 2017;Ostergren 2011). Theoretical models of supervision advise that the style of a supervisor should be modified in response to supervisee's needs (Dowling 2001;Anderson 1988).…”

Section: Supervisory Stylesmentioning

confidence: 99%

“…The quality of the supervisor-supervisee relationship is a critical factor in the development and performance of a supervisee (Fencel & Mead 2017;ASHA 2013ASHA 2008McCrea & Brasseur 2020, 2003Ostergren 2011). The style of a supervisor influences the supervisory process and can be strongly associated with outcomes such as the supervisee's willingness to collaborate and general satisfaction with the supervisor (Friedlander & Ward 1984;Greenberg 1980;Ladany et al 2001).…”

Section: Supervisor-supervisee Relationshipmentioning

confidence: 99%

“…Identification of key interactive features within a supervisory relationship requires assessing both the supervisee and supervisor's perception of each other (Efstation et al 1990). It is important to identify contributing features in the supervisory relationship when considering how to provide supportive and positive placements for preprofessionals (Fencel & Mead 2017).…”

Section: Supervisor-supervisee Relationshipmentioning

confidence: 99%

“…The platform for enhancing professional growth and development of both the supervisor and supervisee can be achieved through inclusion of self-analysis and self-evaluation (American Speech-Language-Hearing Association [ASHA] 20132008McCrea & Brasseur 2020. Ultimately, professional advancement of those participating in the supervisory process will enhance service delivery by providing optimal client care, making supervision an area that warrants our focus and attention (Anderson 1988;Wright & Needham 2016;Fencel & Mead 2017).…”

mentioning

confidence: 99%

“…Supervision is an essential component of clinical education for training graduate students in speech-language pathology (Fencel & Mead 2017). Every speech-language pathologist (SLP) participates in the supervisory process as a student and clinical fellow, with many assuming the role as a clinical supervisor at some point in their careers (McCrea & Brasseur 2020, 2003.…”

mentioning

confidence: 99%

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Perception of Supervisory Styles

Schaaf,

Liljequist,

Wilson

et al. 2023

Semin Speech Lang

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Supervision is a dynamic and challenging leadership process that remains an essential element within the field of speech-language pathology. This study examines a facet of the supervisory relationship and investigates whether supervision styles are similarly perceived by the supervisor and supervisee and if a mismatch in perceptions relates to satisfaction between supervisor–supervisee dyads. Data were collected through completion of a demographic questionnaire as well as the Supervisory Style Inventory, which categorizes supervisory style as being attractive, interpersonally sensitive, task-oriented, or mixed. Findings demonstrate notable variance in the self-reported supervisor style and the style supervisees perceived as being demonstrated with over half (66%) of supervisor–supervisee dyads reporting a perceived mismatch in style. There was not a significant difference in the level of supervisee satisfaction for supervisor dyads reporting a match in style compared with mismatch. Satisfaction was correlated with all three reported style characteristics; however, interpersonal and task-oriented supervisory style characteristics were more strongly correlated with supervisee satisfaction. Having a mixed style was the only style that was significantly correlated with supervisees reporting having their needs met. Discussions include practical implications, limitations of the study, as well as recommendations for future research.

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Section: Supervisory Stylesmentioning

confidence: 99%

Section: Supervisor-supervisee Relationshipmentioning

confidence: 99%

Section: Supervisor-supervisee Relationshipmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Perception of Supervisory Styles

Schaaf,

Liljequist,

Wilson

et al. 2023

Semin Speech Lang

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Reflecting on Relationally Focused Critical Incidents: Investigating the Use of Reflective Writing to Support Conflict-Handling Skills During Speech-Language Pathology Student Internships

Hollister,

Kadir,

Daher

2024

Perspect ASHA SIGs

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Purpose: Handling conflict successfully is an important professional competency. This study examined whether integrating relationally focused critical-incident reflections into graduate speech-language pathology student internships improved conflict-handling skills. The study also analyzed the breadth and depth of reflections and identified student variables associated with improved conflict handling. Method: Participants were a convenience sample of 49 graduate speech-language pathology students. A quasi-experimental design was used to compare participant conflict-handling skills at baseline, after a 7-week control period, and after 7 weeks of biweekly reflections. Students were provided with an orientation and writing prompt to guide their reflections. Relationships were examined between participant conflict-handling abilities, reflective capacity, emotional intelligence, number of reflections completed, and years of speech-language pathology–related experience. Results: Significant changes did not occur in conflict-handling skills after completing 7 weeks of relationally focused critical-incident reflections. Students demonstrated measurable ability to reflect on their experiences but appeared unable to achieve deep reflection. Significant correlations were revealed between emotional intelligence, number of reflections completed, and changes in conflict handling. Students with 2–4 years of prior speech-language pathology–related experience appeared to increase their conflict-handling skills during the clinical internship. Conclusions: Students were unable to critically reflect with guided questions and a training session alone. Reflection did not result in changes to conflict-handling skills, although individual student variables did impacted conflict handing. Implications for clinical education are discussed.

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A Qualitative Study Describing Positive and Negative Supervisor-Student Clinician Relationships in Speech-Language Pathology

Cited by 2 publications

References 11 publications

Perception of Supervisory Styles

Perception of Supervisory Styles

Reflecting on Relationally Focused Critical Incidents: Investigating the Use of Reflective Writing to Support Conflict-Handling Skills During Speech-Language Pathology Student Internships

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